1
A Constructivist and Outcome-Based Module in Logic
Miel Orquiza Abdon
Core Subject Description:
This course provides a venue for learners to examine their individual existence. So as to elicit a
meaningful learning experience, the discussion revolves around the personal experiences of the
learners. Philosophical concepts are not inordinately remote. Learners can easily relate the
philosophical concepts with their ordinary lives. This course will employ experiential learning
activities to promote individual introspection and group interaction. Towards the end of the
course, learners shall be asked to develop their personal philosophies. These written
philosophies would serve as the foundation of their opinions and decisions.
Preliminary Period
Number and Title: I- Constructing a Definition of Philosophy through Personal
Philosophies
Approximate Time: 1.5 hours
Overview:
This module engages the students to create a definition of philosophy based on their personal
philosophies in life.
Objectives:


describe one’s personal philosophy; and
create a working definition of philosophy based on their personal philosophies.
Content Outline:


Personal Philosophies
Definition of Philosophy
Learning Activities:
1. Brainstorming
Materials:

yellow paper and pens
2. Form groups of five. Assign the following roles: (1) timer, (2) secretary, and (3) reporters.
Each student 5 minutes to reflect on 1 personal philosophy. For 1 minute, each student will
share his personal philosophy with the group. From the personal philosophies, the group
A Constructivist and Outcome-based Module in Logic
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will come up with a working definition of philosophy. 3 members of the group will report the
group output to the class.
Evaluation (Group Output):


Personal Philosophies
Definition of Philosophy
Rubric:
Each member has shared a personal
philosophy
Ability to create a definition of philosophy
congruent with each member’s personal
philosophy
Ability to effectively present output to class
40%
40%
20%
References:
Babor, Eddie (2007). The human person: not real, but existing. Quezon City: C & E Publishing,
Inc.
Saquing, P. (2001). Becoming a person: a philosophy of man. Quezon City: Jollence
Publication.
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Number and Title: II- Mapping Out the Branches of Philosophy
Approximate Time: 3 hours
Overview:
This module engages the students to create a mind map of the various branches of philosophy.
Objective:

create a mind map of the various branches of philosophy
Content Outline:

Branches of Philosophy
Learning Activities:
Prior to the activity, a branch of philosophy is assigned to each group. Reference materials
pertinent to the assigned topic must be brought to class.
1. Mind Mapping Defined
“According to Russel (2014), “mind maps work the way the brain works -- which is not in
nice neat lines. Memory is naturally associative, not linear. Mind maps allow
associations and links to be recorded and reinforced. The mind remembers key words
and images, not sentence.”
Sample Mind Maps (Manktelow, J., 2014)
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2. Brainstorming
Materials:


reference materials pertinent to the assigned branch of philosophy
crayons, markers, manila paper, and adhesive tape
Form groups of five. Assign the following roles: (1) secretary during brainstorming, (2) mind
map illustrator, and reporters.
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Evaluation (Group Output):

Mind Map
Rubric:
Creativity
Organization of concepts
Accuracy of concepts
20%
30%
50%
References:
Babor, Eddie (2007). The human person: not real, but existing. Quezon City: C & E Publishing,
Inc.
Manktelow, J. (2014). Mind maps: a powerful approach to note-taking. Retrieved July 14, 2014,
from http://www.mindtools.com/pages/article/newISS_01.htm
Russel, P. (2014). Advantages of mind maps. Retrieved March 22, 2014, from
http://www.peterrussell.com/MindMaps/Advantages.php
Saquing, P. (2001). Becoming a person: a philosophy of man. Quezon City: Jollence
Publication.
Number and Title: III- Categorical Proposition (CP)
Approximate Time: 6 hours
Overview:
This module engages the students to create categorical propositions founded on ethics, social
issues, personal goals, and vices.
Objectives:





recognize categorical propositions from a given online article;
categorize propositions as universal, particular, or singular;
differentiate categorical propositions as to quality, symbols, and quantity of the predicate
term;
construct categorical propositions founded on ethics, social issues, personal goals, and
vices;
summarize categorical proposition through mind maps.
Content Outline:




Quantity of the Proposition
Quality of the Proposition
Symbols
Quantity of the Predicate Term
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Unlocking of Terms (Santiago, 2006, pp 72-73; 39):





