BSc:PhilosophyI
\section{Philosophy I (Introduction to Logic)} \label{C: Philosophy I (Introduction to Logic)}
\begin{itemize}
\item {\bf Course name:} Philosophy I (Introduction to Logic)
\item {\bf Course number:} BS-
\end{itemize}
\subsection{Course description}
This course is an introduction to formal symbolic logic. Philosopher John Locke once wrote that ``logic is the anatomy of thought. This course will teach students to analyse and evaluate arguments using the formal techniques of modern symbolic logic.
This course sets students upon a path of finely honed logical skills essential for life in the modern world. This course is thus specifically designed to improve writing, thinking and oral presentation skills that are applicable to all areas of academic study and relevant to working life.
\subsubsection {Class Times, Venue and Other Important Information} \begin{itemize} \item Teaching Begins: week of Sept 1 \item Teaching Ends: 15 weeks after that, week of Dec 8 \item Final Exams run: Department of Education will schedule final exams closer to the exam date, the exams are scheduled in weeks 16 and 17 of the semester \end{itemize}
Classes will be held online via zoom (Please check your Moodle for relevant links to join the event) every Tuesdays and Weds. On Tuesdays between 17:40 and 19:10 we will do the plenary lecture. Labs will be carried out on Weds. There will be 6 lab sessions two conducted by me, two conducted by Hamna Haslam and two more conducted by Timur Fayzrakhmanov. Please check to which group you belong to for the lab sessions ahead of the first lecture. Thank you
During both lectures and lab sessions, students will be required to actively discuss with the professor/instructor the mandatory readings (papers, slides, or handouts, more on which below) for the week. The lecture will be carried out interactively, sometimes via kahoots. The goal of the kahoot is to summarise the lecture’s contents so as to maximise the students’ understanding of the topic discussed. Hence, it is compulsory for students to read ahead of each lecture the relevant material for the week, which you will find online on moodle. For this reason, it is crucial that you check your moodle regularly.
During the lab sessions students will work with their instructors in small groups of 6-7 people max, which will have to be formed with the students attending the same lab. Typically, they will be provided open questions or exercises, which they will be required to solve collectively. Answers to the weekly exercises (reports) as carried out during lab sessions under the supervision of instructors will have to be submitted to the relevant instructor each week by a deadline mutually agreed (e.g. Fridays 23:55).The contribution of each individual student within the group should be crystal clear. Failure to submit all reports to the relevant instructor for the lab sessions will incur in a penalty on your final mark, which will be proportional to the number of reports missing.
\subsubsection{Learning outcomes} % Highlight 1-2 key points around which the course is structured % Examples of key points: % - Physics: Physical principles for calculating static and dynamic problems of mechanics % - Computer vision: Basics of image processing and image filtering % - High performance computing: Computational mathematics and numerical methods By the end of the course you should be able to: \begin{enumerate}
\item understand what is an argument \item construct and reconstruct arguments \item understand what is categorical logic \item know how to use the square of opposition and Venn diagrams \item understand what is propositional logic \item know how to calculate truth values \item remember the formal structures of some arguments \item evaluate arguments critically \item know the difference between deduction, induction, and abduction \item understand the difference between validity, soundness, and cogency \item recognize and avoid logical mistakes and fallacies in arguments \item understand the basics of predicate logic
\end{enumerate}
\subsubsection{Textbooks} \begin{itemize}
\item Holyoak, K. J., \& Morrison, R. G. (Eds.). (2005). The Cambridge handbook of thinking and reasoning (Vol. 137). Cambridge, UK: Cambridge University Press. \item Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co \item Tindale, C. W. (2007). Fallacies and argument appraisal. Cambridge, UK: Cambridge University Press \item Priest, G. (2017). Logic: A very short introduction. Oxford, UK: Oxford University Press.
