Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY TOMAS OPPUS

San Isidro, Tomas Oppus, Southern Leyte

Syllabus in Introduction to Logic

2nd Semester (SY 2011 2012)
National Goal:

The Attainment of empowered and globally competitive Filipinos through quality and excellent education, relevant and
responsive to changing environment accessible and equitable to deserving students, efficient and effective in optimizing returns
and benefits.

Vision

The Southern Leyte State University shall be globally competitive and values-motivated institution for social transformation.

Mission:

The Southern Leyte State University is dedicated to produce agents of change imbued with core values of competence,
commitment and spirituality and uphold excellence in instruction, research, extension, and production for sustainable socioeconomic growth and development.

I. Course Code
II. Course Number
III. Course Title
IV. Course Credit
V. Prerequisite

:
:
:
:
:

0234
HUMA 302-2SF
Logic
3 Units
None

VI. Course Description

:
This course deals with the basic principles about correct thinking and reasoning. Here, the students are taught
how to formulate syllogism, and make valid conclusions. These are basic in making sound judgment and reasoning.
VII. General Objectives

:
The main purpose of this course is for the students to develop the skills in critical thinking. Specifically, the students
are expected to:
a. Explain the importance of Logic to ones life as an individual and as a social being;
b. Formulate valid propositions and syllogism and apply this in making judgment/conclusion;
c. Show critical attitude in appreciating information and data.

VIII. Grading System

:
Attendance
Oral Participation
Quiz
Reflection Paper/Activity Paper
Exercises
Term Exams
Total

IX. References

05%
10%
20%
15%
10%
40%
100%

Agapay, Ramon. (1991). Logic: The Essentials of Deductive Reasoning. Quezon City: National Book Store, Inc.
Articulo, Archimedes C. (2006). Logic: The Practice of Critical Thinking. Quezon City: Great Books Publishing.
Evangelista, Francis Julius N. (2007). Critical Thinking: A College Students Introduction to Logic. Quezon City: National Book Store, Inc.
X. Course Content
Specific Objectives
At the end of the session, it is
expected that the students will be
able to:
a. Understand and take note of
the policies and guidelines that
shall be observed inside the
class, including the grading
system;
b. Articulate their background
knowledge/ understanding
about logic;
c. Express their expectations of

:
Content
Part I Course Introduction
a. Guidelines as regards:
a.1 attendance
a.2 quizzes
a.3submission of projects and
journal
b. Other activities

No. of
Hours
1.5

Strategies

Brainstorming
Discussion

Materials

Course
Syllabus

Requirement
Class Card

Evaluation
None

the course.
At the end of the chapter, the
students are expected to:
a. Explain the material and formal
object of Logic;
b. Show examples of inductive
and deductive inferences;
c. Express learning of the topic in
a journal.
At the end of the chapter, the
students are expected to:
a. Explain the meaning of a sign;
b. Describe the process of simple
apprehension;
c. Differentiate essence from
phantasm;
d. Do abstraction ;
e. Show examples on the
different kind of sign;
f. Provide examples of
comprehension and extension;
g. Illustrate the inverse relation
between comprehension and
extension through example;
h. Express learning of the topic in
a journal.
At the end of the chapter, the
students are expected to:
a. Classify concepts according to
intention;
b. Give examples of concepts
which show relation;
c. Illustrate classification of

1.5

Lecture
Group Activity

Manual

Reflection Paper
Journal Entry What
Have I Learned

Quiz

Part III. Apprehension and Concepts

a. Concept as a Sign
b. Comprehension and Extension
c. Inverse Ratio of Comprehension
and Extension

4.5

Lecture
Group
Discussion
Seat Work
Board Work

Manual
Pictures

Pictures of different
signs
Reflection Paper The
Essence of My Being
a Student
Journal Entry What
Have I Learned

Quiz
Oral Recitation

Part IV. Kinds of Concept

a. First Intention and Second Intention
b. Concrete and Abstract Concepts
c. Concept according to Relation
d. Concepts according to Origin
e. Laws of Contradictory Concepts
f. Laws of Contrary Concepts

3.0

Lecture
Seat Work

Manual

Journal entry What

Have I Learned?

Quiz

Part II.
a.
b.
c.

Logic and Philosophy

Material and Formal Object of Logic
Inductive and Deductive Inferences
The Scope of the Study

concept according to origin;

d. Explain the laws of contrary
and contradictory concepts;
e. Express learning of the topic in
a journal.
At the end of the chapter, the
students are expected to:
a. Explain term as a sign;
b. Classify terms according to
type;
c. Compare significant terms from
co-significant terms;
d. Express learning of the topic in
a journal.
At the end of the chapter, the
students are expected to:
a. Explain the logical
understanding of judgment;
b. Write a proposition and identify
its parts;
c. Formulate propositions
according to quantity and
quality;
d. Use the different quantifiers of
proposition;
e. Express learning of the topic in
a journal.
At the end of the chapter, the
students are expected to:
a. Explain the meaning of
categorical proposition;
b. Formulate proposition
according to the four

Part V. Terms as Verbal Concept

a. Classification of Terms
b. Types of Term
c. The Supposition of Terms

3.0

Part VI. The Proposition

a. Mental Act of Judgment
b. Kinds of Proposition
c. The Quantifiers of Terms

3.0

Part VII.
a.
b.
c.
d.