Quantifier-degree of universality (quantity) of the subject
Copula-the linking verb indicating the agreement (affirmative) or disagreement (negative)
between the subject term and the predicate term
Universal-it represents not only a class as a whole but also each member of the class
Particular-it represents only a part of the universal whether it is definite or indefinite
Singular-it represents a single object only.
Pre-Learning Activity (Group Output):
1. Read the article below prior to the scheduled date of activity. Bring a copy of the article to
class.
Reader’s Digest Guide to Online Social Etiquette (Kintzer, B., 2014)
On July 30, we celebrate the International Day of Friendship, but with technological
advances such as social media and instant image sharing, our definition of “friends” has
radically changed. For instance, you may have never actually been in the same room as
someone you call a friend online. To help sort through the new, electronic social
landscape, here is a quick guide to being both safe and friendly on Facebook, Twitter,
and other social media:
Act as if you are face to face:
All the manners your mother taught you as a child fully apply online: Be kind, stay
positive, listen well, don’t insult, refrain from swearing, don’t reveal too much, beware idle
gossip. Remember: EVERYTHING you say, show, and do online is being watched by far
more people than you know, and whatever you post can linger for years to come. Be
proud of the person you present online.
Choose friends as you would in person:
You don’t spend your free time with bullies, shouters, complainers, or people who are
angry, know-it-alls, or plain annoying. Sadly, the web is filled with such people, in large
part due to its anonymity. Stay away from such people in the cyberworld, just as you
would in the real world. Who needs the bitterness or negativity, or even the guilt-byassociation?
Edit yourself:
Always reread what you’ve written or attached prior to hitting the “post” button. Look both
for embarrassing mistakes and to see if your tone is appropriate. No one expects you to
be happy all the time, but you don’t want to come off as bitter or vicious either. Strive to
be real and balanced, and you’ll be fine. Likewise, make sure the photo you’ve attached
is the right one, and ask one more time, “Do I really want the world to see this?”
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Focus on Friends, not News:
Your friends haven’t disappeared. Facebook manipulates your news feed to keep you on
the site longer by downplaying posts by your friends. To fix that, set your news feed to
sort by Most Recent, rather than Top News. Then add your favorite people to your Close
Friends list and unsubscribe from any friends whose updates you’re not interesting in
receiving. The result: when you log on to Facebook, you’ll immediately see the posts of
the people you most care about.
Target posts:
Over-posting, or sending posts to people who likely don’t care, is a sure way to scare
away friends and hurt your online reputation. The solution: limit your posts to friends who
live in your city, or those who went to your college, or those you work with, or even just
your small inner circle of best buddies. The trick is to organize Friends into Groups. Then
when posting an update, click the arrow in the lower right-hand corner of the status
update box, and choose the Group you want to get the post.
Always log off:
Never leave your computer while you’re logged on to Facebook or Twitter, especially if
your co-workers or family members have a sense of humor. You might end up liking
several Justin Bieber videos.
Make professional distinctions:
It’s OK (and even advisable) to follow your boss on Twitter, but you shouldn't try to friend
him on Facebook. “Friends” implies equivalency; “followers,” not so.
Be picky when choosing friends and liking pages:
If you say “yes” to everyone, you’re going to see lots of things in your news feed you
don’t care about, and you’ll have to take the extra time to filter them out.
Make yourself invisible, if needed:
Hide from all your friends on Facebook Chat by going to the chat box and clicking Go
Offline. If it’s just one particularly annoying friend that you want to avoid, click on his
name in the chat window, hit the cog icon that’s in the top right, and choose Go Offline to
[Name].
Be wary of friend collectors:
People who have more than 1,000 Facebook friends are probably collecting them like
merit badges. You’ll likely get a lot of unwanted posts in your feed from these overposters, too.
Skip the ex:
You don’t have to friend your old boyfriend or girlfriend. But if he was a really nice guy
and you don’t want to hurt his feelings, accept the request, then wait a few days and
remove the guy from your friend list.
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Use the Hide button – often:
Some friends may be trolls trying to provoke arguments; others just post and post and
post. If you don’t need to see photographs of every meal someone eats, or hear their
latest diatribe, use the Hide function on Facebook. Put your cursor on the post, and at the
type right of the post, an arrow should appear. Click on the arrow, and choose Hide. Or
put your cursor on the image of the sender; a box should pop up. Click on Friends, and
then choose Settings from the menu. There, you can set up to filter specific types of
posts, permitting only posts from that person you may deem worthwhile.
Delete, then forget:
So, you wrote a post or Tweeted something that you regret? Happens to everyone – just
ask most American politicians. Remove it quickly but don’t apologize. That just calls more
attention to the topic.
Spread the pride:
Sure, you can brag all you want on your Facebook page, but make sure you congratulate
your friends just as often.
Check for the time:
When instant-messaging, always ask if now is a good time to chat. This is particularly
true of work conversations. Work e-mails can be sent anytime – we know many a boss
who sends e-mails at 3 a.m. But business-oriented texting should be restricted to one
hour before the start of the workday to two hours after it ends.
Regular mail still has its place:
You can e-mail thank-yous for party invitations and birthday gifts given in person as long
as you send each of them privately and separately (that is, no “cc’s”). But to acknowledge
mailed gifts, letters of recommendation, wedding presents, and other significant
kindnesses, a written note is still preferable.
2. Form groups of five.
3. Find as many categorical propositions in the article. Categorize the propositions as
universal, particular, or singular.
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CP Using Mind Map
Practice (Paired Activity):
Exercise 1A:
Determine the quantity, quality, symbol, and quantity of the predicate term of the following propositions.
A: Quantity (U,P,S)
(U,P,S)
B: Quality (+,-) C: Symbol (A,E,I,O)
D: Quantity of the Predicate Term
A
B
C
D
1. Every FEU student is courteous.
2. No student is arrogant.
3. He is a committed student leader.
4. She is a good student.
5. Majority of students are diligent.
6. Rodison is a public servant.
7. Jeromie and JC are honest
politicians.
8. Few students are lazy.
9. Many students do not observe
elevator etiquette.
10. Most students are assertive.
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Evaluation (Individual Activity):
Exercise 1B:
Determine the quantity, quality, symbol, and quantity of the predicate term of the following propositions.
A: Quantity (U,P,S)
(U,P,S)
B: Quality (+,-) C: Symbol (A,E,I,O)
D: Quantity of the Predicate Term
A
B
C
D
1. Students are prayerful.
2. He was the recipient of AY
Foundation for National Discipline.
3. Wilson is not corrupt.
4. Many bus drivers are reckless.
5. Most Philosophy teachers are
excellent.
6. Iba is the capital of Zambales.
7. SBC and SPU are sectarian schools.
8. Pnoy is the president of the
Philippines.
9. No student is passive.
10. Five students were reprimanded by
the Dean.
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Mastery (Group Activity):
Prior to the activity, ask the students to bring a copy of the code of ethics of (course of the
section using the module)
1. Constructing Propositions (Group Activity):
With the given subject term and predicate terms, construct propositions 5 propositions
each for the following symbols:
subject term: course of the section using the module (medical technologists, architecture
students, management students, etc.)
A-proposition: code of ethics
E- proposition: social issues
I- proposition: personal goals
O- proposition: vices
Examples of I-Proposition (Abdon, 2014):
2. Mapping Out CP Online (Individual Activity):
Create a mind map on CP. Upload the image in an online group.
Rubric:
Creativity
Organization of concepts
20%
30%
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Accuracy of concepts
50%
References:
Abdon, M (2011). Categorical proposition [PowerPoint slides]. Retrieved March 22, 2014 from
http://www.mediafire.com/?xizz2vvkzbq74co
Abdon, M (2014,July 1). Categorical proposition. Retrieved from
http://constructivistapproachinlogicmoa.wordpress.com/2014/07/01/digging-up-a-lessonon-the-quantity-of-the-proposition//
Kintzer, B. (2014). Reader’s digest guide to online social etiquette. Retrieved March 22, 2014,
from http://www.rdasia.com.ph/online-social-etiquette
Santiago, A. (2006). Logic: the art of reasoning. Manila: Redman Printing Press.
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Number and Title: IV- Hypothetical Proposition (HP)
Approximate Time: 6 hours
Overview:
This module engages the students to create hypothetical propositions based on television
programs.
Objectives:



recognize hypothetical propositions from online articles;
categorize propositions as conditional, disjunctive, and conjunctive; and
construct hypothetical propositions based on television programs.
Content Outline:

