(in Polish) Logika

elementary

(in Polish) symbole efektów uczenia się dla kierunku pedagogika, studia II stopnia:

NP2_W01; NP2_W02;

NP2_U08;

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.

Purpose of the classes:

– drawing attention to the benefits of practicing logic;

– introduction to the art of reasoning;

– logical thinking efficiency;

– the ability to distinguish rational action from one that only pretends to be rational.

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, Zarys logiki, Skrypt dla studentów kierunków humanistycznych, UKSW, Warszawa 2012;

K. Pawłowski, Podstawy Logiki ogólnej. Skrypt dla studentów kierunków humanistycznych, UKSW, Warszawa 2016;

2. Source literature: L. Borkowski, Wprowadzenie do logiki i teorii mnogości, TN KUL, Lublin 1991;

L. Borkowski, Logika formalna, PWN, Warszawa 1997;

S. Kamiński, Filozofia i metoda, TN KUL, Lublin 1993;

S. Kamiński, Pojęcie nauki i klasyfikacja nauk, TN KUL, Lublin 1981;

Mała encyklopedia logiki, red. nauk. W. Marciszewski, Zakład Narodowy im. Ossolińskich, Wrocław 1988.

E. Żarnecka-Biały, Mała logika, Wydawnictwo Uniwersytetu Jagiellońskiego, wyd. 4 z CD, Kraków 2006.

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 .......................... 15

Sitting for an exam ........................... 15

ECTS 2

Informative (conventional) lecture with elements of problem lecture.

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. The student must obtain 7-8 points from the test (cf.: scores in e-learning).

– for grade 3,5 – 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. The student must obtain 9-10 points from the test (cf.: scores in e-learning).

– 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. The student must obtain 11-12 points from the test (cf.: scores in e-learning).

– for grade 4,5 – 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. The student must obtain 13-14 points from the test (cf.: scores in e-learning).

– 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 (cf.: scores in e-learning).

2)Final evaluation: To obtain a credit the student is required to pass a test .(a)test-14-15 tasks. Scores: 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.

b) e-learning:test-30 tasks, some of them relate to theory, and some are in the form of logical calculation (higher scores); (3) All questions are closed and have a single choice, but some of them require making a logical calculation in order to choose the right answer on the test. Therefore, the student is asked to have writing instruments (paper, pencil) in order to be able to calculate (syllogistics; classical propositional calculus). (4) the exam takes 45 minutes. Scores: the maximum number of points is 36 - including 24 questions of 1 point each. (max. - 24 points) and 6 questions of 2 points each. (max - 12 points). (6) grades: 5,0 = 33-36 points; 4,5 = 29-32 points; 4.0 = 25-28 points; 3.5= 21-24 points; available = 17-20 points; 2.0 = 0-16 points (exam failed).