PHS 311

Logic Fall 2016

Instructor

Michel Legault, legaultmsa@hotmail.com, (860 632 3082)

1. COURSE DESCRIPTION This course introduces the basic structures of sound thinking, analytic reading, and the evaluation of arguments, the latter through practice in Aristotelian logic and examination of the three acts of the mind in Aristotelian-Thomistic philosophy.

2. ENVISIONED LEARNING OUTCOMES

Students will demonstrate the ability to find answers to the questions just above expressed about the varied operations of the human mind. They will acquire the “grammar” of thinking.

Students will demonstrate the ability to articulate this information through an active and attentive class participation, personal readings and practical exercises as well as through an open dialog between students and teacher.

Students will demonstrate the ability to acquire the knowledge of the three acts of the human intellect as well as the laws which govern them.

Students will demonstrate the ability to study the laws of logic that will make them able to attain adequate concepts through definition and division, formulate valid judgments flowing from sound demonstrations. So they will be able to form better definitions, express true judgments, and avoid fallacies in order to attain and express the truth.

Students will demonstrate the ability to assimilate a rich philosophical terminology and valuable information which will enable them to study philosophy and theology fruitfully. Logic is an excellent way to introduce students into the world of philosophy.

3. COURSE SCHEDULE The course schedule below provides a philosophical investigation of the human knowledge about the human way of expressing his mind. The course wants to answer the following questions:

What are the operations of the human mind? What is simple apprehension?

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How terms and concepts express our thought? What is the definition of a term? What tools do we use to build a definition? What is judging? How a proposition can express a judgment? What is reasoning? What are the laws of reasoning? How can we distinguish a valid reasoning from a fallacy?

The program to be covered is the following:

1. a philosophical investigation of the three acts of the human intellect: simple apprehension, judgment and reasoning from an Aristotelian perspective. 2. the first operation of the human mind, the simple apprehension, through the notions of concepts and words, signs in definition, universals, categories, and predicables; 3. the second operation of the human mind, judgment, through the study conversion, obversion and opposition of propositions 4. the third operation of the human mind, reasoning, through the discovery of the nature of categorical and hypothetical syllogisms, induction and deduction, elements of symbolic logic, and fallacies.

Lectures Topics

1 Aug. 29 Introduction to Philosophy

2 Aug. 31 Introduction to Logic [1-14]1

3 Sept. 7 & 12 Ch. 2 The First Act of the Mind: Simple Apprehension Ch. 3 Words and Concepts [15-29]

4 Sept. 14 & 19 Ch. 4 Categories [30-41]

5 Sept. 21 & 26 Ch. 5 Predicables [42-54]

6 Sept. 28 & Oct. 3 Ch. 6 and ch. 7 Definition [55-69]

7 Oct. 5 Oct. 10

[Exercises on Simple Apprehension] EXAM on Simple Apprehension

8 Oct. 12 & Oct. 17

Ch. 8 The Second Act of the Mind: Judgment: Judgment and proposition [72-82]

9 Oct. 19 Oct. 24

Ch. 9 Conversion, obversion [83-89] Ch. 10 Opposition of propositions [90-99]

10 Oct. 26 Nov. 1st

[Exercises on Judgment] EXAM on Judgment

11 Nov. 3 & 8

The Third Act of the Mind: Reasoning: Ch. 11 Categorical syllogism [100-112]

12 Nov. 10 Nov. 14

Ch. 12 Hypothetical syllogism [114-119] Hypothetical syllogism in symbolic logic2,

1 The pages between brackets refer to Sister Spangler’s Textbook, Logic, An Aristotelian

Approach.

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Nov. 16

Disjunctive syllogism [120-124] Other forms of syllogism (cf. Summary p. 87-90C)

13 Nov. 21 & 23 Ch. 13 Apparent Reasoning: Fallacies [126-137]

14 Nov. 29 Dec. 1st

Doc. ad hoc : The main division of reasoning: deduction-induction (cf. Summary, p. 81-92B) [Exercises on Syllogism]

15 Dec. 5 & 7 EXAM on Reasoning, including fallacies, deduction & induction

Lecture 1: Introduction to Philosophy Nature of philosophy? Its role in human life and history. Philosophy and the other sciences. Philosophy as a preparation to theology. Christian philosophy? Scholastic philosophy.

