Outcome-Based Education Course Design/ Syllabus in LOGIC
Course Credit: 3
Instructor: Maria Lourdes S. Alcoriza
Program
Pre-requisites:None
Term: First Semester
Academic Year:
I. CNU Vision:
A leading multidisciplinary research university of education committed to build a strong nation.
II. CNU Mission:
To develop high performing professionals and intellectuals proficient in generating new knowledge toward a progressive and
peacefulpluralistic society.
The CNU Mission comprises three mutually reinforcing thrusts:
(1) Transformative education that nurture thinking individuals who are valued members and leader of society
(2) High impact researches that push the boundaries of knowledge in education and contribute to improving communities, and
(3) Strong partnerships that collectively and creatively address the development gaps of communities.
Core Values: Commitment to Excellence
Flexibility and Adaptability
Honesty and Integrity
Social Sensitivity
Inclusiveness
Knowledge Generation-Driven
III. Program/Degree Outcomes: A 21st century global and techno-educator who is professionally and academically competent, multi-literate, innovative, creative,
humane, morally-upright, highly functional and socially-responsive (Based on CMO N.30, s.2004).
IV. Course Description:Critical Thinking is the process by which we develop and support our beliefs, and evaluate the strength of arguments made by others in
real-life situations. This semester we will practice some of the most central and important skills of critical thinking and focus on applying those strategies to
understanding current issues, belief systems and ethical positions. We will analyze media, the current political environment and our own beliefs and moral
inclinations.
Course Design Matrix
Desired Learning
Outcomes (DLOs)
Course
Content/Subject
Matter
At the end of the unit, students have:
1. Related the course to the Vision,
Mission and Core Values of the
University.
Textbooks/
References
Outcomes-Based
Teaching and
Learning (OBTL)
University Code
Learning to Do,
Think and
Communicate- Class
Brainstorming &
Think-Pair-Share
Student
Handbook
2. Stated the importance of Vision,
Mission and Core Values to the
members of the University.
Bulletin of
Information
3. Promoted the Vision, Mission and
Core Values of university.
1. Grasped the beginning and
history of Logic.
2. Pondered on theimportance of
Logic in a day to day living.
3. Identified the good qualities of
being a critical thinker.
Unit I. Intro to
Philosophy and Logic
Definition of Philosophy
Branches of Philosophy
Definition of Logic
Getting Started with
Critical Thinking
Babor, Eddie R.
Logic: The
Philosophical
Discipline of
Correct
Thinking, C &
E Publishing,
2003
Learning to Do, Feel
and Intuit- Three
Step
Interview,Advertise
ments& Video
Presentation(by
Group)
Lecture-Discussion
Learning to LeadClass Brainstorming/
Think-Pair-Share
Learning to Think,
Communicate &
Feel-
Assessment
Resource
of Learning
Materials
Outcomes
(ALO)
Reflection Paper PowerPoint
Presentation
Paper and
Pencil Test
Checklist and
Rating Scale
3 hours
Videos
Test Papers
Oral Recitation
3 hours
Videos
Paper and
Pencil Test
Test Papers
Peer Sharing
Timetable
1. Determined the characterisitics
of the three mental processes
and its examples.
2. Acquired knowledge on the
different classifications of
concept.
Unit II. The Concept
a. The Three Mental
Processes
b. Classifications of
Concept
Lecture-Discussion
Learning to do
Cooperative
Learning
Paper -Pencil
Test
Powerpoint
Oral Recitation
Test papers
Classifying the given
concepts.
Group sharing
Lecture –Discussion
Paper-pencil
Test
Powerpoint
Group
Evaluation
Test Papers
6 hours
3. Gave the different examples of
concept according to its
classification.
1. Explained the definition, its
methods, rules and qualities.
2. Differentiated the types of terms
according to its classification
with the use of examples.
3. Acquired knowledge on the
types of analogy and the
supposition of terms.
Unit III. The Term
a. Definition
- Definition
- Methods
- Rules
- Qualities of a
Good
Definition
b. Types of Terms
Class Brainstorming
6 hours
-
According to
comprehensio
n and
extension
c. Types of Analogy
d. The Supposition
of Terms
1. Named the parts of the structure
of the proposition.
2. Formed a proposition with the
correct parts.
