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Added by: Franci MangravitiAbstract:
Is it possible for one and the same person to be a feminist and a logician, or does this entail a psychic rift of such proportions that one is plunged into an endless cycle of self-contradiction? Andrea Nye's book, Words of Power (1990), is an eloquent affirmation of the psychic rift position. In what follows, I shall discuss Nye's proscription of logic as well as her perceived alternatives of a woman's language and reading. This will be followed by a discussion more sharply focused on Nye's feminist response to logic, namely, her claim that feminism and logic are incompatible. I will end by offering a sketch of a class in the life of a feminist teaching logic, a sketch which is both a response to Nye (in Nye's sense of the word) and a counter-example to her thesis that logic is necessarily destructive to any genuine feminist enterprise.
2003, Mcgraw-Hill.-
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Added by: Berta Grimau
Summary: This book is an introductory textbook on mathematical logic. It covers Propositional Logic and Predicate Logic. For each of these formalisms it presents its syntax and formal semantics as well as a tableaux-style method of consistency-checking and a natural deduction-style deductive calculus. Moreover, it discusses the metatheory of both logics.Comment: This book would be ideal for an introductory course on symbolic logic. It presupposes no previous training in logic, and because it covers sentential logic through the metatheory of first-order predicate logic, it is suitable for both introductory and intermediate courses in symbolic logic. The instructor who does not want to emphasize metatheory can simply omit Chapters 6 and 11. The chapters on truth-trees and the chapters on derivations are independent, so it is possible to cover truth-trees but not derivations and vice versa. However, the chapters on truth-trees do depend on the chapters presenting semantics; that is, Chapter 4 depends on Chapter 3 and Chapter 9 depends on Chapter 8. In contrast, the derivation chapters can be covered without first covering semantics. The Logic Book includes large exercise sets for all chapters. Answers to unstarred exercises appear in the Student Solutions Manual, available at www.mhhe.com/bergmann6e, while answers to starred exercises appear in the Instructor's Manual, which can be obtained by following the instructions on the same web page.
Bowell, Tracy, Gary Kemp. Critical Thinking: A Concise Guide2014, Routledge; 4 edition.-
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Added by: Berta Grimau
Publisher's note: We are frequently confronted with arguments. Arguments are attempts to persuade us - to influence our beliefs and actions - by giving us reasons to believe this or that. Critical Thinking: A Concise Guide will equip students with the concepts and techniques used in the identification, analysis and assessment of arguments. Through precise and accessible discussion, this book provides the tools to become a successful critical thinker, one who can act and believe in accordance with good reasons, and who can articulate and make explicit those reasons. Key topics discussed include:- Core concepts in argumentation.
- How language can serve to obscure or conceal the real content of arguments; how to distinguish argumentation from rhetoric.
- How to avoid common confusions surrounding words such as 'truth', 'knowledge' and 'opinion'.
- How to identify and evaluate the most common types of argument.
- How to distinguish good reasoning from bad in terms of deductive validly and induction.
Comment: Appropriate for complete beginners to logic and philosophy. Adequate for an introduction to critical thinking. It doesn't presuppose any previous knowledge of logic. Moreover, there is an interactive website for the book which provides resources for both instructors and students including new examples and case studies, flashcards, sample questions, practice questions and answers, student activities and a test bank of questions for use in the classroom.
Curtis, Annaleigh. Feminism Part 1: The Sameness Approach2014, 1000-Word Philosophy: An Introductory Anthology-
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Added by: Simon Fokt, Contributed by: Nathan Nobis
Abstract: In both academic and non-academic discussions of feminism, there is sometimes a lack of appreciation for the diversity among feminist positions. Two people may be called feminists while disagreeing about a range of theoretical and practical issues, like the nature of oppression, sex work, or abortion. In this and the next essay, I lay out two general feminist approaches to sexist oppression: the sameness approach, the difference approach, and the dominance approach. This first essay focuses on the sameness approach.Comment: An introduction to 'the sameness approach' in feminism.
Hutchison, Katrina, Fiona Jenkins (eds.). Women in Philosophy: What Needs to Change?2013, Oxford University Press USA.-
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Added by: Sara Peppe
Publisher's Note: Despite its place in the humanities, the career prospects and numbers of women in philosophy much more closely resemble those found in the sciences and engineering. This book collects a series of critical essays by female philosophers pursuing the question of why philosophy continues to be inhospitable to women and what can be done to change it. By examining the social and institutional conditions of contemporary academic philosophy in the Anglophone world as well as its methods, culture, and characteristic commitments, the volume provides a case study in interpretation of one academic discipline in which women's progress seems to have stalled since initial gains made in the 1980s. Some contributors make use of concepts developed in other contexts to explain women's under-representation, including the effects of unconscious biases, stereotype threat, and micro-inequities. Other chapters draw on the resources of feminist philosophy to challenge everyday understandings of time, communication, authority and merit, as these shape effective but often unrecognized forms of discrimination and exclusion. Often it is assumed that women need to change to fit existing institutions. This book instead offers concrete reflections on the way in which philosophy needs to change, in order to accommodate and benefit from the important contribution women's full participation makes to the discipline.Comment: This book offers a detailed analysis about how women's role in philosophy is perceived and all the viable ways to chage the status quo. This can be used for undergraduate women studies courses or feminist philosophy courses.