3.0

The Four Categoricals

The A Proposition
The E Proposition
The I Proposition
The O Proposition

Lecture

Manual

Journal Entry What

Have I Learned?

Quiz

Lecture
Seat Work
Board Work

Manual

Journal Entry What

Have I Learned?

Lecture
Seat Work
Board Work

Manual

Journal Entry What

Have I Learned?

Quiz

Qu
iz

categorical propositions;
c. Compare the different
propositions based on their
quantity and quality;
d. Express learning of the topic in
a journal.
At the end of the chapter, it is
expected that the students will be
able to:
a. Determine relationships
between propositions;
b. Describe the relationship
based on quality and quantity;
c. Give example for each
opposition;
d. Determine the truth values of
each opposition using the rules
of opposition;
e. Express learning of the topic in
a journal.
At the end of the chapter, the
students are expected to:
a. Explain the meaning and
process of eduction;
b. Apply the rules of eduction to
each type of proposition;
c. Illustrate the process of
conversion, obversion,
contraposition, and inversion
through examples;
d. Express learning of the topic in
a journal.

Part VIII. Opposition

a. Opposition
b. Rules of Opposition
c. Contradictory
d. Contrary
e. Subcontrary
f. Subaltern

3.0

Lecture
Seat Work
Board Work

Manual

Journal Entry What

Have I Learned?

Quiz

Part IX. Eduction

a. Conversion
b. Types of Conversion
c. Obversion
d. Contraposition
e. Inversion

3.0

Lecture
Seat Work
Board Work

Manual

Journal Entry What

Have I Learned?

Quiz

At the end of the chapter, the

Part X. The Syllogism
students are expected to:
a. The Act of Reasoning
a. explain the meaning of
b. Inference
syllogism;
c. The Syllogism
b. identify the parts of a syllogism;
d. The Valid Syllogism
c. formulate valid syllogistic
e. Truth, Correctness, and Validity
figures;
f. The Principles of Syllogism
d. differentiate a valid syllogism
g. Analyzing a Syllogism
from an invalid syllogism;
e. determine the quantity and
quality of a syllogism;
f. apply the rule on the quantity of
the predicate term based on
the quality of the copula;
g. Express learning of the topic in
a journal.
At the end of the chapter, the
Part XI. The Rules of Syllogism
students are expected to:
a. The Rules of Syllogistic Verse
a. Memorize and recite the 8
b. Modes and Figures
rules of syllogism.
b. Explain the implication of each
rule;
c. Analyze the validity of a
syllogism using the rules;
d. Formulate valid syllogisms
according to the four figures
with the different modes;
e. Express learning in a journal.
At the end of the chapter, the
Part XII. The Hypothetical Syllogism
students are expected to:
a. Categorical and Hypothetical
a. explain the difference between
Syllogism
categorical and hypothetical
b. Types of Hypothetical Syllogism
syllogism;
c. Conditional Hypothetical

6.0

Lecture
Seat Work
Board Work

Manual

Journal Entry What

Have I Learned?

Quiz

4.5

Lecture
Seat Work
Board Work

Manual

Journal Entry What

Have I Learned?

Quiz
Oral Recitation
Board Work

6.0

Lecture
Seat Work
Board Work

Manual

Journal Entry What

Have I Learned?

Quiz
Board Work

b. formulate hypothetical
syllogism and identify its parts;
c. apply the rules in the
formulation of valid
hypothetical syllogism
d. express learning in a journal
At the end of the chapter, the
students are expected to:
a. explain the importance of
knowing and understanding
fallacies when formulating and
presenting arguments;
b. identify the fallacies committed
with the given arguments and
explain why it is so;
c. reflect daily experiences and
determine what fallacies were
involved and share this to the
class;
d. Express learning in a journal
At the end of the chapter, the
students are expected to:
a. describe each ad
hominem argument;
b. provide examples of
each argument based on
personal experiences;
c. make a reflection about
these fallacies.

Prepared by:

d. Disjunctive Hypothetical
e. Conjunctive
f. Dilemma

Part XIII. The Fallacies

a. Equivocation
b. Linguistic Manipulations
c. Amphiboly
d. Misuse of Authority
e. Fallacy of Tokenism
f. Fallacy of Repeated Assertion
g. Fallacy of Attitude Fitting
h. Fallacy of Poisoning the Well
i. Fallacy of Rationalizing
j. Ignoratio Elenchi
k. Fallacy of False Cause, False
Consequent, Multi-Questions

6.0

Lecture
Group Activity
Short Play

Manual
Activity Sheet

Journal Entry: What

Have I learned?

Quiz

XIV. Ad Hominem Arguments

a. Argumentum Ad Hominem
b. Argumentum Ad Misericordiam
c. Argumentum Ad Verecundiam
d. Argumentum Ad Baculum
e. Argumentum Ad Populom

6.0

Lecture
Group
discussion
Reporting

Manual
Activity Sheet

Reflection Paper
Deceived by Ad
Hominem Arguments
Journal Entry What
Have I Learned?

Quiz

Reviewed by:

FREDERICK C. ANIGA, Ph.D.

Asso. Prof. I

Recommending for Approval:

DELIA N. BERONIO, Ed.D
Asst. Prof. II

ROMULO L. LANUGAN, MAED

Head, Social Science and Humanities

Approved:
LILIBETH S. TINDUGAN, Ed.D.
Dean, Higher Education