Hypothetical Propositions
Unlocking of Terms: (Santiago, 2006, p97):



conditional proposition-expresses a real dependence between a condition (antecedent)
which is usually introduced by the word "if'', and the conditioned (consequent) introduced by
the word "then".
disjunctive proposition-expresses alternatives (disjuncts) all of which cannot be true or false
together but only one can be true, and the other must be false (exclusive disjunction),or at
least one of which is true with the possibility that the rest of the alternatives may also be true
(inclusive disjunction)
conjunctive proposition-is one that denies the simultaneous possibility of the alternatives
(conjuncts).
Pre-learning Activity (Triad):
1. Read the article below prior to the scheduled date of activity. Bring a copy of the article to
class.
5 Warning Signs of Gaming Addiction (Sutter, J., 2012)
(CNN) -- South Korea is perhaps the world's leader in terms of identifying and treating
gaming and Internet addiction. After wiring the nation with the world's fastest broadband
infrastructure, South Korea's government spends millions per year to identify and treat
gaming and Internet addicts.
About 8% of the country's population age 9 to 39 suffer from Internet or gaming addiction,
according to a 2010 government study.
Some see South Korea as a window into the future: Perhaps other nations, including the
United States, will see a wave of gaming and Internet addiction when our technological
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infrastructure catches up. Others say it's too soon to know if gaming addiction is really its
own disorder.
In the United States, Internet and gaming addiction are not listed in the official Diagnostic
and Statistical Manual of Mental Disorders. In the next revision of that list, however, the
American Psychiatric Association has proposed that "Internet Use Disorder" be listed as
warranting further study.
Some groups, however, have moved forward with treating Internet and gaming addiction.
One of the leaders in that field is Dr. Han Doug-hyun, from Chung-Ang University
Hospital in Seoul, South Korea's capital. Han's research lab treats people who are
addicted to games using techniques similar to those used to treat alcoholics, including
counseling and virtual-reality therapy (Check out this CNN video to see inside his
research and treatment space).
As part of CNN's feature on "Gaming Reality," Han gave us his list of the top five warning
signs that a person should seek professional help for Internet or gaming addiction. Take
a look at the tips and let us know what you think of them, and of the science of gaming
addiction, in the comments.
Here are Han's top 5 warning signs of gaming or Internet addiction:
1. Disrupted regular life pattern. If a person plays games all night long and sleeps in the
daytime, that can be a warning he or she should seek professional help.
2. If the potential gaming or Internet addict loses his or her job, or stops going to school in
order to be online or to play a digital game.
3. Need for a bigger fix. Does the gamer have to play for longer and longer periods in
order to get the same level of enjoyment from the game?
4. Withdrawal. Some Internet and gaming addicts become irritable or anxious when they
disconnect, or when they are forced to do so.
5. Cravings. Some Internet and gaming addicts experience cravings, or the need to play
the game or be online when they are away from the digital world.
2. Form groups of three.
3. Find as many hypothetical propositions in the article. Categorize the propositions as
conditional, disjunctive, and conjunctive..
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HP Using Mind Map
Practice (Paired Activity):
Exercise 1A:
Determine the type of the proposition. State whether the proposition is true or false.
A: Type
B: True or False
A
B
1. If a person is generous, then he must have a good heart.
2. A test is either long or short.
3. No person can lie and tell the truth at the same time.
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4. A passport cannot be genuine and counterfeit simultaneously.
5. A student is either a cum laude or a summa cum laude.
6. If a person is talkative, then he must be intelligent.
7. No person can be boastful and humble simultaneously.
8. A person is intelligent if he is an academic scholar.
9. If a person is responsible, then he must not be lazy.
10. A Philosophy book is either thick or thin.
11. If a person is approachable, then he must be trustworthy.
12. No person can be in SB 201 and SB 101 at the same time.
13. A teacher is either considerate or not.
14. If a person is prayerful, then he must be a philanthropist.
15. No person can watch a TV program and review his lessons properly
at the same time.
Evaluation (Individual Activity):
Determine the type of the proposition. State whether the proposition is true or false.
A: Type
B: True or False
A
B
1. If Disbursement Acceleration Program is unconstitutional, then its
implementation is illegal.
2. Enrile is either guilty or not
3. No person can be guilty and innocent simultaneously.
4. If Senator Santiago has stage 4 lung cancer, then she must be
terminally ill.
5. Aunor is either a national artist or not.
6. If Binay's rating soars in SWS survey, then he must be an excellent
leader.
7. Napoles is a good Christian If she has contributed to certain
parishes and has given regular allowances to ailing and aging
priests.
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8. No person can be in Fort Sto. Domingo and in PNP jail at the same
time.
9. If Revilla smiled for his mugshots, then he must be innocent.
10. Lea Salonga is either anti or pro-RH.
Mastery:
Prior to the activity, ask the students to bring a copy of the code of ethics of (course of the
section using the module)
1. Constructing Propositions Based on TV Dramas (Group Activity):
Using tv dramas (i.e., Grey’s Anatomy and ER for medical courses), construct 5
hypothetical propositions for each type.
2. Mapping Out HP Online (Group Activity):
Create a mind map on HP using any of the following:
Conditional:
1.
2.
3.
4.
5.
6.
7.
8.
9.
subject term: politicians; predicate term: morally upright
subject term: politicians; predicate term: responsible leaders
subject term: philosopher kings; predicate term: excellent rulers
subject term: students; predicate term: critical thinkers
subject term: students; predicate term: intelligent persons
subject term: students; predicate term: assertive individuals
subject term: parents; predicate term: good providers
subject term: parents; predicate term: loving persons
subject term: teachers; predicate term: creative persons
Example:
school teachers on excellence
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Upload the image in an online group.
Rubric:
Creativity
Organization of concepts
Accuracy of concepts
20%
30%
50%
References:



