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| dc.creator | Nirmalya Guha | |
| dc.date | 2014 | |
| dc.date.accessioned | 2022-03-23T21:06:32Z | |
| dc.date.available | 2022-03-23T21:06:32Z | |
| dc.identifier | http://www.redalyc.org/articulo.oa?id=179430480009 | |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/118526 | |
| dc.description | Two questions are addressed in this article: 1) How to make the stu - dents realize the importance of logic; and 2) how to teach the logi - cal rules. The teacher may begin their logic class with an attempt to answer 1. Logic studies and records the basic moves of intelligence. When it analyses an argument A , it splits A into small steps. If each unit step seems to be intuitively right, then we accept A to be a valid argument. This splitting is the special skill of the logician. This skill helps one evaluate an ordinary argument in our day-to-day life. Ques - tion 2 is directly related to the didactics of logic. One may teach the rules of logic by demonstrating fallacies, i.e., by comparing the rules with their corresponding non-rules. If the teacher shows how the vio - lation of a rule leads one to an intuitively undesired conclusion the student, learns the importance of rules. | |
| dc.format | application/pdf | |
| dc.language | en | |
| dc.publisher | Instituto Politécnico Nacional | |
| dc.relation | http://www.redalyc.org/revista.oa?id=1794 | |
| dc.rights | Innovación Educativa | |
| dc.source | Innovación Educativa (México) Num.64 Vol.14 | |
| dc.subject | Educación | |
| dc.subject | Didactics | |
| dc.subject | logic | |
| dc.subject | logica utens | |
| dc.subject | l ogica docens | |
| dc.subject | fallacies | |
| dc.subject | logic in High School | |
| dc.title | Teaching logic: Cracking the hard nut | |
| dc.type | artículo científico |
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