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PHIL-1020: Introduction to Logic 1 PHIL-1020: Introduction to Logic 1 PHIL-1020: INTRODUCTION TO LOGIC Cuyahoga Community College Viewing: PHIL-1020 : Introduction to Logic Board of Trustees: 2012-05-24 Academic Term: Fall 2021 Subject Code PHIL - Philosophy Course Number: 1020 Title: Introduction to Logic Catalog Description: Introduction to evaluation of arguments. Concentration on basic principles of formal logic and application to evaluation of arguments. Explores notions of implication and proof and use of modern techniques of analysis including logical symbolism. Credit Hour(s): 3 Lecture Hour(s): 3 Lab Hour(s): 0 Other Hour(s): 0 Requisites Prerequisite and Corequisite ENG-0995 Applied College Literacies, or appropriate score on English Placement Test; or departmental approval. Note: ENG-0990 Language Fundamentals II taken prior to Fall 2021 will also meet prerequisite requirements. Outcomes Objective(s): 1. Distinguish premises from conclusions in passages containing arguments. 2. Reflect the structure of arguments through diagrams. 3. Distinguish deductive from inductive argument structures. 4. Classify fallacies according relevance, defective induction, presumption and ambiguity. 5. Recognize fallacies as they appear in argumentative passages. 6. Recognize fallacies as they appear in advertising and politics. 7. Manipulate immediate inferences with respect to the traditional square of opposition. 8. Manipulate the immediate inferences of conversion, obversion, and contraposition. 9. Apply issues of existential import as they relate to immediate inferences. 10. Rewrite categorical syllogisms containing standard form categorical propositions to reflect standard form order. 11. Construct Venn diagram proofs of validity for categorical syllogisms containing standard form categorical propositions. 12. Construct Rule Method proofs of validity for categorical syllogisms containing standard form categorical propositions. 13. Translate non-standard form categorical propositions into standard form categorical propositions. 14. Translate non-standard form categorical syllogisms into standard form categorical syllogisms. 15. Show a facility for translating statements in natural language into their basic forms, using a given symbol system (logical syntax). 16. Give evidence of understanding how the following notions are related to each other: truth/falsity, implication, and equivalence. 2 PHIL-1020: Introduction to Logic 17. Construct truth table proofs of validity for deductive arguments translated into logical symbolism. 18. Recognize and apply rules of inference and rules of replacement. 19. Construct formal proofs of validity for deductive arguments translated into logical symbolism. 20. Demonstrate mastery of quantifier negation rules. 21. Successfully construct formal deductions in monadic predicate logic. 22. Distinguish premises from conclusions in passages containing arguments. 23. Reflect the structure of arguments through diagrams. 24. Distinguish deductive from inductive argument structures. 25. Classify fallacies according to relevance, defective induction, presumption and ambiguity. 26. Recognize fallacies as they appear in argumentative passages. 27. Recognize fallacies as they appear in advertising and politics. 28. Manipulate immediate inferences with respect to the traditional square of opposition. 29. Manipulate the immediate inferences of conversion, obversion, and contraposition. 30. Apply issues of existential import as they relate to immediate inferences. 31. Rewrite categorical syllogisms containing standard form categorical propositions to reflect standard form order. 32. Construct Venn diagram proofs of validity for categorical syllogisms containing standard form categorical propositions. 33. Construct rule-method proofs of validity for categorical syllogisms containing standard form categorical propositions. 34. Translate non-standard form categorical propositions into standard form categorical propositions. 35. Translate non-standard form categorical syllogisms into standard form categorical syllogisms. 36. Show a facility for translating statements in natural language into their basic forms, using a given symbol system (logical syntax). 37. Give evidence of understanding how the following notions are related to each other: truth/falsity, implication, and equivalence. 38. Construct truth table proofs of validity for deductive arguments translated into logical symbolism. 39. Recognize and apply rules of inference and rules of replacement. 40. Construct formal proofs of validity for deductive arguments translated into logical symbolism. 41. Demonstrate mastery of quantifier negation rules. 42. Successfully construct formal deductions in monadic predicate logic. Course Outcome(s): Reflect the structure of arguments through diagrams Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Objective(s): 1. A student will read an argument and diagram the premises and conclusion by using methods that might include the following; the Toulmin method, a mind map, paraphrasing and listing the premises and conclusion, by underlining the premises and circling the conclusion. A student will construct their own arguments and be able to summarize them by diagraming them in methods that might include the following; the Toulmin method, a mind map, paraphrasing and listing the premises and conclusion, by underlining the premises and circling the conclusion. Course Outcome(s): Distinguish premises from conclusions in passages containing arguments Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Objective(s): 1. From a selection of arguments found in various media, (such as editorials) the student will identify the conclusion and the premises meant to support the conclusion. A student will be able to state a claim (a conclusion) and formulate premises to support the conclusion. This can be done verbally or written or both. Course Outcome(s): Distinguish deductive from inductive argument structures PHIL-1020: Introduction to Logic 3 Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Objective(s): 1. A student will read an argument and identify it as either an inductive or a deductive argument; or if the argument contains elements of both types of inference, to distinguish them within that given argument. A student will construct arguments to back up their own claims. They should be able to recognize when this calls for inductive and/or deductive inferences and apply them. Course Outcome(s): Manipulate immediate inferences with respect to the traditional square of opposition Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Quantitative Reasoning: Analyze problems, including real-world scenarios, through the application of mathematical and numerical concepts and skills, including the interpretation of data, tables, charts, or graphs. Objective(s): 1. A student will, given the truth value of a standard form categorical proposition, use the traditional square of opposition to determine the truth values of any of the other standard form categorical propositions that contain the same subject and predicate. A student will construct their own truth claim as a standard form categorical proposition and use the traditional square of opposition to determine the truth values of the other standard form categorical propositions that contain the same subject and predicate. Course Outcome(s): Manipulate the immediate inferences of conversion, obversion, and contraposition Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Objective(s): 1. Students will perform the operations of conversion, obversion, and contraposition on any categorical proposition. A student will recognize when it is allowable and necessary to perform an operation or any combination of the operations of conversion, obversion, and/or contraposition on a categorical proposition in order to be able to use a square of opposition. Course Outcome(s): Apply issues of existential import as they relate to immediate inferences Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Objective(s): 1. A student will use a Venn diagram to evaluate arguments and determine if existential import applies and when the existential fallacy has taken place. A student will use a Venn diagram to show an Aristotelean approach allows for the subaltern relation and how this relates to existential import. Course Outcome(s): Rewrite categorical syllogisms containing standard form categorical popositions to reflect the standard form order Essential Learning Outcome Mapping: Critical/Creative Thinking: Analyze, evaluate, and synthesize information in order to consider problems/ideas and transform them in innovative or imaginative ways. Objective(s): 1. A student
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