Research output: Contribution to journal › Article

**The Case for Teaching Syllogistic Logic to Philosophy Students.** / Larvor, Brendan.

Research output: Contribution to journal › Article

Larvor, B 2004, 'The Case for Teaching Syllogistic Logic to Philosophy Students', *Discourse*, vol. 4, no. 1, pp. 130-136.

Larvor, B. (2004). The Case for Teaching Syllogistic Logic to Philosophy Students. *Discourse*, *4*(1), 130-136.

Larvor B. The Case for Teaching Syllogistic Logic to Philosophy Students. Discourse. 2004;4(1):130-136.

@article{144b2f796eb0405998434afed821796a,

title = "The Case for Teaching Syllogistic Logic to Philosophy Students",

abstract = "Syllogistic logic is a superseded theory, so why bother to teach it? In fact, it has many benefits for general philosophy students. Some are virtues of syllogistic logic alone; others arise from the contrast between syllogistic and mathematical logics. Syllogistic is a better vehicle for teaching general notions such as validity and soundness. Its several techniques for checking validity allows students to distinguish validity from the procedures to check for it. It supports students’ readings of historical philosophical texts. The contrast with mathematical logics supports meta-logical discussion and reduces alienation as students find that some great dead logicians share their intuitions. In any case, syllogistic logic is not intellectually dead. The work of Blanch{\'e} and B{\'e}ziau demonstrates this.",

keywords = "Logic, Syllogism",

author = "Brendan Larvor",

note = "Reprinted in Gil, Lancho & Manzano (eds) Proceedings of the Second International Congress on Tools for Teaching Logic. (2006: ISBN84-690-0348-8) 81-86.",

year = "2004",

language = "English",

volume = "4",

pages = "130--136",

journal = "Discourse",

issn = "1741-4164",

number = "1",

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N1 - Reprinted in Gil, Lancho & Manzano (eds) Proceedings of the Second International Congress on Tools for Teaching Logic. (2006: ISBN84-690-0348-8) 81-86.

PY - 2004

Y1 - 2004

N2 - Syllogistic logic is a superseded theory, so why bother to teach it? In fact, it has many benefits for general philosophy students. Some are virtues of syllogistic logic alone; others arise from the contrast between syllogistic and mathematical logics. Syllogistic is a better vehicle for teaching general notions such as validity and soundness. Its several techniques for checking validity allows students to distinguish validity from the procedures to check for it. It supports students’ readings of historical philosophical texts. The contrast with mathematical logics supports meta-logical discussion and reduces alienation as students find that some great dead logicians share their intuitions. In any case, syllogistic logic is not intellectually dead. The work of Blanché and Béziau demonstrates this.

AB - Syllogistic logic is a superseded theory, so why bother to teach it? In fact, it has many benefits for general philosophy students. Some are virtues of syllogistic logic alone; others arise from the contrast between syllogistic and mathematical logics. Syllogistic is a better vehicle for teaching general notions such as validity and soundness. Its several techniques for checking validity allows students to distinguish validity from the procedures to check for it. It supports students’ readings of historical philosophical texts. The contrast with mathematical logics supports meta-logical discussion and reduces alienation as students find that some great dead logicians share their intuitions. In any case, syllogistic logic is not intellectually dead. The work of Blanché and Béziau demonstrates this.

KW - Logic

KW - Syllogism

UR - http://aulre.org/heaprsarchive/sec4_discourse/Vol_4_1_autumn2004.pdf

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VL - 4

SP - 130

EP - 136

JO - Discourse

T2 - Discourse

JF - Discourse

SN - 1741-4164

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ER -