UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School Learning and
Teaching Committee:
………A. Stähler, 13 JAN 2015.…….(date)
MODULE SPECIFICATION
1.
Title of the module
PL605/PL579 – Logic
2.
School or partner institution which will be responsible for management of the module
SECL (Philosophy)
3.
Start date of the module
Autumn 2009 (Revised January 2015)
4.
The number of students expected to take the module
Up to 40 students.
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
PL548 Logic
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Level 5 – PL605; Level 6 – PL579
7.
The number of credits and the ECTS value which the module represents
30 (15 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
All Philosophy BA programmes (both Single and Joint Honours).
11. The intended subject specific learning outcomes
On successfully completing the module level 5 students will be able to:
11.1
Demonstrate an understanding of validity and some of the major approaches to testing
validity.
11.2
Through their study of these theories, engage critically with, and enhance their
understanding of, some of the issues in this area concerning logic.
11.3
Approach formalisms with more confidence.
11.4
Apply formal methods in order to critically evaluate arguments.
11.5
Apply formal methods in order to clarify problematic concepts in epistemology, e.g.,
deductive consequence and rational degree of belief.
On successfully completing the module level 6 students will be able to:
11.6
Demonstrate an understanding of validity and some of the major approaches to testing
validity.
11.7
Demonstrate the ability to answer harder questions than at level 5, with more analysis,
criticism and scholarship.
11.8
Approach more complex formalisms with more confidence.
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UNIVERSITY OF KENT
11.9
11.10
11.11
Through their study of these theories, engage critically with, and enhance their
understanding of, some of the issues in this area concerning logic.
Apply more complex formal methods, e.g., inductive and modal logics, in order to
distinguish correct from incorrect reasoning.
Apply more complex formal methods in order to clarify problematic concepts in
philosophy more generally, e.g., knowledge, and necessary truth.
12. The intended generic learning outcomes
On successfully completing the module level 5 students will be able to:
12.1
Engage in argument, both oral and written.
12.2
Demonstrate their skills in critical analysis and argument through their reading, writing
and discussion with others in seminars.
12.3
Show an ability to work alone and to take responsibility for their own learning.
12.4
Demonstrate their ability to clarify complex ideas and arguments, both orally and in
writing.
On successfully completing the module level 6 students will be able to:
12.5
Engage in argument, both oral and written.
12.6
Demonstrate their skills in critical analysis and argument through their reading, writing
and discussion with others in seminars.
12.7
Show an ability to work alone and to take responsibility for their own learning.
12.8
Demonstrate their ability to clarify complex ideas and arguments, both orally and in
writing.
12.9
Demonstrate the ability to answer harder questions than at level 5, with more analysis,
criticism and scholarship.
13. A synopsis of the curriculum
Logic is the study of the methods and principles used to distinguish correct reasoning from
incorrect reasoning and, as such, it is a crucial component of any philosophy course. Moreover,
logic has applications other than the testing of arguments for cogency: it is also a widely used
and useful tool for clarifying the problematic concepts that have traditionally troubled
philosophers, e.g., deductive consequence, rational degree of belief, knowledge, necessary truth,
identity, etc. Indeed, much contemporary philosophy cannot be understood without a working
knowledge of logic. Given this, logic is an important subject for philosophy students to master.
The module will primarily cover propositional and predicate logic. Regarding propositional and
predicate logic, the focus will be on methods for testing the validity of an argument. These methods
will allow students to distinguish correct from incorrect reasoning. The module will also cover
inductive and modal logics. Regarding inductive and modal logics, the focus will be on clarifying
epistemological concepts through the use of these logics.
14. Indicative Reading List
Core text:
Irving M. Copi & Carl Cohen, Introduction to Logic, Prentice Hall 2004.
Further reading:
Alec Fisher, The Logic of Real Arguments, Cambridge University Press, 2004, 2nd ed.
Wilfrid Hodges, Logic, Penguin Books Ltd, 2001, 2nd ed.
Colin Howson, Logic with Trees, Taylor & Francis Ltd, 1997.
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended learning outcomes
Teaching will take the form of three hours of classes per week plus a one-hour optional seminar for
10 weeks.
Total contact hours: 40.
Total study hours 300.
Classes will include lecture material and seminar discussion. The two-hour long lectures will provide
students with the overall framework and an understanding of the central issues to be covered. The
compulsory one-hour seminars will involve class discussion of related topics and may involve
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student-led presentations. This will enable students to engage in in-depth analysis of arguments and
will help students to develop their skills in philosophical analysis. The one-hour optional seminar will
provide all students an opportunity to pose specific questions and address their revision needs.
These learning and Teaching methods will assist in the achievement of learning outcomes 11.1-5
and 12.1-4 (Level 5), and 11.6-11 and 12.5-9 (Level 6).
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
The module will be marked by continuous assessment only, there will be no final examination.



There will be two online tests which will account for 20% of the total marks.
There will also be an in-class assessment to be completed in class under `examination'
conditions, which will contribute 60% to the final grade for the module.
The remaining 20% will be an assessment of seminar performance. Marking criteria for
seminar performance are set out in the module handbook on Moodle.
The tests and in-class assessment will assess students' knowledge and understanding of the
material as well as their ability to engage in critical analysis and argument, and to present
independent ideas. The mark for seminar performance will reflect students' ability to engage clearly
and effectively in oral discussion and argument.
These assessments will test learning outcomes 11.1-5 and 12.1-4 (Level 5), and 11.6-11 and 12.5-9
(Level 6).
17. Implications for learning resources, including staff, library, IT and space
Staffing will be provided from the existing resources of the Philosophy Section of SECL. The library
has extensive holdings in the area covered by the course, but will need to order copies of key texts.
No special implications for new IT or space resources are anticipated.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury
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