Readings: William W. WALLACE, O.P., The Elements of Philosophy, A Compendium of Philosophy for Philosophers and Theologians, ch. 1; Commentary by Fr. Michel Legault, document ad hoc. http://www.saintaquinas.com/primer.html http://www.newadvent.org/cathen/13548a.htm http://en.wikipedia.org/wiki/Scholasticism

Lecture 2: Introduction to Logic

Nature of Logic. The method of Logic: The priority of seeing the problem. The outline of logical thinking. Logic is an art.

Readings: Spangler, Logic, An Aristotelian Approach, p. 1-11. http://en.wikipedia.org/wiki/Aristotelian_logic http://plato.stanford.edu/entries/aristotle-logic/ http://www.iep.utm.edu/aris-log/

Lecture 3: The First Act of the Mind: Simple Apprehension

The grasping of simple realities. The human being’s knowledge of reality. Inductive process. The grasping of the universal. Concepts and words. Clarified concepts: definition.

Readings: Spangler, Logic, An Aristotelian Approach, chapter 2, p. 15-22.

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 2, p. 185, ex. 1.

Lecture 4: Words and Concepts; Signs in Definition Notion of sign. Various kinds of signs. Univocity, equivocity and analogy. Universality of the concept.

Readings Spangler, Logic, An Aristotelian Approach, chapter 3, p. 23-29. http://definitionsinsemantics.blogspot.ca/2012/03/univocal-equivocal-and-analogous-terms.html http://en.wikipedia.org/wiki/Sign

2 Hypothetical syllogisms in symbolic logic as well as Aristotelian sorites and complex

syllogisms will not be object of exam; they will be covered as complements of information.

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http://www.thefreedictionary.com/analogy http://examples.yourdictionary.com/analogy-ex.html

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 3, p. 186-187, ex. 2-3.

Lecture 5: Categories or Predicaments. What is said in the definition (First part) The ultimate classification of being. The ten categories: substance and accidents. Quantity and quality. Readings Spangler, Logic, An Aristotelian Approach, chapter 4, p. 30-34. http://en.wikipedia.org/wiki/Categories_(Aristotle)

Lecture 6: Categories or Predicaments. What is said in the definition (Second part) Relation. Action and Passion. Where, Position and When. Possession. Rules for the Categories.

Readings Spangler, Logic, An Aristotelian Approach, chapter 4, p. 35-41. http://plato.stanford.edu/entries/aristotle-categories/

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 4, p. 188-192, ex. 1-5.

Lecture 7: The Predicables, Modes in Definition (First part) The natural use of predicables. Definition of predicables.

Readings Spangler, Logic, An Aristotelian Approach, chapter 5, p. 42-45. http://en.wikipedia.org/wiki/Predicable http://www.merriam-webster.com/dictionary/predicable

Lecture 8: The Predicables, Modes in Definition (Second part) Predicables describing the essence. Predicables deriving from or adhering in essence. The purpose of predicables. Readings Spangler, Logic, An Aristotelian Approach, chapter 5, p. 45-49.

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 5, p. 193-196, ex. 1-4.

Lecture 9: Definition, The Method for Definition The method of division. The method of composition. The importance of direct perception

Readings Spangler, Logic, An Aristotelian Approach, chapter 6, p. 50-58

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 6, p. 197, ex. 1.

Lecture 10: Definition: a Statement of Causes The meaning of the four causes. The causes as found in the definition. Basic rules for definition. Undefined terms.

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Readings Spangler, Logic, An Aristotelian Approach, chapter 7, p. 59-67. http://en.wikipedia.org/wiki/Four_causes http://faculty.washington.edu/smcohen/320/4causes.htm

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 7 p. 198-199, ex. 1-2.

Lecture 11: Exercises on simple apprehension and review Assignments Take-Home Lecture 12: Examination of Simple apprehension Written exam

Lecture 13: The Second Act of the Mind: Judgment: Definition of judgment. Elements of Judgment.