\end{itemize}
Electronic copies of these books are available on Moodle for download. Students must read and carefully study the mandatory readings (mostly weekly slides, handouts or relevant papers) ahead of each lecture. The materials for the course will be uploaded by the Professor on Moodle in due time. Please note: The lectures will be highly interactive and the students will be interrogated on the readings during the lectures, sometimes via kahoots (this approach is known as flipped learning).
\subsubsection{Course Sections} The course is organized in 15 weeks with every weeks 2 academics hours of lectures, 2 academic hours of labs, and 2 academic hours of tutorials. The main sections of the course and approximate hour distribution between them is as follows
\begin{table}[!h] %\normalsize
\centering
\begin{tabular}{|c|p{5cm}||c|}
\hline
\textbf{Section} & \centering \textbf{Section Title} & \textbf{Teaching Hours}
\\
\hline
1 & Basic Concepts & 12 \\ \hline
2 & Fundamentals of Logic & 30 \\ \hline
3 & Types of Inferences & 30 \\ \hline
4 & Synthesis & 18 \\ \hline
\end{tabular}
\caption{Course Sections}
\label{tab:OSCourseSections}
\end{table}
\subsubsection{Section 1} \subsubsection*{Topics covered in this section:} \vspace{-3mm} \begin{itemize}
\item Claims and Statements
\item Premises and Conclusion
\item Conditionals
\item Arguments and Extended Arguments
\item Argument Reconstruction
\item Difference between Logic and Rhetoric
\item Logical Validity
\item Soundness
\end{itemize}
\subsubsection*{What forms of evaluation were used to test students' performance in this section?} \vspace{-6mm}
% Please enter '1' for 'Yes' and '0' for 'No'
\begin{table}[!h]
\centering
\begin{tabular}{|a|c|}
\hline
\mc{1}{\textbf{Form}} & \textbf{Yes/No} \\ \hline
Development of individual parts of software product code & 0 \\
Homework and group projects & 1 \\
Midterm evaluation & 1 \\
Testing (written or computer based) & 0 \\
Reports & 1 \\
Essays & 0 \\
Oral polls & 1 \\
Discussions & 1 \\
\hline
\end{tabular}
% \caption*{Evaluation}
\end{table} \vspace{-8mm}
\subsubsection*{Typical questions for ongoing performance evaluation within this section} % Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. % Please provide 4-7 tasks described with sufficient detail. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item Explaining the difference between a valid and an invalid argument.
\item Explaining the difference between Rhetoric and Logic
\item Explaining the steps involved in argument reconstruction
\item What is a logical inference and under which conditions is valid?
\item What is the difference between an argument and a statement?
\item What is a sound argument?
\end{enumerate}
\subsubsection*{Typical questions for seminar classes (labs) within this section} % Please list exercises you used during the seminars for this section. As a rule of thumb, these should be broader and more comprehensive than the exercises for the ongoing evaluation (previous block) and must reflect your personal developments in the framework of this course. In general, when compiling this list, you can refer to the Bloom's taxonomy and take into account this courses' target outcomes and objectives.
