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Re: logic problem

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Mon, 25 Oct 1999 18:45:28 -0700

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 Steve- You need to begin to teach logic as " basic argumentation" and break down a basic syllogisms into smaller, simpler parts. Make a point and then support it with two statements. For example, if you have the following: Betty is good at math. Betty should be a bookkeeper. Betty is good at small details. Which one is the point and which is the support for the point? That is where most students get hung up, in figuring out the "point". Can you tell me which is the point and which is the support? Helen Sabin Steven Runge wrote: > > I am in need of ideas. > > A philosophy professor teaching a course in Reasoning (logic) has just > had some tremendously disheartening exams. I've seen some students' > notes and exercises, and it seems to me he's done some really > interesting stuff with visual learning--he uses something like a concept > map to help teach syllogistic reasoning. IOW, he's certainly no > dinosaur. > > Still, there is always a population of students who just can't seem to > get it. (And that holds true for my own experience trying to teach logic > in composition courses: some students always seem to be utterly baffled, > and it's not for lack of trying.) This problem baffles me: logic should, > to some extent, be easy to grasp. After all, is it so utterly alien to > commonsense thinking? > > I'd like to believe there must be some way to reach the students that > his methods aren't reaching. Has anyone out there found some workable > approaches to teaching logic? I'm thinking that there must be some > method more adaptable to aural or kinesthetic (or other) learners. > > Steve (peacenik) Runge > St. Lawrence U. > [log in to unmask]