Readings Spangler, Logic, An Aristotelian Approach, chapter 8, p. 71-74. http://philo1notes.blogspot.ca/2011/10/judgment-and-proposition.html

Lecture 14: The Second Act of the Mind: Judgment and Proposition Characteristics of the proposition. Affirmation or Denial. Simple proposition. Types of propositions.

Readings

Spangler, Logic, An Aristotelian Approach, chapter 8, p. 74-82.

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 8, p. 200-205, ex. 1-6.

Lecture 15: Proposition: Conversion and Obversion of Propositions Conversion. The extension of terms. The rules for conversion

Readings

Spangler, Logic, An Aristotelian Approach, chapter 9, p. 83-89. http://en.wikipedia.org/wiki/Contraposition_(traditional_logic)

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 9, p. 206-212, ex. 1-7.

Lecture 16: Proposition: Opposition of Propositions The square of opposition. Rules for truth and falsity.

Readings

Spangler, Logic, An Aristotelian Approach, chapter 10, p. 90-97. http://www.comfsm.fm/~dleeling/geometry/categorical_propositions.xhtml

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 10, p. 213-216, ex. 1-3.

Lecture 17: Exercises on Judgment and Proposition Assignments Take-Home

Lecture 18: EXAM on Judgment and Proposition

Written exam

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Lecture 19: The Third Act of the Mind: Reasoning: Categorical syllogism (First part) Act of reasoning. Structure of the syllogism.

Readings

Spangler, Logic, An Aristotelian Approach, chapter 11, p. 99-106. http://web.cn.edu/kwheeler/documents/Syllogisms.pdf

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 11, p. 213-216, ex. 1-3.

Lecture 20: Reasoning (continued): Categorical syllogism (2nd part) Rules for the syllogism. Procedure for a valid syllogism.

Readings

Spangler, Logic, An Aristotelian Approach, chapter 10, p. 106-113. http://en.wikipedia.org/wiki/Syllogism http://homepage.usask.ca/~wiebeb/Syllogism.html

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 10, p. 213-216, ex. 1-3.

Lecture 21: Hypothetical syllogism Definition. Rules of hypothetical syllogism.

Readings

Spangler, Logic, An Aristotelian Approach, chapter 11, p. 114-119.

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 11, p. 217-227, ex. 1-3.

Lecture 22: Hypothetical syllogism in symbolic logic3, Disjunctive syllogism Elements of symbolic logic. Disjunctive syllogism

Readings

Spangler, Logic, An Aristotelian Approach, chapter 12, p. 120-123. http://homepage.usask.ca/~wiebeb/Propositional.html

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 12, p. 228-229, ex. 1.

Lecture 23: Other forms of syllogism Enthymeme. Dilemma, Polysyllogism. Sorites. Complex reasoning. Spangler, Logic, An Aristotelian Approach, chapter 12, p. 123-125. Document ad hoc, p. 87-90C. http://en.wikipedia.org/wiki/Enthymeme http://en.wikipedia.org/wiki/Dilemma http://en.wikipedia.org/wiki/Polysyllogism

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 12, p. 230-234-, ex. 2-6.

Lecture 24: Apparent Reasoning: Fallacies (First part) Fallacy in general. Fallacies dependent on language.

Readings

Spangler, Logic, An Aristotelian Approach, chapter 13, p. 126-131.

3 Hypothetical syllogisms in symbolic logic as well as Aristotelian sorites and complex

syllogisms will not be object of exam; they will be covered as complements of information.

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http://www.iep.utm.edu/fallacy/ http://web.gccaz.edu/~kshinema/FALLACIES.HTM

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 13, p. 235-238, ex. 1-2.

Lecture 25: Ch. 13 Apparent Reasoning: Fallacies (Second Part) Fallacies independent of language.

Readings

Spangler, Logic, An Aristotelian Approach, chapter 13, p. 131-137.

Assignments Exercises in Spangler, Logic, An Aristotelian Approach, chapter 13, p. 239-244, ex. 3-5.

Lecture 26: The main division of reasoning: deduction-induction Deduction. Induction.