% Each section should contain 4-7 seminar assignments. If code must be present in the tasks, you can directly insert it here or write a pseudo-code. If you need to refer to drawings, then either describe them in words or choose another exercise. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item Assessing the logical validity of an argument \item Individuating Premises and Conclusion in a sophisticated argument \item Diagramming an extended argument \item Assessing the soundness of an argument
\end{enumerate}
\subsubsection*{Test questions for final assessment in this section} % In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. % 3-5 questions. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing
\begin{enumerate}
\item Solving exercises on logical validity and soundness. \item Reconstructing a sophisticated argument \item Spotting truth preserving inferences \item Spotting invalid inferences
\end{enumerate}
\subsubsection{Section 2} \subsubsection*{Topics covered in this section:} \vspace{-3mm} \begin{itemize}
\item Quantity and Quality
\item Distribution
\item Venn Diagrams
\item Spare of Opposition
\item Syntax
\item Semantics
\item Evaluation and Satisfaction
\item Truth Tables for Propositions
\item Truth Tables for Arguments
\item Symbols
\item Quantifiers
\item Translation
\item Rules of Inferences
\end{itemize}
\subsubsection*{What forms of evaluation were used to test students' performance in this section?} \vspace{-6mm}
% Please enter '1' for 'Yes' and '0' for 'No'
\begin{table}[!h]
\centering
\begin{tabular}{|a|c|}
\hline
\mc{1}{\textbf{Form}} & \textbf{Yes/No} \\ \hline
Development of individual parts of software product code & 0 \\
Homework and group projects & 1 \\
Midterm evaluation & 1 \\
Testing (written or computer based) & 0 \\
Reports & 0 \\
Essays & 0 \\
Oral polls & 1 \\
Discussions & 1 \\
\hline
\end{tabular}
% \caption*{Evaluation}
\end{table} \vspace{-8mm}
\subsubsection*{Typical questions for ongoing performance evaluation within this section} % Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. % Please provide 4-7 tasks described with sufficient detail. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item Solve Truth Tables \item Use Truth Tables to analyse arguments \item Use Venn Diagrams to represent categorical propositions \item Use the Square of Opposition to infer the truth value of a proposition \item Use Quantifiers to assess inferences
\end{enumerate}
\subsubsection*{Typical questions for seminar classes (labs) within this section} % Please list exercises you used during the seminars for this section. As a rule of thumb, these should be broader and more comprehensive than the exercises for the ongoing evaluation (previous block) and must reflect your personal developments in the framework of this course. In general, when compiling this list, you can refer to the Bloom's taxonomy and take into account this courses' target outcomes and objectives.
% Each section should contain 4-7 seminar assignments. If code must be present in the tasks, you can directly insert it here or write a pseudo-code. If you need to refer to drawings, then either describe them in words or choose another exercise. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item Exercises to understand the importance of Categorical Logic for Arguments' Assessment \item Exercises to understand the potential implications of Propositional Logic for Computer Science \item Exercises to get a glimpse of the importance of Predicate Logic in Science (e.g. Mathematics) \item Exercises to understand the relation between connectors and truth tables.
\end{enumerate}
\subsubsection*{Test questions for final assessment in this section} % In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. % 3-5 questions. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing
\begin{enumerate}
\item What is the difference between Categorical and Propositional Logic? \item How does Predicate Logic differ from Categorical and Propositional Logic? \item Why is Predicate Logic so important? \item What are Truth-Functions and why do we use them? \item What are Conversion, Obversion and Contraposition and what's their function in the Square of Opposition?
\end{enumerate}
\subsubsection{Section 3} \subsubsection*{Topics covered in this section:} \vspace{-3mm} \begin{itemize}
\item Cogency
\item Inductive Reasoning vs Deductive Reasoning
\item Inductive Inferences
\item Generalisations
\item Causal Inferences and Predictions
\item The Problem of Induction
\item Abduction
\item The Epistemological Status of Deductive, Inductive, and Abductive Inferences
\end{itemize}
\subsubsection*{What forms of evaluation were used to test students' performance in this section?} \vspace{-6mm}
% Please enter '1' for 'Yes' and '0' for 'No'
\begin{table}[!h]
\centering
\begin{tabular}{|a|c|}
\hline
\mc{1}{\textbf{Form}} & \textbf{Yes/No} \\ \hline
Development of individual parts of software product code & 0 \\
Homework and group projects & 1 \\
Midterm evaluation & 0 \\
Testing (written or computer based) & 0 \\
Reports & 1 \\
Essays & 0 \\
Oral polls & 0 \\
Discussions & 1 \\
\hline
\end{tabular}
% \caption*{Evaluation}
\end{table} \vspace{-8mm}
\subsubsection*{Typical questions for ongoing performance evaluation within this section} % Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. % Please provide 4-7 tasks described with sufficient detail. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item Recognising Inductive Inferences \item Distinguishing between a Deductive and an Inductive Argument \item Explaining the difference between soundness and cogency \item Explaining the role and function of Abductive Logic
\end{enumerate}
\subsubsection*{Typical questions for seminar classes (labs) within this section} % Please list exercises you used during the seminars for this section. As a rule of thumb, these should be broader and more comprehensive than the exercises for the ongoing evaluation (previous block) and must reflect your personal developments in the framework of this course. In general, when compiling this list, you can refer to the Bloom's taxonomy and take into account this courses' target outcomes and objectives.
