Teaching Elementary Logic in General Education in Taiwan

Abstract

Designing curriculum for courses on logical thinking in colleges and universities is not easy. It is also a challenge to those lecturers who teach informal logic (including critical thinking) and impart the objective tools of analyzing and evaluating arguments. In this paper, we first investigate what content should be included in a course on logical thinking. This is a research which aims at understanding the level of satisfaction of students who are enrolled in the Language and Logic course at the Yuan Ze University, in terms of learning effectiveness. This paper will elucidate the results of applying teaching practice research on courses about logical thinking and consists of two parts. In the first part, we explore the organization of the course which comprises formal logic and critical thinking. The second part presents the learning effectiveness and learning satisfaction of delivering formal logic in the course.