COMPTON COMMUNITY COLLEGE



COMPTON COMMUNITY COLLEGE

COURSE OUTLINE

Course Number PHIL 3 Division Humanities/Fine Arts/Communications

Course Title: Introduction to Logic

Hours Lecture 3 Hours Lab: 0 Weeks: 18 Units: 3

Associate Degree Credit: X Certificate Credit: Non-Credit:

Transfer Code: UC: X CSU: X None:

Prerequisite or Corequisite: Recommended completion of ENGL 1A with a

minimum grade of “C”.

Catalog Description:

Philosophy 3 is an introduction to the art and science of critical thinking using a standard

system of predicate logic combined with intensive writing assignments. This approach to

critical thinking presents logical systems as models of the English language designed to illuminate the type of reasoning that the student encounters in everyday life situations. The emphasis is on explicating and validity testing commercial advertisements, editorials, ethical prescriptions, theological speeches, political speeches, etc. and explaining, by writing analytical essays, what there is about the argument therein that renders it either valid or invalid.

Needs/Justifications/Goals:

This course is intended to meet the critical thinking requirements for UC/CSU pending articulation.

Course Outline Prepared by:

Darwin L. Smith Date: 12/12/97

Curriculum Committee Chair Division Chair

Janice Blume David Cobbs

TOP NO. 1509.00 USOE NO. 00000000 CLASSIFICATION T5/55001

CAN NO. SAM CODE

Compton Community College December 12, 1997

Course Outline For PHIL 3

Introduction to Logic

I. Catalog Description

PHIL 3, Introduction to Logic 3 Units

Philosophy 3 is an introduction to the art and science of critical thinking using a

standard system of predicate logic combined with intensive writing assignments.

This approach to critical thinking presents logical systems as models of the English

language designed to illuminate the type of reasoning that the student encounters in

everyday life situations. The emphasis is on explicating and validity testing

commercial advertisements, editorials, ethical prescriptions, theological speeches,

political speeches, etc. and explaining, by writing analytical essays, what there is

about the argument therein that renders it either valid or invalid.

Expected Outcome For Students

Upon successful completion of the course students should be able to perform the

following activities with 70% accuracy.

A. Effectively analyze a written or verbal communication to determine whether it

contains an attempt to persuade (an argument).

B. Identify each of the argument components and list them in a form appropriate for

evaluation.

C. Determine the validity status of the argument using any one of the following three

methods:

1. Directly apply the validity rule.

2. Identify and test the argument form.

3. Subject the argument form to truth table analysis.

D. Recognize and effectively analyze informal fallacies to understand their sources,

how they are used, and their targets.

1) Write an argumentative essay.

III. Course Content

A. Introduction

1. Give a brief history of the academic discipline called Logic

2. Discuss what role, if any, the concept “common sense” plays in critical

thinking

PHIL 3, Introduction to Logic Page 2

B. The argument

1. Define what is meant by argument in logic

2. Distinguish logical arguments from emotional exchanges

3. Distinguish logical arguments from descriptions and reports

4. Critically examine the argument components (premises and conclusion) to

learn how they work together to form the argument

C. Develop a procedure for making arguments explicit

1. Learn how to extract arguments from what people say or write by analyzing

articles, books, commercial advertisements, essays and speeches

2. Develop a procedure for finding unstated premises and unstated conclusions

3. Learn how to identify for elimination, extra statements (side remarks,

supporting assertions, and connecting links

4. Learn how to identify for elimination, qualifies statements (probably…,

maybe…, I think…, it is unlikely that…)

5. Develop a procedure for determining the validity status of arguments which

is consistent with the validity rule

D. Sequential form:

1. Lecture and discussion on the concept of sequential form

2. Provide examples of how the arguments are built up from smaller parts

(sentential operators and simple clauses)

3. Provide examples of the connection of sentential form to validity (sentential

validity

4. Provide examples of some common argument forms

E. Modeling English for clause logic

1. Lecture and discussion on the concept of Modeling English

2. Explain and illustrate the rules of syntax for logic sentence letters and

symbolic operators

3. Explain and illustrate the rules of semantics for logic sentence letters and

symbolic operators

4. Lecture and discussion on the construction and use of truth tables

5. Provide examples of using truth tables to determine the value of symbolic

sentences

6. Provide examples of using truth tables to determine the value of symbolic

arguments

F. Lecture and discussion on inductive reasoning

1) Lecture and discussion on the Syllogism

PHIL 3, Introduction to Logic Page 3

2. Compare and contrast deductive and inductive reasoning

a. Mark the distinction between deductive and inductive reasoning (arguing from the universal to the particular versus arguing from the particular to the universal)

b. Lecture and discussion on the general rules of mediate inference

3. Discuss why induction is important in the study of the origin of

knowledge

a. The use of induction in both the biological and the social sciences

b. The use of and the importance of induction as a method of discovery rather than as a method of demonstration or argumentation

1) Provide examples of how arguments are built up from smaller

parts (subject, predicate, propositions, terms, premises, conclusion)

2) Critically examine the form of the inductive arguments components

(premises and conclusion) to learn how they work together to form the

argument.

