ࡱ> z|yu@ )bjbj 1`$V H  >->->->-L- yZ".".".".(J.)/)/)/::::L;pJpY$\RK_XZ1%/)/I2|2@ZJ.J.3Zq4q4q43"RJ.J.:q41:q4q44:E7o"7J.. `?>-'3j7 84IZ0yZ7._3_7 _6 7)/v/Tq4/D70X)/)/)/ZZ Z)O4" Z) Logic PHIL 174 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course is a detailed study of the methods and principles of correct reasoning, considered from both the traditional and modern point of view. Outcome Statement: Students will be able to demonstrate a complete, symbolic formal system utilizing a comprehensive and entirely symbolic language and containing a complete set of formal laws of logic. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area(s) satisfied:Quantitative AnalysisSkill(s) Developed:Critical Thinking Skills and Dispositions, Quantitative Analysis and Research MethodsValues Requirement(s) satisfied:None CORE LEARNING OBJECTIVES  Knowledge Area (Quantitative Analysis):  The logic course is designed to instill in a strong way an understanding of quantitative analysis. A specific outcome here is that students be able to "represent and interpret quantitative information symbolically, graphically, numerically, verbally, and in written form." This logic course squarely achieves this outcome. A rather substantial component of the logic course is the introduction of a complete, symbolic formal system utilizing a comprehensive and entirely symbolic language and containing a complete set of formal laws of logic. Student will be required to master this formal system and to solve problems of everyday argumentation within this formal system, in the following way. First of all, they must represent the problems in completely symbolic terms (using the formal language introduced). Analysis always includes a formal, symbolic analysis. Secondly, they must use the formal techniques of the logic system to give solutions to these problems. Solutions always involve formal techniques that employ the strict rules of symbolic logic. Skills (Critical Thinking Skills):  This course develops these critical thinking skills: to comprehend and summarize the meaning of written statements to analyze relationships among statements, etc. to evaluate the strengths and weaknesses of positions. to generate proposals and develop strategies to support arguments or resolve problems to construct cases in support of reasoned judgments, to present arguments and counterarguments for them to monitor individual thinking, to validate or correct it. Skills (Quantitative Analysis and Research Methods): The logic course also develops the skill related to the understanding of quantitative analysis. A rather substantial component of the logic course is the introduction of a complete, symbolic formal system that utilizes a comprehensive and entirely symbolic language and contains a complete set of formal laws of logic. Student will be required to master this formal system and to solve problems of everyday argumentation within this formal system. PROCEDURES  Full Course Description: This course is a detailed study of the methods and principles of correct reasoning, both deductive and inductive and from both the traditional and modern point of view. Central to this study are the precise analysis of the logical structure of the sentences that we use in our arguments and the logical consequences that sentences have. The laws of logic themselves are extensively studied, and they are rigorously applied in the solution of concrete problems of argumentation. Also studied are the many types of common errors in reasoning, known as logical fallacies. Issues of evidence, truth, and explanation are discussed as well. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism:  Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all.  The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the Knowledge Area objectives (previous section) you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  See previous comment.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site.  Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you. Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities  Many teachers circulate their course calendars separately from the syllabus. 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