Readings

Document ad hoc (Summary p. 81-92B http://www.differencebetween.com/difference-between-induction-and-vs-deduction/ http://en.wikipedia.org/wiki/Deductive_reasoning http://en.wikipedia.org/wiki/Inductive_reasoning

Lecture 27: Exercises on Syllogism Assignments Take-Home Lecture 28: FINAL EXAM (First Part) Written exam (without books and notes)

Lecture 29: FINAL EXAM (Second Part) Written exam (with books and notes)

The program to be covered is the following: The First Act of the Mind: Simple Apprehension

Words and Concepts: Signs in Definition The Categories: What is said in Definition The Predicables: Modes in Definition The Method for Definition Definition: a Statement of Causes

The Second Act of the Mind: Judgment

The Proposition: the Result of Judgment Conversion and Obversion of Propositions Opposition of Propositions

The Third act of the Mind: Reasoning

The Categorical Syllogism The Hypothetical Syllogism Elements of Symbolic Logic Variations in the Syllogism

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Apparent Reasonings: Fallacies

4. REQUIRED RESOURCES Mary Michael Spangler, Logic, An Aristotelian Approach. New York, University Press of America, 1993. 276 p. ISBN 0-8191-8967-7; $29.50. The student should contact the librarian of the College before buying this text book on line; she can give him useful suggestion how to get it. 5. RECOMMENDED RESOURCES IN THE LIBRARY Jacques Maritain, Formal Logic, translated by Imelda Choquette. New York,

Sheed and Ward, 1946, 300 pages. Jacques Maritain, An Introduction to Logic, New York, Sheed and Ward, 1937,

300 pages. Celestine N. Bittle, O.F.M.Cap., The Science of Correct Thinking, Logic.

Milwaukee, The Bruce Publishing Company, 1953. 419 pages. Kenneth F. Doughterty, S.A., Logic, an Introduction to Aristotelian Formal Logic,

Graymoor Press, Peekskill, N.Y., 1956, 158 p. Sylvester J. Hartman, C.PP.S. Fundamentals of Logic. St. Louis, MO, B. Herder

Book Co. 1949. 271 p. Raymond J. McCall, Basic Logic, The Fundamental Principles of formal

Deductive Reasoning, College Outline Series, 2nd Ed., Barnes and Noble Books, 1952, 235 p.

Vincent Edward Smith, The Elements of Logic. Milwaukee, The Bruce Publishing

Company, 1957. 298 p. William A. Wallace, O.P. The Elements of Philosophy, A Compendium for

Philosophers and Theologians. New York, Alba House, 1977. 338 p. 6. EVALUATION

Courses Requirements and Grading 1) Class attendance and active participation in the course, including exercises and short tests: 10% 2) Exam on Apprehension: 25% 3) Exam on Judgment: 30 % 4) Exam on Reasoning: 35%

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In order to verify if the information acquired and the terms contained in the glossary are well assimilated, written exams and short tests will be used by the teacher.

GRADING SCALE: A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 D 60-69; F 59 and below

Grading Rubric for the oral exams and personal reflection CONTENT

1 (F) 2 (D) 3 (C) 4 (B) 5 (A)

Absence of Understanding

Posting shows no awareness of the concepts addressed in the topic by shifting off-topic

Misunderstanding

Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to re-explain them

Adequate Understanding

Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them

Solid understanding

Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides

Insightful understanding

Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts

7. DISABILITIES ACCOMMODATIONS POLICY Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Director of the Disability Office, at rmish@holyapostles.edu or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery. 8. ACADEMIC HONESTY POLICY Students at Holy Apostles College & Seminary are expected to practice academic honesty.

Avoiding Plagiarism In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends. Students, where applicable:

Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites.

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Students should not copy more than two paragraphs from any source as a major component of papers or projects.

Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites.

Should follow the Holy Apostles College & Seminary Stylesheet (available on the Online Writing Lab’s website at http://www.holyapostles.edu/owl/resources).

Consequences of Academic Dishonesty: Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program.