Abdon, M. (2011). Hypothetical proposition [PowerPoint slides]. Retrieved March 22,
2014 from http://www.mediafire.com/?k78v12zxjrnw9uy
Santiago, A. (2006). Logic: the art of reasoning. Manila: Redman Printing Press.
Sutter, J. (2012). 5 warning signs of gaming addiction. Retrieved July 16, 2014, from
http://edition.cnn.com/2012/08/05/tech/gaming-gadgets/gaming-addiction-warning-signs/
Number and Title: V- Square of Opposition (SOO)
Approximate Time: 6 hours
Overview:
This module engages the students to compare propositions with their logical oppositions.
Objectives:


identify types of logical oppositions; and
match the proposition with its logical opposition.
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Content Outline:


Logical Opposition of Proposition
Types of Logical Opposition
Unlocking of Terms (Santiago, 2006, pp 80-81):




Contradiction-a relation which exists between oppositions that differ both in quantity and
quality
Contrariety- a relation which exists between universal propositions that differ in quality
Subcontrariety- a relation which exists between particular propositions that differ in quality
Subalternation-a relation which exists between 2 propositions having have the same quality
but differing in quantity
Pre-Learning Activity: Square of Opposition Dance Mnemonics (Group Output):
1. Students will create dance steps founded on logical oppositions.
Example (Abdon, 2014):
2. The output will be presented in class.
Square of Opposition Illustrated
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Practice (Individual Activity):
Provide the logical opposition of the following propositions. Write NA if it is not possible.
1. Every student is a good citizen.
Contrary
Subcontrary
Subaltern
Contradictory
2. No students are lazy.
Contrary
Subcontrary
Subaltern
Contradictory
3. At least one student is respectful.
Contrary
Subcontrary
Subaltern
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Contradictory
4. Not every student is arrogant.
Contrary
Subcontrary
Subaltern
Contradictory
Evaluation (Paired Activity):
Construct a square of opposition based on the following terms:
1. subject term: politicians; predicate term: morally upright
2. subject term: politicians; predicate term: responsible leaders
3. subject term: philosopher kings; predicate term: excellent rulers
4. subject term: students; predicate term: critical thinkers
5. subject term: students; predicate term: intelligent persons
6. subject term: students; predicate term: assertive individuals
7. subject term: parents; predicate term: good providers
8. subject term: parents; predicate term: loving persons
9. subject term: teachers; predicate term: creative persons
10. subject term: schools; predicate term: socially responsible.
Example:
For the template, visit the link below:
http://www.mediafire.com/view/9m7t74rs4a47rrn/SOP_template.jpg
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Mastery (Group Output):
Based on the short film, construct 1 proposition and create a mind map showing its logical
oppositions. Upload the mind map in an online group. For the link of the film, visit
Film: The Most Beautiful Thing
https://www.youtube.com/watch?v=IP8psM4LWXk .
References:
Abdon, M. (2011). Square of opposition [PowerPoint slides]. Retrieved July 17, 2014 from
http://www.mediafire.com/?1ohe62xhqvs0xwl
Santiago, A. (2006). Logic: the art of reasoning. Manila: Redman Printing Press.
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Number and Title: VI- The Laws of Logical Oppositions (LLO)
Approximate Time: 6 hours
Overview:
This module engages the students to compare propositions with their logical oppositions and
determine the truth value by applying the laws of opposition.
Objectives:


apply the laws of logical opposition; and
determine the truth value of logical oppositions
Content Outline:

Laws of Logical Opposition
Unlocking of Terms (Santiago, 2006, pp 82-84):




Contrary opposition-exists between two universal propositions (A and E).
Subcontrary opposition- exists between two particular propositions (I and O).
Contradictory opposition- exists between two propositions that differ both in quantity and
quality (A and O, E and I).
Subalternate proposition- exists between two propositions that differ only in quantity (A and
I, E and O).
Pre-Learning Activity: Establishing Certainty in Doubtful Propositions (Group Output):
1. Form groups of five.
2. Assign propositions to each group.
3. Provide 3 evidences that would give light to the doubtful propositions.
Group 1:
A: All Asians are moralists. False
E: No Asians are moralists. Doubtful
Group 6:
E: All Christians are not judgmental. False
O: Not all Christians are judgmental. Doubtful
Group 2:
E: All Asian drivers are not reckless. False
A: All Asian drivers are reckless. Doubtful
Group 7:
E: All sounds are not sleep-inducing. False
A: Some sounds are not sleep-inducing. Doubtful
Group 3:
A: All Filipinos are nationalists. False
I: Some Filipinos are nationalists. Doubtful
Group 8:
A: All student leaders are world-famous individuals. False
I: Some student leaders are world-famous individuals.
Doubtful
Group 4:
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I: Many Filipinos are pro-RH. True
A: All Filipinos are pro-RF. Doubtful
Group 5:
O: Not all people are atheists. True
E: No people are atheists. Doubtful
Group 9:
I: Many artists are eccentric. True
A: Every artist is eccentric. Doubtful
Group 10:
O: Not all politicians are corrupt. True
E: No politicians are corrupt. Doubtful
4. Create a mind map out of the propositions.
Laws of Logical Opposition Illustrated
Practice (Paired Activity):
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Exercise 3a (Paired): LAWS OF LOGICAL OPPOSITION
Compare the given proposition with A, B, and C to determine its opposition (contrary, sub-contrary,
subaltern, and contradictory and its truth value.
1. Many students are responsible individuals. TRUE
_______________A. All students are responsible individuals.______
_______________B. Not all students are responsible individuals.______
_______________C. No students are responsible individuals.______
2. Every student is a loving child. TRUE
_______________A. Every student is not a loving child.______
_______________B. Some students are loving children.______
_______________C. Some students are not loving children.______
3. Not all students are noisy. TRUE
_______________A. All students are noisy.______
_______________B. No students are noisy.______
_______________C. Some students are noisy.______
4. No students are atheists. FALSE
_______________A. All students are atheists.______
_______________B. Some students are atheists.______
_______________C. Some students are not atheist.______
5. Majority of students are intelligent. TRUE
_______________A. All students are intelligent.______
_______________B. Some students are not intelligent.______
_______________C. No students are intelligent.______
Evaluation (Individual Activity):
Exercise 3b (Individual): LAWS OF LOGICAL OPPOSITION
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Provide the contrary, sub-contrary, subaltern, and contradictory of the given proposition. Compare
the given proposition with other proposition to determine its truth value.
1. Many politicians are honest. TRUE
SC:___________________________________________.
______
SA:___________________________________________.
______
Contradictory:___________________________________________.
______
2. Not all student leaders are competent. TRUE
SC:___________________________________________.
______
SA:___________________________________________.
______
Contradictory:___________________________________________.
______
3. All schools are diplomamil. FALSE
SC:___________________________________________.
______
SA:___________________________________________.
______
Contradictory:___________________________________________.
______
Mastery (Group Activity):
Mastery (Group):
Based on the short film, construct 3 propositions. State their oppositions and truth value.
Film: Taya
https://www.youtube.com/watch?v=28j1RnrhmSY[/embed]
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References:
Abdon, M. (2011). Laws of Logical Opposition [PowerPoint slides]. Retrieved July 17, 2014 from
http://www.mediafire.com/?6acqk09wubybbgq
Santiago, A. (2006). Logic: the art of reasoning. Manila: Redman Printing Press.
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Number and Title: VII- Arguments
Approximate Time: 6 hours
Overview:
This module engages the students to categorize propositions as either premise or conclusion
and to create a sound argument.
Objectives:



