Why Logic is Important

Filed under: epistemology,philosophy JW Gray @ 5:56 am

Tags: critical thinking, education, logic
Recommended reading: What is Logic?
Why is logic education important? The main question here is what the real point of logic
education is. The real point of logic is not to teach people how to be logic professors, or to
increase test scores, or to impress potential employers. Philosophers and mathematicians were
very interested in understanding logic long before it was taught in universities precisely because
of how important it is. Why is logic so important? The answer is that logic helps us better
understand good argumentsit helps us differentiate between good and bad reasons to believe
something. We should want to have well-justified beliefs. We want to know what we should
believe. Understanding good argumentation helps us understand when we should believe
something, and understanding logic helps us understand good argumentation.
How exactly does logic help us understand good argumentation? There are many necessary
characteristics that good arguments must have, and logic tells us what some of those
characteristics are. Logic also helps us better understand concepts that are relevant to good
argumentation.

What is a good argument?

Good arguments are good reasons to believe something is likely true. If we know of a good
argument to believe something, then we should believe it. For example:
1. All dogs are mammals.
2. If all dogs are mammals, then all dogs are living organisms.
3. Therefore, all dogs are living organisms.
People should agree that all dogs are living organisms. We know the premises are true (that
all dogs are mammals and if all dogs are mammals, then all dogs are living organisms). We

know that if the premises are true, then the conclusion has to be true as well. The premises cant
be true and the conclusion false at the same time because the argument is logically valid.

What characteristics do good arguments have?

Ultimately good arguments must have sufficiently justified premises, and the premises should be
appropriately relevant to the conclusion. Even so, there is much to be said about this criteria.
Many of the necessary characteristics of good arguments are covered by the various issues
discussed in logic classeslogical form, logical validity, the distinction between inductive and
deductive reasoning, argument interpretation, and informal fallacies. Examples about what
various general logical issues can teach us about good argumentation includes the following:
1. Logical form Understanding logical form is of paramount importance to understanding
good deductive argumentation, but ordinary language makes it very difficult to discuss
logical form. It is much easier to understand logical form and how it relates to good
argumentation after learning about logical form in a logic class. For example, If Socrates
is a man, then he is mortal has the logical form If A, then B.
2. Logical validity Logically valid deductive arguments have premises that guarantee the
truth of the conclusion (assuming they are true). An invalid deductive argument gives us
no reason to think the conclusion is true. In that case the premises can be true and the
conclusion can be false at the same time.
3. The distinction between inductive and deductive reasoning All good deductive
arguments are logically valid, but good inductive arguments arent. Inductive arguments
are not meant to be valid because the premises are only supposed to make the
conclusion probable. A good inductive argument is unlikely to have true premises and a
false conclusion, but it can happen. For example, the evidence scientists use to support
scientific theories is inductive and it is possible that the theories are actually false
(imperfectly accurate). The predictions made by scientists could always turn out to be
false, but they are likely to be true when they are well-justified. Even dropped objects
could fail to fall in the future. Even so, we should agree that dropped objects will fall in
the future anyway.

4. Argument interpretation It is important to fully understand peoples arguments and

to know how to clarify their arguments. Its important that we know what exactly the
premises and conclusions are. Sometimes understanding an argument also requires us to
identify unstated assumptions and some creativity could be required. It is impossible to
properly debate with someone who doesnt understand your arguments. An argument
cant be properly refuted unless it is understood well.
5. Informal fallacies Informal fallacies are errors in reasoning other than having an
invalid argument form. Interpreting arguments uncharitably is one common example
called the straw man fallacy.
There are innumerable specific examples about how each general issue can apply to good
argumentation. One example is that people often refute the conclusion of an argument by
arguing against a premise. However, it is possible for a different argument to be given for any
given conclusion. Refuting a premise of an argument does not simultaneously refute the
conclusion. Consider the following argument:
1. If the President of the United States is a lizard, then the President is a mammal.
2. The President is a lizard.
3. Therefore, the President is a mammal.
In this case both premises are false, but the conclusion is true. Stating that the premises are
false gives us no reason to think the conclusion is false. Such an argument could look like the
following:
1. The President is a lizard is false.
2. Therefore, we should reject that the President is a mammal.
This argument is clearly invalid. The premise is true, but the conclusion is false. This example
shows how understanding validity can help us understand why certain arguments fail to be good
arguments. Actual people do argue this way now and then, so learning about it in a logic class
could actually help people come to a realization that they might not think about otherwise.

Many examples were given concerning how logic classes can help us better understand good
argumentation. However, there are potentially other characteristics of good arguments that are
not discussed in logic classes. The philosophical domain called epistemology concerns the
nature of knowledge, rationality, and justified belief. There are certain details about what counts
as sufficient justification and rational thought that logic does not cover, but is covered by
epistemology instead. Epistemology is the domain concerning how open-minded we should be to
avoid being close-minded, how skeptical we should be to avoid being gullible, and how much
evidence a belief requires in order to be sufficiently justified. Also, logicians dont tell us if any
beliefs are self-evident, if intuition is ever a good reason to believe something, or when we can
rationally assume a premise to be true without argument. Those are issues concerning
epistemology.