Lehan, Vanessa. Reducing Stereotype Threat in First-Year Logic Classes2015, Feminist Philosophy Quarterly 1 (2):1-13.-
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Added by: Clotilde Torregrossa, Contributed by: Matthew Clemens
Abstract: In this paper I examine some research on how to diminish or eliminate stereotype threat in mathematics. Some of the successful strategies include: informing our students about stereotype threat, challenging the idea that logical intelligence is an 'innate' ability, making students In threatened groups feel welcomed, and introducing counter-stereotypical role models. The purpose of this paper is to take these strategies that have proven successful and come up with specific ways to incorporate them into introductory logic classes. For example, the possible benefit of presenting logic to our undergraduate students by concentrating on aspects of logic that do not result in a clash of schemas.Comment: A very accessible paper, requiring virtually no previous knowledge of logic or feminist philosophy. It is particularly appropriate for the "logic" session of a course on teaching philosophy. It can also be proposed as a preliminary reading for an intro to Logic course, insofar as knowledge of the interaction between stereotype threat and logic performance can have a positive effect on the performance of those potentially affected (as argued in the paper itself).
Lone, Jana Mohr. Philosophical Inquiry in Childhood2018, 1000-Word Philosophy: An Introductory Anthology-
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Added by: Simon Fokt, Contributed by: Nathan Nobis
Abstract: Children begin speculating about philosophical questions early in their lives. Almost as soon as they can formulate them, most children start asking what we call “big questions.” Walk into any kindergarten class, and you-ll see children eager to explore almost any facet of their lives. Virtually every parent is familiar with the experience of listening to “why” questions—question after question—from young children, to whom the world, a familiar blur to adults in the rush of everything on our minds, is a series of fresh and vivid encounters. Brimming with curiosity about aspects of life most adults take for granted, children demonstrate an interest in exploring the most basic elements of the human condition. Philosophy for Children takes as a starting point young peopl'-s inclinations to question the meaning of such concepts as truth, knowledge, identity, fairness, justice, morality, art, and beauty.Comment: A brief introduction to philosophy for children or pre-college philosophy.
Sterwart, Georgina. Kaupapa Māori, Philosophy and Schools2014, In: Educational Philosophy and Theory Volume 46, Issue 11: Special Issue: Philosophy in Schools. pp 1-6-
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Added by: Barbara Cohn, Contributed by: Georgina Stewart
Abstract: Goals for adding philosophy to the school curriculum centre on the perceived need to improve the general quality of critical thinking found in society. School philosophy also provides a means for asking questions of value and purpose about curriculum content across and between subjects, and, furthermore, it affirms the capability of children to think philosophically. Two main routes suggested are the introduction of philosophy as a subject, and processes of facilitating philosophical discussions as a way of establishing classroom 'communities of inquiry'. This article analyses the place of philosophy in the school curriculum, drawing on three relevant examples of school curriculum reform: social studies, philosophy of science and Kura Kaupapa Māori.Comment:
Waters, Anne. That Alchemical Bering Strait Theory: America’s Indigenous Nations and Informal Logic Courses2004, In American Indian Thought: Philosophical Essays, ed. Waters, A., pp.72-83, Blackwell Publishing-
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Added by: Franci MangravitiAbstract:
The chapter portrays how contextual examples are relevant to methods of teaching that empower understanding. Focusing on argument from Vine Deloria, jr’s Red Earth, White Lies, Native students inspire one another to learn critical thinking skills, as they discover ways to determine whether Deloria’s concerns with the logic of Western thought are shown to be justified. In the context of teaching about a particular critical thinking fallacy, students grasp the application of logical skills in their own meaningful
cultural context. The point driven home is that the meaningful and culturally relevant contextual content of examples used to teach critical thinking can excite and inspire Native students to learn. Thus philosophers can reinforce the acquisition of critical thinking skills for Native students by using meaningful, familiar content to reinforce understanding and praxis, for the recognition of cognitively false conclusions. This chapter implies an ethical maxim: using examples only from Western thought to teach critical thinking skills may prejudice students of other traditions in their acquisition of these skills.Comment: A natural pick for a course on teaching philosophy, or that involves a discussion of epistemic injustice in philosophy education.
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Ayim, Maryann. Passing Through the Needle’s Eye: Can a Feminist Teach Logic?
1995, Argumentation 9: 801-820
Comment:
available in this Blueprint