categorize propositions as either premise or conclusion;
categorize arguments as either deductive or inductive; and
create a sound argument.
Content Outline:



Arguments
Deductive Arguments
Inductive Arguments
Unlocking of Terms (Demeterio, 2001, pp5 and 21):





Premise-the claim that is used as supporting reason for the conclusion
Conclusion-the claim that is meant to be supported by other claims
Inference-a mental process made every time we draw out a conclusion from the premise
Deductive Argument- the conclusion is as certain as its premises
Inductive argument-the conclusion is less certain as its premises
Pre-learning Activity: Solving a 2-minute Mystery (Group Output):
1. Form groups of five.
2. Assign a story to each group.
3. Prepare a synopsis of the story.
4. Solve the mystery.
Group 1: The Case of the Blackmailer
“ I don’t mind telling you, Dr. Haledjian,” said Thomas Hunt, “ that inheriting the Hunt
millions has had its nerve-wracking moments. Do you remember Martin, the gardener?”
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“ A smiling and bowing little chap,” sad Haledjian, pouring his young friend a brandy.
“ That’s the fellow. I dismissed him upon inheriting the house in East Hampton. Well,
three days ago he came to my office, bowing and smirking, and demanded one hundred
thousand dollars. He claimed to have been tending the spruce trees outside my father’s
study when Dad drew up another will, naming his brother in New Zealand sole heir.”
“ You believed him?”
“ I confess the news hit me like a thunderbolt. Dad and I had quarreled over Veronica
sometime during last week in November. Dad opposed the marriage and it seemed
plausible that he has cut me off.”
“Martin asserted that he possessed this second will, which he felt sure would be worth a
good deal more to me than he was asking. As its was dated November 31-the day after
the executed will-it would be legally recognized, he claimed.”
“ I refuse to be blackmailed. He tried to bargain, asking fifty thousand and then twentyfive thousand.”
Why would Thomas Hunt refuse to be blackmailed by Martin?
Group 2: The Dead Frenchman
The body of Yves du Motier was found in the bedroom of the apartment belonging to
Silas Howe, the coin collector.
Du Motier had been stabbed to death with a letter opener. The body lay four feet from
the rumpled bed.
“Death occurred about 8:30 AM, or half an hour before the body was discovered,”
Inspector Winters told Dr. Haledjian.
“I telephoned Silas Howe, who has been in Philadelphia attending a numismatics
convention. He says that last month he brought Du Motier, a French coin collector and
an old friend, from France for an operation to restore Du Motier’s hearing.”
” The way it looks, somebody used a skeleton key to get into Howe’s apartment and tried
to steal his rare coins. Du Motier must have awakened, seen the intruder , and in the
struggle, was killed. The safe where Howe keeps his coins was opened. No coins are
missing as far as we can tell.”
” Who notified the police?” inquired Haledjian.
” James Wilkes, a neighbor in the apartment house. Wilkes was on his way to work
when he saw Howe’s door open, and hearing the alarm clock ringing, investigated. He
found the Frenchman dead on the floor.”
” When did Howe leave for Philadelphia, and who can verify his presence there?” asked
Haledjian.
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” He left three days ago, ” said the inspector. ” We contacted his hotel manager, who
swears Howe was in and out on each of the past three days. “
Group 3: The Case of the Cave Paintings
“ I swear! This time I’m going to make us both rich!” exclaimed Bert Ford, the unemployed
Englishman with so many get-rich scams than a chicken’s feathers.
He paused dramatically, looking at Dr. H.
“ You’ve heard of the caveman paintings in the Cave of Font de Gaume, France?” He
continued. “ Well, my associate, Sebastian Delsolo, has found the greatest ever example
of prehistoric art in a cave on a farm in Spain.”
“ Of course,” continued Bert, “ I can’t tell you the exact location yet. But we can buy the
farm with the cave! The farmer suspects nothing. Think of the fortune from tourists!”
Bert passed photos to Dr. H. “ Behold! Sebastian pushed past subterranean water
channels as far down as four thousand feet to photograph those drawings.”
The first photo was of a drawing of a woolly rhinoceros, the second of hunters attacking a
dinosaur, the third of a charging mammoth.
“ The cave artist worked by light from a stone lamp filled with fat and fitted with a wick of
moss,” explained Bert. “ He used pieces of red and yellow ochre for drawing and ground
them and mixed them with animal fat for painting.”
“ How much to buy the farm?” asked Dr. H.
“ In American, 50 thousand USD,” said Bert. “ But you can have a third share of
everything for a mere 10 thousand.”
Group 4: The Case of Murder at the Zoo
The headlights of Dr. H’s car flooded over a blond man darting across the road. He spun
the steering wheel and slammed on the brakes. “ Are you all right?”he called anxiously.
“I’m okay, the man gasped.” But there’s somebody, – I think he’s dead-lying in the zoo. I
was running to get the police.”
Explaining he was a doctor, Dr. H persuaded the blond man to show him the ‘corpse.’
About a hundred yards from the road, near the giraffeenclosure, lay a figure in a
doorman’s uniform.
“ He’s just been slain,” said Dr. H. “ Shot in the back. Do you know him?”
“ No,” the man said. “ My name is Chris Taylor. I was out for a walk when a car passed
me a few minutes ago. It was travelling very slowly. The next thing I knew, an orange
flame appeared in the back of the car. Then a giraffe began to scream as if in pain. The
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enclosure is visible from the road, and I saw one giraffe running in circles and suddenly
collapsed. I went to investigate and stumbled on this body here.”
“ I want to see the giraffe,” muttered Dr. H. He climbed the fence and knelt beside the
stricken animal. “Poor creature has been shot in the neck.”
Group 5: The Case of the Dentist’s Patient
Dr. Evelyn Williams, London- born New York dentist was preparing to take a wax
impression of the right lower teeth of his patient, Dorothy Hoover. Silently the door
opened. A gloved hand holding a gun appeared. Two shots sounded. Miss Hooever
slumped over dead.
“ We’ve got a suspect,” Inspector Winters told Dr. H at his office an hour afterward. “
The elevator boy took a nervous man to the 15th floor- Dr. Williams has one of six offices
on the floor- a few moments before the shooting. The description fits John ‘Torpedo’
Burton.
“Burton is out on parole,” continued the inspector. “ I had him picked up at his rooming
house. As far as he knows, I want to question a minor parole violation.”
“What’s this all about?”
“ Ever hear of Dr. Evelyn Williams?”
“ No, why?”
“ Dorothy Hoover was shot to death less than two hours ago as she sat in a chair in Dr.
Williams’ office.”
“I have been sleeping all afternoon.”
“ An elevator operator says he took a man answering your description to the 15th floor a
moment before the shots.”
“ It wasn’t me,” snarled Burton. “I look like a lot of guys. I ain’t been near a dentist’s
office since Sing Sing. This Williams, I bet he never saw me, so what can you prove?”
“ Enough,” snapped Dr. H, “to send you to the electric chair!”
Group 6: The Case of the Lookout
Dr. H was the only customer in the little drugstore when the shooting started. He had just
taken his first sip of black coffee when three men dashedfrom the bank across the street,
guns blazing. As the holdup men jumped into a waiting car, a nun and a chauffeur sought
refuge in the drugstore.
“ You’re both upset,” said Dr. H. “ Let me buy you a cup of coffee.”
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They thanked him. The nun ordered black coffee, the chauffeur a glass of root beer. The
three fell to talking about the flying bullets and had barely touched their drinks when
sirens sounded. The robbers had been captured and were being returned to the bank for
identification. Dr. H moved to a front window to watch. As he returned to the counter, the
nun and chauffeur thanked him again and departed.
The counterman had cleared the glass and cups. “ Sorry mister,” he said to Dr. H. “ I
didn’t know you weren’t done.”
The counterman looked at the two coffee cups he had just removed from the counter,
and passing Dr. H the one without lipstick, said, “ What do you think a chauffeur was
doing around here? There isn’t a limousine on the street?”
Dr. H thought for a moment. “Good grief! ” he cried. “We had the gang’s lookout right
here!” And he dashed out to make the capture.
Group 7: The Case of the Dead Boxer
Tony Cerone’s worldly possessions were laid out on a small table in police headquarters.
They consisted of a T-shirt, sneakers, and white cotton trousers. In a pocket of the
trousers was a card, which read:
“July 28. Your weight, 173 lbs. Your fortune, You will enjoy a long life.”
“His life lasted 22 years,” Inspector Winters told Dr. Haledjian. “Late last night,” he
continued, “we got a call to come to the carnival. Somebody had started up a Ferris
wheel. We found a male corpse jack-knifed over a strut. Glancing at the man’s battered
face, I thought he had been beaten. Then I recognized Tony.
“Last night Tony fought ‘Kirby Malone’ for the state middleweight title,” he continued.
“Tony took a pounding. We know he left the arena still pretty dazed. He must have come
out to the carnival. He used to be a roustabout, and he knew his way around.
“It looks like he got here after closing,” said the inspector, “used the scale, and then
started up the big wheel. He took a ride and fell out. The medical examiner says he died
instantly.”
Dr Haledjian, the famed criminologist, contemplated Tony’s possessions.
“He might have been killed elsewhere and hung on the strut,” said Haledjian. “I heard
rumors of a fix in the Malone fight.
“It looks to me like Tony refused to take a dive and the mob made him pay the full price.
The killers apparently did a clumsy job. To avoid giving themselves away, they changed
his clothes and staged the scene out at the Ferris wheel.”
How did Haledjian know?
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Group 8: The Case of the Lazy Murderer
According to the coroner’s report, Mrs. Treddor, the town recluse, had been bludgeoned
to death two days ago in the kitchen of her decaying hill-top mansion.
“I received an anonymous telephone call at 4 A.M. yesterday that she had been
murdered,” Sheriff Monahan confessed to Dr. Haledjian. “Heaven help me, , I thought it
was just another prank and didn’t investigate till this afternoon!