Why Study Logic?

by Harvey Bluedorn. Copyright 2002. All rights reserved.
Why Study Logic? Perhaps the most important thing to give your child to prepare him to confront this
world is a firm grasp of logical thinking skills. Without this refined skill the ability to reason correctly his
thinking is not firmly anchored, but is "tossed to and fro, and carried about with every wind of doctrine."
Children who can logically understand what they believe will hold fast to the truth and will be able to defend
it throughout their lives.
Logic is necessary to analyze other peoples beliefs. Logical fallacies are everywhere in our society. If
your child cannot detect the logical mistakes he hears, then how will he discern who is right? The study of
logical fallacies (common mistakes in reasoning) is important to critically reason through the arguments of
others.
Logic is necessary to understand and communicate our own beliefs. The Scripture commands us to
prove our doctrines and practices. (Ephesians 5:10) We are to reason and dispute from the Scriptures with
persuasive and convincing arguments (Acts 17:2) If we are able to think through and clearly reason from
the Bible, then we will be better equipped to give a proper defense of our faith. (I Peter 3:15)
Logic is necessary. The study of formal logic should be considered foundational to every educational
curriculum. In the past it was. The roots of logic stretch into every other subject. The construction and
programming of computers, for example, is based entirely upon the application of the laws of logic. The
proofs of algebra and geometry rely upon the laws of logic. The laws of logic, in one way or another, are
fundamental to every academic discipline.

Unfortunately, the study of logic is dispensed with in the modern curriculum. Social skills are considered
more important than thinking skills. Children do not learn to think for themselves. The study of formal logic
will give your child life-long skill in proper reasoning. The study of logic should be considered indispensable
to every Classical Education.

Who invented logic? Profiling

That the concept of form is fundamental to logic was already recognized in ancient times.
Aristotle uses variable letters to represent valid inferences in Prior Analytics, leading Jan
ukasiewicz to say that the introduction of variables was "one of Aristotle's greatest inventions".
Who is the father of logic?
Aristotle (384322 B.C.E.) Aristotle is a towering figure in ancient Greek philosophy, making
contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics, politics,
agriculture, medicine, dance and theatre. He was a student of Plato who in turn studied under
Socrates.
Who invented the syllogism?
The categorical syllogism is part of the oldest system of formal logic, invented by the first formal
logician, Aristotle. There are several techniques devised to test syllogistic forms for validation,
including sets of rules, diagrams, and even mnemonic poems.
History of logic
The history of logic is the study of the development of the science of valid inference (logic).
Formal logics were developed in ancient times in China, India, and Greece. Greek methods,
particularly Aristotelian logic (or term logic) as found in the Organon, found wide application and
acceptance in science and mathematics for millennia.[1] The Stoics, especially Chrysippus, were
the first to develop predicate logic.
Aristotle's logic was further developed by Christian and Islamic philosophers in the Middle Ages,
such as Boethius or William of Ockham, reaching a high point in the mid-fourteenth century. The

period between the fourteenth century and the beginning of the nineteenth century was largely
one of decline and neglect, and is regarded as barren by at least one historian of logic.[2]
Empirical methods seemed to rule the day, as evidenced by Bacon's Novum Organon.

Logic was revived in the mid-nineteenth century, at the beginning of a revolutionary period when
the subject developed into a rigorous and formal discipline whose exemplar was the exact
method of proof used in mathematics, a hearkening back to the Greek tradition.[3] The
development of the modern "symbolic" or "mathematical" logic during this period by the likes of
Boole, Frege, Russell, and Peano is the most significant in the two-thousand-year history of logic,
and is arguably one of the most important and remarkable events in human intellectual history.
[4]

Progress in mathematical logic in the first few decades of the twentieth century, particularly
arising from the work of Gdel and Tarski, had a significant impact on analytic philosophy and
philosophical logic, particularly from the 1950s onwards, in subjects such as modal logic,
temporal logic, deontic logic, and relevance logic.

Field studies involve collecting data outside of an experimental or lab setting. This type of data
collection is most often done in natural settings or environments and can be done in a variety of
ways for various disciplines.
What is a field study?
A field study is a general method for collecting data about users, user needs, and product
requirements that involves observation and interviewing. Data are collected about task flows,
inefficiencies, and the organizational and physical environments of users.

What is meant by Field Research?

Field research or fieldwork is the collection of information outside of a laboratory,
library or workplace setting. The approaches and methods used in field researchvary
across disciplines.

Field Study
A field study is a general method for collecting data about users, user needs, and product
requirements that involves observation and interviewing. Data are collected about task flows,
inefficiencies, and the organizational and physical environments of users.
Investigators in field studies observe users as they work, taking notes on particular activities and
often asking questions of the users. Observation may be either direct, where the investigator is
actually present during the task, or indirect, where the task is viewed by some other means like
a video recorder set up in an office. The method is useful early in product development to gather
user requirements. It is also useful for studying currently executed tasks and processes.
Teaching Principles
Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple
tasks and goals simultaneously and flexibly. The following small but powerful set of principles can
make teaching both more effective and more efficient, by helping us create the conditions that
support student learning and minimize the need for revising materials, content, and policies.
While implementing these principles requires a commitment in time and effort, it often saves
time and energy later on.
Effective teaching involves acquiring relevant knowledge about students and using that
knowledge to inform our course design and classroom teaching.
When we teach, we do not just teach the content, we teach students the content. A variety of
student characteristics can affect learning. For example, students cultural and generational
backgrounds influence how they see the world; disciplinary backgrounds lead students to
approach problems in different ways; and students prior knowledge (both accurate and
inaccurate aspects) shapes new learning. Although we cannot adequately measure all of these
characteristics, gathering the most relevant information as early as possible in course planning
and continuing to do so during the semester can (a) inform course design (e.g., decisions about
objectives, pacing, examples, format), (b) help explain student difficulties (e.g., identification of
common misconceptions), and (c) guide instructional adaptations (e.g., recognition of the need
for additional practice).course design triangle

Effective teaching involves aligning the three major components of instruction: learning
objectives, assessments, and instructional activities.
Taking the time to do this upfront saves time in the end and leads to a better course. Teaching is
more effective and student learning is enhanced when (a) we, as instructors, articulate a clear
set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate
by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions,
readings) support these learning objectives by providing goal-oriented practice; and (c) the
assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students
to demonstrate and practice the knowledge and skills articulated in the objectives, and for
instructors to offer targeted feedback that can guide further learning.
Effective teaching involves articulating explicit expectations regarding learning objectives and
policies.
There is amazing variation in what is expected of students across American classrooms and even
within a given discipline. For example, what constitutes evidence may differ greatly across
courses; what is permissible collaboration in one course could be considered cheating in another.
As a result, students expectations may not match ours. Thus, being clear about our expectations
and communicating them explicitly helps students learn more and perform better. Articulating
our learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by
the end of a course) gives students a clear target to aim for and enables them to monitor their
progress along the way. Similarly, being explicit about course policies (e.g., on class
participation, laptop use, and late assignment) in the syllabus and in class allows us to resolve
differences early and tends to reduce conflicts and tensions that may arise. Altogether, being
explicit leads to a more productive learning environment for all students. More information on
how clear learning objectives supports students' learning. (pdf)
Effective teaching involves prioritizing the knowledge and skills we choose to focus on.
Coverage is the enemy: Dont try to do too much in a single course. Too many topics work
against student learning, so it is necessary for us to make decisions sometimes difficult ones
about what we will and will not include in a course. This involves (a) recognizing the parameters
of the course (e.g., class size, students backgrounds and experiences, course position in the

curriculum sequence, number of course units), (b) setting our priorities for student learning, and
(c) determining a set of objectives that can be reasonably accomplished.
Effective teaching involves recognizing and overcoming our expert blind spots.
We are not our students! As experts, we tend to access and apply knowledge automatically and
unconsciously (e.g., make connections, draw on relevant bodies of knowledge, and choose
appropriate strategies) and so we often skip or combine critical steps when we teach. Students,
on the other hand, dont yet have sufficient background and experience to make these leaps and
can become confused, draw incorrect conclusions, or fail to develop important skills. They need
instructors to break tasks into component steps, explain connections explicitly, and model
processes in detail. Though it is difficult for experts to do this, we need to identify and explicitly
communicate to students the knowledge and skills we take for granted, so that students can see
expert thinking in action and practice applying it themselves.
Effective teaching involves adopting appropriate teaching roles to support our learning goals.
Even though students are ultimately responsible for their own learning, the roles we assume as
instructors are critical in guiding students thinking and behavior. We can take on a variety of
roles in our teaching (e.g., synthesizer, moderator, challenger, commentator). These roles should
be chosen in service of the learning objectives and in support of the instructional activities. For
example, if the objective is for students to be able to analyze arguments from a case or written
text, the most productive instructor role might be to frame, guide and moderate a discussion. If
the objective is to help students learn to defend their positions or creative choices as they
present their work, our role might be to challenge them to explain their decisions and consider
alternative perspectives. Such roles may be constant or variable across the semester depending
on the learning objectives.
Effective teaching involves progressively refining our courses based on reflection and feedback.
Teaching requires adapting. We need to continually reflect on our teaching and be ready to make
changes when appropriate (e.g., something is not working, we want to try something new, the
student population has changed, or there are emerging issues in our fields). Knowing what and
how to change requires us to examine relevant information on our own teaching effectiveness.

Much of this information already exists (e.g., student work, previous semesters course
evaluations, dynamics of class participation), or we may need to seek additional feedback with
help from the university teaching center (e.g., interpreting early course evaluations, conducting
focus groups, designing pre- and posttests). Based on such data, we might modify the learning
objectives, content, structure, or format of a course, or otherwise adjust our teaching. Small,
purposeful changes driven by feedback and our priorities are most likely to be manageable and
effective.