7. Discuss some of the shortcomings inherent in inductive reasoning

8. Discuss some of the shortcomings inherent in deductive reasoning

G. Informal fallacies in reasoning

1) Lecture and discussion on the distinction between formal and informal

fallacies. Informal fallacies are characterized by linguistic errors, the misuse of language by clever and subtle plays on words, and by appealing to feelings of sympathy, and prejudices of the masses, viz., human susceptibility rather than the issue at hand.

2) Discuss some of the most common examples of informal fallacies in

reasoning, for example:

a. amphibology

b. equivocation

c. emotive language

d. ad hominem

e. misplaced authority

f. non sequitur

g. begging the question

h. ad ignorantiam, etc.

3) Discuss some possible sources and targets of informal fallacies and the

motives behind their use. The student will be asked to find and bring to the class examples of informal fallacies for analysis by the class. Preferably the sources will be commercial advertisements, editorials, ethical prescriptions, theological speeches, political speeches, etc.

4) Discuss some possible outcomes of the effective uses of informal

fallacies.

PHIL 3, Introduction to Logic Page 4

1) Discuss some instances in which we may have used or been targets or

victims of informal fallacies.

H. Researching and writing an argumentative paper or essay

1. Lecture and discussion on choosing a topic

a. Interest - unless a topic is assigned, the writer should choose a topic

that can hold both their interest and the interest to their audience

1) Length and breadth - a balance must be made between the length of

the paper and the length and breadth of the topic

2. Use of research facilities

a. Lecture and demonstration on the use of the library's on-line catalog

b. Lecture and discussion on the use of the Internet, newspaper and

magazine archives, etc.

3. Lecture and discussion on the importance of and the preparation of an

outline

4. Lecture and discussion on organizing the gathered material

a. Decide the thesis of your argument

b. Stress the importance of never losing sight of and control of the arguments thesis and in-turn losing control of the attention of the audience.

1) It is very important here to clearly understand and keep in mind

whether you want to offer a solution to a problem, defend a position, or refute another’s position.

IV. Methods of Presentation

A. Introduction - Lecture and discussion of some topics listed in the syllabus -

supplement the textbook with additional concepts illustrated by examples

B. Give lectures that introduce the reading assignments - each reading assignment

is introduced through an introductory lecture and discussion

C. Issue homework assignments from the textbook - each section in the textbook

ends with an exercise assignment designed to give the student hands-on

experience with the subject matter of the previously covered section

D. Conduct class discussions of the answers to the exercise assignments - students

return with their responses to the exercise questions, and participate in a class

discussion of the exercise questions

E. Conduct exercise practice sessions with students on the board to allow hands-on

experience

PHIL 3, Introduction to Logic Page 5

F. Arrange the class in small study groups. Each group is assigned either an article,

a commercial advertisement, an essay, or a speech from which to extract

argument(s), test them for validity, and explain their project to the class

V. Assignments and Methods of Evaluation

A. Homework assignments are checked for completion and accuracy and kept in a

journal with both instructor’s and student’s comments

B. The student is required to find arguments from three sources (commercial

advertisement, political and religious), make the arguments explicit, and test

the arguments for validity

C. Student will write two major essay examinations in addition to the smaller writing

assignments. The major essay examinations are a minimum of five pages in

length and must critically examine some topic to be determined by the instructor

D. All examinations are essay type - examination questions are structured so that the

student is required to, in essay form, explain or give reasons for responses to the

questions

E. 90% of the exam grade is based on how well the student has reasoned out

responses to the questions and is able to express the results in writing - this

method requires that the student demonstrate both critical thinking skills and

critical writing skills - the remaining 10% of the student’s grade is based on

class participation and attendance.

VI. Textbook

Rubin, Ronald and Charles M. Young. Formal Logic: A Model of English.

Mountain View CA: Mayfield Publishing Company. 1989.

Recommended:

Encyclopedia of Philosophy, Vol. 5. “Modern Logic”.

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