3. Identified the different types of
proposition.
4. Drawn the Venn Diagram for
each type of proposition.
5. Related the connection between
the subject and a predicate
using the Venn Diagram.
At the end of the examination, the
students must have achieved 60% from
the Midterm Examination.
1. Determined the use of logical
square in finding the logical
relations between propositions.
Unit IV. The Proposition
Agapay, Ramon
B. Logic: the
Essentials of
Deductive
Reasoning,2nd
Edition,
National Book
Store, 2007
Group Discussion
Topics from Unit I to Unit
IV.
Same
References as
mentioned
above.
Conduct Mid-Term
Test
Paper Pencil
Test
Test Papers
Unit V. Opposition
Ardales,
Venancio B.,
Logic:
Towards
Critical
Thinking and
Lecture Discussion
Paper-PencilTest
Visual Aids
a.
b.
c.
d.
Structure
Types
Logical Form
Venn Diagram
a. Logical Square
b. Types of
Opposition
- Contradictory
Think-pair-share
Paper Pencil
Test
Powerpoint
Oral Recitation
Test papers
Test papers
6 hours
3 hours
6 hours
-
2. Identified the four types of
opposition.
Contrary
Subcontrary
Subaltern
3. Described the four types of
opposition by use of examples.
1. Discussed the difference on the
four types of eduction.
2. Construct propositions according
to the types of eduction.
Unit VI. Eduction
a.
b.
c.
d.
Conversion
Obversion
Contraposition
Inversion
1. Labeled the correct basic
elements in a syllogism.
2. Recalled the underlying
principles of the categorical
syllogisms.
3. Applied the rules for a valid
categorical syllogism.
4. Distinguished the valid figures
and moods of a categorical
syllogism.
Unit VII. The Categorical
Syllogism
1. Stated the different uses of
these variations of syllogism.
2. Constructed at least one
syllogistic variation.
Unit VIII. Syllogistic
Variations
a. Enthymeme
b. Epichereme
c. Polysyllogism
d. Sorites
e. Dilemma
a.
b.
c.
d.
Basic Elements
Principles
Rules
Figures and
Moods
Reasoning, 3rd
Edition,
Educational
Publishing
House, 2008
Agapay, Ramon
B. Logic: the
Essentials of
Deductive
Reasoning,2nd
Edition,
National Book
Store, 2007
Group Discussion
Oral Recitation
Think pair Share
Paper Pencil
test
Jayme, Virginia
L. LOGIC, ABC
Pbulications,
Cebu City, 2002
Lecture- Discussion
Paper Pencil
Test
Powerpoint
Oral Recitation
Test papers
Lecture Discussion
Paper Pencil
Test
Test Papers
Activity
Sheets
3 hours
6 hours
3 hours
1. Recognized the difference
between linguistic and nonlinguistic fallacies.
2. Grouped fallacies according to
its kind.
3. Determined fallacies in a daily
conversation and readings.
Unit IX. Fallacies
a. Linguistic
Fallacies
b. Non-Linguistic
Fallacies
At the end of the examination, the
students must have achieved 60% from
the Final Examination.
Topics from Unit V to IX.
Paper Pencil
Test
Activity
sheets
6 hours
Videos:com
mercials
Print Ads
Course Requirements
a.
b.
c.
d.
e.
f.
Lecture Discussion
Midterm / Final Examinations
Participation
Term Paper
Group Test, Oral Exams, Quizzes
Project
Assignments/Attendance
Conduct Final Exam
Paper Pencil
test
3 hours
Test paper
References
https://niyamaklogic.wordpress.com/category/rules-for-validity-of-syllogism/
http://en.wikipedia.org/wiki/List_of_fallacies
Ardales, Venancio B., Logic: Towards Critical Thinking and Reasoning,3rd Edition, Educational Publishing House, 2008
Agapay, Ramon B., Logic: The Essentials of Deductive Reasoning, 2nd Edition, National Book Store, 2007
Jayme, Virginia L. LOGIC, ABC Pbulications, Cebu City, 2002
Babor, Eddie R.,Logic: The Philosophical Discipline of Correct Thinking, C & E Publishing, 2003
Prepared by: MARIA LOURDES S. ALCORIZA
Instructor
Approved by: