Outcome-Based Education Course Design/ Syllabus in LOGIC

Course Credit: 3

Instructor: Maria Lourdes S. Alcoriza

Program Term: First Semester

Academic Year:
Pre-requisites:None
I. CNU Vision: A leading multidisciplinary research university of education committed to build a strong nation.

II. CNU Mission: To develop high performing professionals and intellectuals proficient in generating new knowledge toward a progressive and
peacefulpluralistic society.
The CNU Mission comprises three mutually reinforcing thrusts:

(1) Transformative education that nurture thinking individuals who are valued members and leader of society
(2) High impact researches that push the boundaries of knowledge in education and contribute to improving communities, and
(3) Strong partnerships that collectively and creatively address the development gaps of communities.

Core Values: Commitment to Excellence Social Sensitivity

Flexibility and Adaptability Inclusiveness
Honesty and Integrity Knowledge Generation-Driven

III. Program/Degree Outcomes: A 21st century global and techno-educator who is professionally and academically competent, multi-literate, innovative, creative,
humane, morally-upright, highly functional and socially-responsive (Based on CMO N.30, s.2004).

IV. Course Description:Critical Thinking is the process by which we develop and support our beliefs, and evaluate the strength of arguments made by others in
real-life situations. This semester we will practice some of the most central and important skills of critical thinking and focus on applying those strategies to
understanding current issues, belief systems and ethical positions. We will analyze media, the current political environment and our own beliefs and moral
inclinations.
Course Design Matrix

Desired Learning Course Textbooks/ Outcomes-Based Assessment Resource Timetable

Outcomes (DLOs) Content/Subject References Teaching and of Learning Materials
Matter Learning (OBTL) Outcomes
(ALO)
At the end of the unit, students have: University Code Learning to Do, Reflection Paper PowerPoint 3 hours
1. Related the course to the Vision, Think and Presentation
Mission and Core Values of the Communicate- Class
University. Student Brainstorming & Paper and
Handbook Think-Pair-Share Pencil Test Videos
2. Stated the importance of Vision,
Mission and Core Values to the Learning to Do, Feel
members of the University. Bulletin of and Intuit- Three Checklist and Test Papers
Information Step Rating Scale
3. Promoted the Vision, Mission and Interview,Advertise
Core Values of university. ments& Video
Presentation(by
Group)
1. Grasped the beginning and Unit I. Intro to Babor, Eddie R. Lecture-Discussion Oral Recitation 3 hours
history of Logic. Philosophy and Logic Logic: The Videos
2. Pondered on theimportance of Philosophical Learning to Lead-
Definition of Philosophy Discipline of Class Brainstorming/
Logic in a day to day living. Paper and
Correct Think-Pair-Share
3. Identified the good qualities of Branches of Philosophy Pencil Test
Thinking, C &
being a critical thinker. E Publishing, Learning to Think, Test Papers
Definition of Logic 2003 Communicate &
Feel- Peer Sharing
Getting Started with
Critical Thinking
 6 hours
Unit II. The Concept Lecture-Discussion Paper -Pencil Powerpoint
1. Determined the characterisitics Test
of the three mental processes
and its examples. a. The Three Mental Learning to do
Processes Cooperative Oral Recitation Test papers
Learning
2. Acquired knowledge on the
b. Classifications of
different classifications of Concept Classifying the given Group sharing
concept. concepts.

3. Gave the different examples of

concept according to its
classification.

1. Explained the definition, its Unit III. The Term

methods, rules and qualities. Lecture –Discussion Paper-pencil Powerpoint 6 hours
2. Differentiated the types of terms a. Definition Test
- Definition Class Brainstorming
according to its classification
- Methods Group Test Papers
with the use of examples. - Rules Evaluation
3. Acquired knowledge on the - Qualities of a
types of analogy and the Good
supposition of terms. Definition
b. Types of Terms
 - According to
comprehensio
n and
extension
c. Types of Analogy
d. The Supposition
of Terms
1. Named the parts of the structure
of the proposition. Unit IV. The Proposition Agapay, Ramon Group Discussion Paper Pencil Powerpoint 6 hours
2. Formed a proposition with the B. Logic: the Test
a. Structure Essentials of Think-pair-share
correct parts.
b. Types Deductive Oral Recitation Test papers
3. Identified the different types of c. Logical Form Reasoning,2nd
proposition. d. Venn Diagram Edition,
4. Drawn the Venn Diagram for National Book
each type of proposition. Store, 2007
5. Related the connection between
the subject and a predicate
using the Venn Diagram.

