Logic

elementary

pedagogy: NP2_W04; NP2_U02; NP2_U04; NP2_U06; NP2_K01

– emphasizing the benefits of practising logic;

– initiating the student into mysteries of the art of reasoning;

– proficiency in logical thinking;

– proficiency in differentiating between a rational action and one that pretends to be rational.

No knowledge of logic is required. Classes are conducted at a basic level. However, philosophical knowledge provided for in the programme of the first cycle education is required.

1. Logic in theory: How do we think? Logic and other types of knowledge: mathematics, philosophy, psychology (history of the problem); Culture of a sign: symbols, languages, images, natural and conventional signs.

2. Logic in practice: Tautologies and zero-jedynkowa combinatorics; The elements of calculus of propositions; The square of opposition; Logical errors relating to content, language, method, reasoning.

1. textbook: K. Pawłowski, Podstawy logiki ogólnej. Skrypt dla studentów kierunków humanistycznych, Wyd. UKSW, Warszawa 2016; K. Pawłowski, Zarys logiki. Skrypt dla studentów kierunków humanistycznych, Wyd. UKSW, Warszawa 2012.

2. Source literature: L. Borkowski, Logika formalna, PWN, Warszawa 1997; L. Borkowski, Wprowadzenie do logiki i teorii mnogości, TN KUL, Lublin 1991; S. Kamiński, Pojęcie nauki i klasyfikacja nauk, TN KUL, Lublin 1981; S. Kamiński, Filozofia i metoda, TN KUL, Lublin 1993;E. Żarnecka-Biały, Mała logika, Wydawnictwo Uniwersytetu Jagiellońskiego, ed. 4 + CD, Kraków 2006; Mała encyklopedia logiki, ed. W. Marciszewski, Zakład Narodowy im. Ossolińskich, Wrocław 1988.

K) A student explains basic terms of logic. A student describers types o logical errors, distinguishes between types of definitions. A student explains elementary problems of logical calculus.

(S) A student classifies and analyzes logical errors. A student uses syntactical categories, compares kinds of definitions and types of knowledge, uses logical calculus: syllogistic, propositional calculus and distinguishes reliable from unreliable reasoning.

(C) A student remains critical in expressing opinions, is concerned about the preservation of elementary logical culture in the discussion and able to formulate oral and written expression.

STUDENT ACTIVITY and HOURS of work

_________________________________________

Lecture ................................................. 30

Getting prepared for classes .......................... 25

Sitting for an exam ........................... 30

duty hours ...................................... 5

1) A forming evaluation/grade:

– for grade 2 (unsatisfactory) – A student does not know the basic definitions of the concepts of logic, does not distinguish between basic categories of syntactical categories and elements of logical calculus.

– for grade 3 – A student correctly presents the knowledge of the basic concepts of logic, distinguishes between syntactical categories, types, definitions, and lists the elements of logical calculus.

– for grade 4 – A student shows not only knowledge of the fundamental concepts of logic, not only distinguishes between syntactical categories, types, definitions, and lists elements of logical calculus, but can explain different definitions, syntactical categories, and uses logical calculus. A student analyses different types of logical errors.

– for grade 5 – A student uses basic concepts of logic, syntactical categories, definitions and logical calculus and applies different types of logical errors which are obtained in analysis.

2) Final evaluation: To obtain a credit the student is required to pass a test (14-15 tasks). For grade 3.0 a student needs 7-8 pionts; for grade 3.5 - 9-10 points; for grade 4,0 - 11-12 points; for grade 4,5 - 13 points; for grade 5,0 - 14-15 points.