“Living alone never showing herself anywhere, why Mrs. Treddor’s been the butt of every
practical joke in the book, including the death gimmick, a dozen times.”
The sheriff conducted Haledjian onto the front porch. “It got so no store in town would
send anything on a telephone order. Had to have it in writing. Aside from a daily milk
and a newspaper delivery, the only visitors who claimed up her regularly where the
weekly grocery boy and Doe Bentley, both due tomorrow. You can see why.”
Haledjian gazed down a long slope of underbrush to the road below. The driveway to the
house was overgrown and impassable, and deliveries obviously had to be made on foot.
The framed sleuth sat down in a rocking chair, the only object on the sagging porch
beside two unopened newspapers.
“Who was the last person to see Mrs. Treddor alive?”
“Mrs. Carson, probably,” said the sheriff. “Early on the day of Mrs. Treddor’s death, she
was driving by and noticed the old lady come out on the porch to take in her bottle of
milk.”
The sheriff paused, “Mrs. Treddor was supposed to have fifty thousand dollars hidden
some place. We can’t find it, or any clues.”
“Except for that anonymous telephone call,” corrected Haledjian.”the murderer never
figured you wouldn’t investigate within the hour!”
Whom did Haledjian suspect?
Group 9: The Case of the Office Shooting
As Inspector Winters looked around the cubby hole office of John Stahl, Bart Rea said, “I
touched nothing — except the desk telephone. I called you right away.”
John Stahl’s body lay on the threadbare carpet behind his desk. Near his right hand was
a large French pistol.
Tell me what happened,” snapped the inspector. “John asked me to come here,” began
Rea. “Then right off he started raving about his wife and me.
“I told him he was way out. But John has a red-flag temper. I couldn’t calm him down.
He doesn’t know what he’s doing when he goes crazy mad.
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“Suddenly he jumped out and shouted, ‘I’m going to kill you!’ With practically one motion
he yanked open the top drawer of his desk and took out a gun and fired at me. He
missed. I shot back immediately. It was a self-defense,”
The inspector inserted a pencil into the barrel of the big French pistol and lifted it from
beside the corpse. Opening the top desk drawer, he thoughtfully slid the gun inside.
“Rea’s private investigator,” the inspector told Dr. Haledjian that night. “His pistol is
registered to him. It fired the death bullet.”
“We found a bullet from the French pistol in the wall opposite the desk – the shot Rea
says Stahl fired first. The pistol bears Stahl’s fingerprints, but he didn’t have a license for
it, and we can’t trace it.”
“You charged Rea with murder, I hope?” said Haledjian.
“What else could I do? He’s already confessed.” What was Rea’s slip?
Inference Indicators Identified (Demeterio, 2001, p9)
Premise Indicators
Since
For
Seeing that
Because
The Reason is that
As it is implied by
In view of the fact that
Granted that
Given the fact that
Conclusion Indicators
So
Therefore
Consequently
It follows that
Thus
Hence
We may conclude
This entails that
Accordingly
Practice (Paired Activity):
Exercise 4a: Arguments
Put P before the Premises. Put C before the Conclusions.
1.
________1.1. Most students are diligent.
________1.2. But, Fabs is a student.
________1.3. So, Fabs is diligent.
2.
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________2.1. SBC is a school and is sectarian.
________2.2. UST is a school and is sectarian.
________2.3. ADMU is a school and is sectarian.
________2.4. SPUM is a school and is sectarian.
________2.5. So, all schools are sectarian.
3.
________3.1. All the Oscar-nominated films that I have seen have commercial appeal.
________3.2. So, all Oscar-nominated films have commercial appeal.
4.
________4.1. Only 20% of students are rich.
________4.2. But, Rambo is a student.
________4.3. Ergo, Rambo is rich.
5.
________5.1. Majority of students are responsible.
________5.2. But, Renzel is a student.
________5.2. Hence, Renzel is responsible.
Evaluation (Individual Activity):
Exercise 4b: Deductive and Inductive Arguments
State whether the arguments in Exercise 8 are Deductive or Inductive. Plot the diagram of each
argument.
Mastery: Constructing an Argument (Group Output):
1. Form groups of five.
2. Based on the 2-minute mystery, create an argument using diagramming.
Sample Argument.
a. Most Medical Technology students are compassionate.
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b. But, Redd is a Medical Technology student.
c. Thus, Redd is compassionate.
a
b
c
References
Abdon, M. (2011). Arguments [PowerPoint slides]. Retrieved July 28, 2014 from
http://www.mediafire.com/?dy7o9zp2ydjz141
Abdon, M. (2011). Deductive and inductive arguments [PowerPoint slides]. Retrieved July 28,
2014 from http://www.mediafire.com/?lhu7ho35jet8ma4
Demeterio, F. (2011). Logic, the philosophy of systematic thinking and argumentation. Manila:
San Beda College.
Sobol, D. (1967). Two-minute mysteries. USA: Scholastic Inc.
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Number and Title: VIII- Categorical Syllogism (CS)
Approximate Time: 12 hours
Overview:
This module engages the students to apply the rules of the categorical syllogism in order to
assess its validity. As part of mastery, this module will enable students to construct valid
syllogisms.
Objectives:




assess the validity of a syllogism,
identify the figures and moods of a valid syllogism;
identify the fallacies committed in an invalid syllogism; and
construct a valid syllogism.
Content Outline:


Categorical Syllogisms
Figures & Moods
Unlocking of Terms:










major term (P)-predicate of the conclusion
minor term (S)-subject of the conclusion
middle term (M)-found in both premises
major premise (MP)-a proposition that contains the major term
minor premise (mp)-a proposition that contains the minor term
standard categorical syllogism- always begins with the premises, major first and then minor,
and then finishes with the conclusion (Kemerling, G., 2011)
figure 1-the middle term is a subject in the major premise and a predicate in the minor
premise
figure 2-the middle term is a predicate in the both premises
figure 3- the middle term is a subject in the both premises
figure 4-the middle term is a predicate in the major premise and a subject in the minor
premise
Pre-Learning Activity (Dyad):
Every pair may choose one equivocal term for this activity and create one sentence using both
definitions of each term (Education.com, 2013).
A Constructivist and Outcome-based Module in Logic
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1. cold ( adjective, low in temperature ) _____________________________________________________
cold ( noun, an infection ) _____________________________________________________________
2. season ( noun, the 4 periods of the year ) _________________________________________________
season ( verb, to add flavor ) ___________________________________________________________
3. spring ( noun, a season ) ____________________________________________________________
spring ( verb, to leap forward ) __________________________________________________________
4. present ( noun, a gift ) _______________________________________________________________
present ( noun, the current time ) ______________________________________________________
5. tear ( noun, drop of fluid ) _____________________________________________________________
tear ( verb, to rip apart ) ______________________________________________________________
6. court ( verb, to gain affection ) _________________________________________________________
court ( noun, where law is conducted ) _________________________________________________
7. mission ( noun, a task ) ________________________________________________________
mission ( noun, church or chapel ) ______________________________________________________
8. degree ( noun, the temperature ) ________________________________________________________
degree ( verb, an educational award ) _____________________________________________________
9. blossom ( noun, a flower ) ___________________________________________________________
blossom ( verb, to grow ) ___________________________________________________________
CS Rules: Invalid Combinations & Distributions
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Practice (Individual):
Exercise 5a: Terms & Propositions
Below are examples of a standard categorical syllogism. Label each term as major (P), minor (S) and
middle (M) while each proposition as major premise (MP), minor premise (mp), and conclusion (C).
1. __________Some politicians_____ are honest_____.
__________But, Pnoy_____ is a politician_____.
__________Ergo, Pnoy_____is honest_____.
2. __________Every student leader_____ is a social being_____.
__________But, many student leaders _____ are leftists_____.
__________Thus, many leftists _____ are social beings_____.
3. __________No pro-abortion _____ is pro-life_____.
__________But, all abortionists _____ are pro-abortion_____.
__________Therefore, all abortionists _____ are not pro-life_____.
4. __________Hazing _____ is an initiation rite_____.
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__________But, some initiation rites _____ involve neophytes_____ in some humiliating
situations.
__________So, hazing _____ involves neophytes_____ in some humiliating situations. (Robles,
C., 2006)
5. __________All forms of terrorism _____ involve acts _____ dangerous to human life that violates
federal or state law.
__________But, ahimsa _____ does not involve acts _____ dangerous to human life that violates
federal or state law.
__________Hence, ahimsa _____ is not a form of terrorism _____. (FBI, 2014)
Practice (Dyad):
Exercise 5b: Quantity & Quality
Below are examples of a standard categorical syllogism. Label each term as universal (u) or particular (p)
while each proposition as universal, particular, affirmative (+) or negative (-).
1. (MP/mp/C)_________Some politicians_____ (u/p) are_____ (+/-) honest_____ (u/p).
(MP/mp/C)__________But,
Pnoy_____ (u/p) is_____ (+/-) a politician_____(u/p).
(MP/mp/C)__________Ergo,
Pnoy_____ (u/p) is_____ (+/-) honest_____ (u/p).
2. __________Every student leader_____ is a social being_____.
__________But, many student leaders _____ are leftists_____.
__________Thus, many leftists _____ are social beings_____.
3. __________No pro-abortion _____ is pro-life_____.
__________But, all abortionists _____ are pro-abortion_____.
__________Therefore, all abortionists _____ are not pro-life_____.
4. __________Hazing _____ is an initiation rite_____.
__________But, some initiation rites _____ involve neophytes_____ in some humiliating
situations.
__________So, hazing _____ involves neophytes_____ in some humiliating situations. (Robles,
C., 2006)
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5. __________All forms of terrorism _____ involve acts _____ dangerous to human life that violates
federal or state law.
__________But, ahimsa _____ does not involve acts _____ dangerous to human life that violates
federal or state law.
__________Hence, ahimsa _____ is not a form of terrorism _____. (FBI, 2014)
Evaluation (Triad):
Exercise 5c: Validity of a Syllogism
Below are examples of a standard categorical syllogism. Assess the validity of each syllogism. Write the
figure and moods of a valid syllogism and the fallacies for invalid.
1. Some politicians are honest.
But, Pnoy is a politician.
Ergo, Pnoy is honest.
2. Every student leader is a social being.
But, many student leaders are leftists.
Thus, many leftists are social beings.
3. No pro-abortion is pro-life.
But, all abortionists are pro-abortion.
Therefore, all abortionists are not pro-life.
4. Hazing is an initiation rite.
But, some initiation rites involve neophytes in some humiliating situations.
So, hazing involves neophytes in some humiliating situations. (Robles, C., 2006)
5. All forms of terrorism involve acts dangerous to human life that violates federal or state law.
But, ahimsa does not involve acts dangerous to human life that violates federal or state law.
Hence, ahimsa is not a form of terrorism. (FBI, 2014)
Mastery (Group):
A Constructivist and Outcome-based Module in Logic
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Construct a valid categorical syllogism based on the following concepts:
1.
2.
3.
4.
5.
6.
7.
8.
9.
patriotism
social responsibility
integrity
solidarity
professionalism
respect
excellence
humility
interdependence
Create a mind map to solidify the learning.
References
Abdon, M. (2011). Categorical syllogism [PowerPoint slides]. Retrieved July 29, 2014 from
http://www.mediafire.com/?d5lkzig266t8w2z.
Abdon, M.
Abdon, M. (2011). Figures and moods [PowerPoint slides]. Retrieved July 29, 2014 from
http://www.mediafire.com/view/78eb4txhf3mkuvr/Figures&Moods.pptx.
Chan, R. (2006). Chan Robles virtual library. Retrieved July 29, 2014 from
http://www.chanrobles.com/antihazinglaw.htm#.U9gAEuNdXxo.
Education.com. (2013). Double meaning words. Retrieved July 29, 2014 from
http://www.education.com/files/321601_321700/321682/double-meaning-wordsworksheet.pdf
FBI (2014). Terrorism. Retrieved July 29, 2014 from http://www.fbi.gov/aboutus/investigate/terrorism/terrorism-definition.
Kemerling, G. (2011). Philosophy pages. Retrieved July 29, 2014 from
http://www.philosophypages.com/lg/e08a.htm.
Santiago, A. (2006). Logic: the art of reasoning. Manila: Redman Printing Press.
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