9. ATTENDANCE POLICY Students are expected to attend all classes unless they have been excused. 10. INCOMPLETE POLICY

An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class. To request an incomplete, students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student. Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed. Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course. A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any

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course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester. 11. ABOUT YOUR PROFESSOR

Father Michel Legault, priest of the Society of the Missionaries of the Holy Apostles

Life and activities Born in Montreal in 1935, Fr. Michel Legault studied first to become a teacher in the Province of Quebec, Canada. He taught 13 years as a Brother of Christian Instruction in public primary schools (1954-1958) and private secondary schools (1958-1964) [physics, chemistry, mathematics, Latin, Philosophy and music]. From 1964 to 1967, he participated in the formation of teachers by teaching Philosophy and music in La Prairie Normal School (College level). In 1967, he entered the Society of the Holy Apostles and studied theology at St. Paul University in Ottawa. While studying theology, he taught General Ethics and Social Ethics at Ottawa University to undergraduate students. He was elected as representative of the students on the Senate of Saint Paul University. In 1970-1971, he spent one year at the Institut d’Études sociales de l’Institut Catholique de Paris to specialize in Social Ethics. He was ordained a priest on July 10, 1971. Then he taught philosophy, sciences, Latin and music while being dean of studies at Holy Apostles Seminary, in Otele, Cameroon (1971-1982). From 1982 to 1984, he completed his doctoral dissertation (The Philosophy of Education of UNESCO) at Institut Catholique de Paris. In August 1984, he was elected on the general council of this religious family. During his sojourn in Montreal (1984-1988), he taught philosophy at Saint John Vianney College and was the director of the Vocational Residence (students discerning for priesthood and religious life) and member of the General Council of the Society of the Holy Apostles. He was also an active member of the diocesan committee for “adult vocations” in the archdiocese of Montreal. He returned to Cameroon from 1988 to 1997. He was rector of Holy Apostles Seminary in Otele. He founded a Major Seminary of Philosophy for the religious of Central Africa, Institut de Philosophie Saint-Joseph-Mukasa. He organized the propaedeutic year of spiritual formation before the Major Seminary for the Ecclesiastical Province of Yaoundé. He was one of the first teachers of philosophy who opened and organized the new Faculty of Philosophy at the Catholic University of Central Africa (Yaounde, Cameroon),

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and he initiated the teaching of Philosophy of Education and Pedagogy at the same University. Since 1998, Fr. Michel teaches philosophy at Holy Apostles College and Seminary, in Cromwell, Connecticut. He is a member of the team of priestly formation at Holy Apostles Seminary and consultant member of the Provincial council of the American Province of the Missionaries of the Holy Apostles. Since 1999, he regularly gives conferences to the members of a Franco-American Catholic Movement, La Rencontre.

Studies Normal School Diploma (Department of Education, Province of Quebec) Baccalaureate of Arts (University of Montreal) Diploma of Institute Pius XI (Religious Sciences) (University of Montreal) Baccalaureate in Education (University of Montreal) Baccalaureate in Theology (St. Paul University, Ottawa) Licentiate of Philosophy (University of Ottawa) Master in Philosophy (Institut Catholique de Paris) Diplôme d’Etudes Supérieures et de Recherche en Droit (Faculté de Droit et des Sciences Économiques, Université Catholique de Paris.) Master of Divinity (Holy Apostles College and Seminary) Doctorate in Philosophy (Institut Catholique de Paris) Studies in Sociology (Catholic University of America, Washington, D.C. and Institut d’Études sociales, Paris) Organ Study Certificate (L’Action musicale et liturgique) Doctorate Honoris Causa from Holy Apostles College and Seminary Publications La conception démocratique de l'éducation : John Dewey dans Démocratie et éducation] Yaoundé, Cameroun : Presses de l'Université catholique d'Afrique centrale, [2002] Pour une philosophie de l’éducation, Cahiers Jacques Maritain, no 14, Déc. 1986, pages 5-58 Une éducation libérale pour la démocratie: Jacques Maritain : pour une philosophie de l'éducation, Presses de l’Université catholique de l’Afrique centrale (Yaoundé, Cameroun), 2002, 62 pages Communication at the symposium on Jacques Maritain, Montréal, 1988, Métaphysique et éducation http://maritain.nd.edu/ama/Knasas/Knasas14.pdf