% Each section should contain 4-7 seminar assignments. If code must be present in the tasks, you can directly insert it here or write a pseudo-code. If you need to refer to drawings, then either describe them in words or choose another exercise. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item Problematising around the different responses to the problem of Induction \item Understanding the difference between an epistemic externalist and epistemic internalist \item Understanding the difference between an epistemic internalist and a pragmatist \item Critically reflecting on the role of Induction in Science
\end{enumerate}
\subsubsection*{Test questions for final assessment in this section} % In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. % 3-5 questions. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing
\begin{enumerate}
\item Understanding the difference between Induction, Deduction, and Abduction \item Being able to explain why Abduction is reducible to Induction \item Comprehending the role of Deduction in Science \item Understanding the role of Causal Inferences and Predictions in Logic and Science
\end{enumerate}
\subsubsection{Section 4} \subsubsection*{Topics covered in this section:} \vspace{-3mm} \begin{itemize}
\item Summary of the Topics covered in the course
\item Role of Logic in Argumentation
\item Role of Logic in Science
\item Role of Logic in Daily Life
\item Awareness of the logical structure of thinking
\item Knowledge of the formal mechanisms of Symbolic Logic
\end{itemize}
\subsubsection*{What forms of evaluation were used to test students' performance in this section?} \vspace{-6mm}
% Please enter '1' for 'Yes' and '0' for 'No'
\begin{table}[!h]
\centering
\begin{tabular}{|a|c|}
\hline
\mc{1}{\textbf{Form}} & \textbf{Yes/No} \\ \hline
Development of individual parts of software product code & 0 \\
Homework and group projects & 1 \\
Midterm evaluation & 0 \\
Testing (written or computer based) & 0 \\
Reports & 1 \\
Essays & 0 \\
Oral polls & 1 \\
Discussions & 1 \\
\hline
\end{tabular}
% \caption*{Evaluation}
\end{table} \vspace{-8mm}
\subsubsection*{Typical questions for ongoing performance evaluation within this section} % Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. % Please provide 4-7 tasks described with sufficient detail. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item Applying the concepts learned in the third section of the course to specific case studies in the history of science (e.g. discovery of Uranus and the discovery of the Electron) \item Reflecting on whether science really uses Induction that much at all \item Using the concepts learned in the second section of the course to better understand categorical (syllogistic) arguments \item Understanding the potential applications of Propositional Logic in Artificial Intelligence
\end{enumerate}
\subsubsection*{Typical questions for seminar classes (labs) within this section} % Please list exercises you used during the seminars for this section. As a rule of thumb, these should be broader and more comprehensive than the exercises for the ongoing evaluation (previous block) and must reflect your personal developments in the framework of this course. In general, when compiling this list, you can refer to the Bloom's taxonomy and take into account this courses' target outcomes and objectives.
% Each section should contain 4-7 seminar assignments. If code must be present in the tasks, you can directly insert it here or write a pseudo-code. If you need to refer to drawings, then either describe them in words or choose another exercise. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing \begin{enumerate}
\item What is Categorical Logic used for? \item What are the four types of categorical propositions? \item Evaluate syllogisms \item What is Propositional Logic used for? \item Translate logically different statements \item What is Predicate Logic used for?