At the end of the examination, the

students must have achieved 60% from Topics from Unit I to Unit Same Conduct Mid-Term Paper Pencil 3 hours
the Midterm Examination. IV. References as Test Test Test Papers
mentioned
above.

1. Determined the use of logical Unit V. Opposition Ardales, Lecture Discussion Paper-Pencil-
square in finding the logical Venancio B., Test Visual Aids 6 hours
relations between propositions. a. Logical Square Logic:
b. Types of Towards Test papers
Opposition Critical
 - Contradictory Thinking and
- Contrary Reasoning, 3rd
2. Identified the four types of - Subcontrary Edition,
opposition. - Subaltern Educational
Publishing
3. Described the four types of House, 2008
opposition by use of examples.

1. Discussed the difference on the Unit VI. Eduction Agapay, Ramon Group Discussion Oral Recitation 3 hours
four types of eduction. B. Logic: the Test Papers
a. Conversion Essentials of Think pair Share Paper Pencil
2. Construct propositions according b. Obversion Deductive test
to the types of eduction. c. Contraposition Reasoning,2nd
d. Inversion Edition,
National Book
Store, 2007

1. Labeled the correct basic Unit VII. The Categorical Jayme, Virginia Lecture- Discussion Paper Pencil 6 hours
elements in a syllogism. Syllogism L. LOGIC, ABC Test Powerpoint
2. Recalled the underlying Pbulications,
principles of the categorical a. Basic Elements Cebu City, 2002 Oral Recitation Test papers
syllogisms. b. Principles
3. Applied the rules for a valid c. Rules
categorical syllogism. d. Figures and
4. Distinguished the valid figures Moods
and moods of a categorical
syllogism.

1. Stated the different uses of Unit VIII. Syllogistic Lecture Discussion Paper Pencil 3 hours
these variations of syllogism. Variations Test Activity
2. Constructed at least one a. Enthymeme Sheets
syllogistic variation. b. Epichereme
c. Polysyllogism
d. Sorites
e. Dilemma
 Activity
1. Recognized the difference Unit IX. Fallacies Lecture Discussion Paper Pencil sheets 6 hours
between linguistic and non- a. Linguistic Test
linguistic fallacies. Fallacies Videos:com
2. Grouped fallacies according to b. Non-Linguistic mercials
its kind. Fallacies
3. Determined fallacies in a daily Print Ads
conversation and readings.

3 hours
At the end of the examination, the Topics from Unit V to IX. Conduct Final Exam Paper Pencil
students must have achieved 60% from test Test paper
the Final Examination.

Course Requirements

a. Midterm / Final Examinations

b. Participation
c. Term Paper
d. Group Test, Oral Exams, Quizzes
e. Project
f. Assignments/Attendance
References

https://niyamaklogic.wordpress.com/category/rules-for-validity-of-syllogism/

http://en.wikipedia.org/wiki/List_of_fallacies

Ardales, Venancio B., Logic: Towards Critical Thinking and Reasoning,3 rd Edition, Educational Publishing House, 2008

Agapay, Ramon B., Logic: The Essentials of Deductive Reasoning, 2 nd Edition, National Book Store, 2007

Jayme, Virginia L. LOGIC, ABC Pbulications, Cebu City, 2002

Babor, Eddie R.,Logic: The Philosophical Discipline of Correct Thinking, C & E Publishing, 2003

Prepared by: MARIA LOURDES S. ALCORIZA

Instructor

Approved by: