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
:
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.
:
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
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
3.0
Lecture
Seat Work
Manual
Quiz
Part II.
a.
b.
c.
3.0
3.0
Part VII.
a.
b.
c.
d.
3.0
Lecture
Manual
Quiz
Lecture
Seat Work
Board Work
Manual
Lecture
Seat Work
Board Work
Manual
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.
3.0
Lecture
Seat Work
Board Work
Manual
Quiz
3.0
Lecture
Seat Work
Board Work
Manual
Quiz
6.0
Lecture
Seat Work
Board Work
Manual
Quiz
4.5
Lecture
Seat Work
Board Work
Manual
Quiz
Oral Recitation
Board Work
6.0
Lecture
Seat Work
Board Work
Manual
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
6.0
Lecture
Group Activity
Short Play
Manual
Activity Sheet
Quiz
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:
Approved:
LILIBETH S. TINDUGAN, Ed.D.
Dean, Higher Education