\end{enumerate}
\subsubsection*{Test questions for final assessment in this section} % In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. % 3-5 questions. % URL with examples: % https://docs.google.com/document/d/1OnXlRfpboLeufaYVro6ia95wBAf9h7Lcp63BwR9DjkE/edit?usp=sharing
\begin{enumerate}
\item Can Logic help in argumentative debates? If so, how? \item Are Religion and Logic irreconcilable? \item Do you think Logic is a form of Art? \item Is there a Logic in Scientific Discoveries? \item What is the role of Logic (if any) in society and in the modern world?
\end{enumerate}
\subsubsection{Office Hours} % Why do students need to study it? (in free style) TBA in my office (***) or by appointment. Alternatively, I am always available via email (farinamirko@gmail.com or m.farina@innopolis.ru)
\subsubsection{Changes to the Syllabus} This syllabus may be changed at any point in the semester following students’ feedback. Changes will be announced in class. It is your responsibility to stay up to date with announcements if you miss a class.
\subsubsection{Assessment} \begin{itemize}
\item Mid-term Exam: 30\% (week 8, in class; between Oct 5 – Oct 9) \item Group Presentation 30\% \item Final Exam (Oral): 40\% \end{itemize}
\subsubsection{Grades}
\begin{table}[h]
\caption{Course grading range.}
\begin{tabular}{|l|l|}
\hline
\textbf{Grade} & \textbf{Default Range} \\ \hline
A. Excellent & 90-100 \\ \hline
B. Good & 75-89 \\ \hline
C. Satisfactory & 60-74 \\ \hline
D. Poor & 0-59 \\ \hline
\end{tabular}
\end{table}
\subsubsection{Homework and Exercises in Class}
There are no graded exercises. However, all exercises in class are mandatory. In addition, there is a website connected to one of the textbooks we will use full of self-study exercises and answers and explanations organized in segments that go with each chapter of the book. This website is important and should be visited at least weekly. Simply go to: \url{www.mheducation.asia/olc/introcriticalandcreativethinking} then ‘student edition’, then ‘interactive exercises’. Please use this resource as homework. Another important source you should consult for your homework is: \url{https://rkirsling.github.io/modallogic/}
As mentioned above, we will also be doing exercises together in class, during our laboratories. These exercises we will be doing in class together are not taken from the above-mentioned links but will be provided to students on a weekly basis by the professor. During seminars students will work in small groups (6-7 people max.) with their instructor and will be required to submit their works as a group to the instructor at the end of each seminar by a deadline mutually agreed (Students’ participation in the seminar is therefore monitored). Answers for the exercises carried out in class during the tutorials and seminars will be posted by the professor each week on Moodle.
\subsubsection{Marks} \begin{itemize} \item Mid-Term Exam (30\% of final grade) \end{itemize} This exam will consist of quizzes and various exercises (such as open theoretical questions, multiple choices, and true/false questions). The Mid-Term will be held in class on week 8. The exam will last 75 minutes.
\begin{itemize} \item Final Exam - Oral (40\% of final grade) \end{itemize} The final exam will consist of an oral interrogation conducted by the Professor.Students will be questioned in deep on the content of the course and will be assessed for being able to present with accuracy what was presented, for showing their own ability to reflect on it, and apply the presented concepts in a variety of situations.
\begin{itemize} \item Video Presentations (30\% of final grade) \end{itemize}
Video Presentations are to be done in groups defined by the instructor at his discretion, with a max duration of 5 minutes (300 seconds). Groups from 4 to 7 students should be proposed to the instructor by week 2 of the course; the instructor will then review them and finalize them by week 4. Notice, that even this is a group work, the contribution of each member of the group should be crystal clear and any attempt of skipping this component of the exam will trigger a D in the course. Video presentations can be done on logical fallacies, materials for self-study and preparation will be posted on Moodle by the Professor.
\subsubsection{Class Participation} Attendance is mandatory. Although participation is not graded active engagements during lectures and tutorials/labs is a requirement to pass the course. [Cell phones and tablets are banned in class. It is also prohibited to use Telegram/Whats up and other social media on the PC during class].
\subsubsection{Attendance policy} If you are unable to attend class for a very important reason such as illness or family emergency, please discuss it with me or with your instructor as soon as possible (e.g. email me the morning of the lecture and I will excuse you). If you need to leave a class early or arrive late, again you should tell me in advance.
\subsubsection{Late Submission Policy} Late submissions must be granted by the Professor, hence the student must discuss this possibility with the Professor well ahead of the submission deadline. NOTE: Late submissions are only granted under exceptional circumstances (e.g. illness) and students are expected to submit their assignments on time. Late submissions (within 48hs of the deadline) carry a 50\% deduction on the mark. Submissions submitted after 48hs of the deadline, unless previously granted by Professor, won't be accepted.
\subsubsection{Provisional Schedule of Topics}
\begin{itemize} \item \textbf{Week 1} (August 31-Sept 6)\\ \textit{- Basic Concepts: claims, statements, premises, conclusion, arguments, extended arguments}\\ \textbf{Mandatory Task:} read and study (before the lecture) handout and slides for Week 1.
\item \textbf{Week 2} (Sept 7- Sept 13)\\ \textit{-Deductive Reasoning: validity, truth, soundness, deductive arguments, assessing deductive arguments}\\ \textbf{Mandatory Task:} read and study (before the lecture) handout and slides for Week 2.
\item \textbf{Week 3} (Sept 14 - Sept 20)\\ \textit{- Categorical Logic: the components of categorical propositions}\\ \textbf{Mandatory Task:} read ch.4 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 4} (Sept 21 – Sept 27)\\ \textit{-Categorical Logic: quantity, quality, distribution}\\ \textbf{Mandatory Task:} read ch.4 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 5} (Sept 28 – Oct 4)\\ \textit{- Categorical Logic: Venn diagrams and Square of Opposition}\\ \textbf{Mandatory Task:} read ch.4 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 6} (Oct 5 – Oct 11)\\ \textit{- Propositional Logic: symbols, translation and truth functions}\\ \textbf{Mandatory Task:} read ch.6 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 7} (Oct 12 - Oct 18)\\ \textit{-Propositional Logic: truth tables for propositions}\\ \textbf{Mandatory Task:} read ch.6 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 8} (Oct 19 – Oct 25)\\ \textit{-Mid-Term}:\\ \textbf{Mandatory Task:} we will rehearse contents and do exercises together
\item \textbf{Week 9} (Oct 26 – Nov 1)\\ \textit{-Propositional Logic: truth tables for arguments}\\ \textbf{Mandatory Task:} read ch.6 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 10} (Nov 2 – Nov 8)\\ \textit{- Predicate Logic: predicate, quantifiers, translation}\\ \textbf{Mandatory Task:} read ch.8 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 11} (Nov 9 – Nov 15)\\ \textit{- Predicate Logic: rules of Inference: UG, UI, EG, EI}\\ \textbf{Mandatory Task:} read ch.8 of Hurley, P. J. (2014). A Concise Introduction to Logic. Wadsworth Pub Co
\item \textbf{Week 12} (Nov 16 – Nov 22)\\ \textit{- Inductive Reasoning: validity, cogency, inductive arguments, assessing inductive arguments, inductive inferences}\\ \textbf{Mandatory Task:} read and study (before the lecture) handout and slides for Week 12.
\item \textbf{Week 13} (Nov 23 – Nov 29)\\ \textit{- Abduction and the Problem of Induction}\\ \textbf{Mandatory Task:} read and study (before the lecture) handout and slides for Week 13
\item \textbf{Week 14} (Nov 30 – Dec 6)\\ \textit{- Review, Video Presentations}\\ \textbf{Mandatory Task:} Incremental videos preparation
\item \textbf{Week 15} (Nov 23 – Nov 27)\\ \textit{- Review, Video Presentations}\\ \textbf{Mandatory Task:} Incremental videos preparation
\end{itemize}