Washington, DC, Estados Unidos : Catholic University of America Press, c2020.

1 recurso electrónico (450 p.)

A Note to the Logic Instructor. -- A Note to the Student. -- Part 1. Grammar, Rhetoric, and Logic. -- Lesson 1. A Grounding in Grammar. -- Problem Set 1: Grammar Review. -- Lesson 2. Rhetoric: An Introduction. -- Problem Set 2: Rhetorical Analysis. -- Lesson 3. The Canon of Five Rhetorical Skills and the Five Parts of a Classical Speech. -- Problem Set 3: The Rhetoric of Socrates in the Apology. -- Lesson 4. The Three Rhetorical Appeals. -- Problem Set 4: The Three Appeals. -- Lesson 5. Aristotle Invents Logic—Twice. -- Problem Set 5: Problem Solving. -- Lesson 6. Aristotle Organizes the Logic of Discovery and Proof. -- Problem Set 6: Three Acts of the Mind. -- Part 2. The Logic of Terms. -- Lesson 7. Language, Thought, and Reality. -- Problem Set 7: Signs. -- Lesson 8. Categories: Working toward Definitions by Answering the “What?” Question. -- Problem Set 8: Recognizing and Using Categories. -- Lesson 9. Clarifying Concepts through Division and Collection of Terms. -- Problem Set 9: Argument Using Division. -- Lesson 10. Aristotle’s Predicables. -- Problem Set 10: Recognizing Essence, Property, and Accident. -- Lesson 11. Answering the “Why?” Question: Causes. -- Problem Set 11: The Four Causes. -- Lesson 12. Different Kinds of Definitions. -- Problem Set 12: Definitions. -- Part 3. The Logic of Propositions. -- Lesson 13. Statements and Propositions. -- Problem Set 13: Statements and Propositions. -- Lesson 14. Properties of Categorical Propositions. -- Problem Set 14: Basic Categorical Propositions. -- Lesson 15. Recognizing the Kinds of Categorical Propositions. -- Problem Set 15: Advanced Categorical Propositions. -- Lesson 16. Categorical Propositions in Context. -- Problem Set 16: Propositions in Context. -- Lesson 17. Euler and Venn Diagrams of Propositions. -- Problem Set 17: Euler and Venn Diagrams of Propositions. -- Lesson 18. Opposition. -- Problem Set 18: Opposition. -- Lesson 19. Conversion. -- Problem Set 19: Conversion. -- Lesson 20. Obversion. -- Problem Set 20: Obversion and Advanced Manipulations. -- Lesson 21. Hypothetical Propositions. -- Problem Set 21: Hypothetical Propositions. -- Lesson 22. Advanced Conditional Propositions. -- Problem Set 22: Advanced Hypothetical Propositions. -- Part 4. The Logic of Arguments. -- Lesson 23. Two Kinds of Reasoning. -- Problem Set 23: Distinguishing Deductive from Inductive Reasoning. -- Lesson 24. The Categorical Syllogism. -- Problem Set 24: Identifying Categorical Syllogisms. -- Lesson 25. Validity of Categorical Syllogisms. -- Problem Set 25: Validity of Categorical Syllogisms. -- Lesson 26. Categorical Syllogisms in Prose. -- Problem Set 26: Categorical Syllogisms in Prose. -- Lesson 27. Venn Diagrams of Categorical Syllogisms. -- Problem Set 27: Venn Diagrams of Categorical Syllogisms. -- Lesson 28. Enthymemes and Epicheiremas. -- Problem Set 28: Enthymemes and Epicheiremas. -- Lesson 29. Extended Categorical Arguments. -- Problem Set 29: Longer Categorical Arguments. -- Lesson 30. Hypothetical Arguments. -- Problem Set 30: Hypothetical Arguments. -- Lesson 31. Advanced Hypothetical Arguments. -- Problem Set 31: Standardized Test–Style Arguments. -- Lesson 32. Induction. -- Problem Set 32: Induction. -- Lesson 33. Complex Arguments. -- Problem Set 33: Complex Arguments. -- Answers to Selected Problems. -- Appendixes. -- Appendix 1: Chronology of Logicians and Their Logical Works. -- Appendix 2: A Selection of English-Language Textbooks in Logic. -- Bibliography. -- Index of Names. -- Index of Subjects. --

"In the twenty-first century there are two ways to study logic. The more recent approach is symbolic logic. The history of teaching logic since World War II, however, casts doubt on the idea that symbolic logic is best for a first logic course. Logic as a Liberal Art is designed as part of a minority approach, teaching logic in the 'verbal' way, in the student's 'natural' language, the approach invented by Aristotle. On utilitarian grounds alone, this 'verbal' approach is superior for a first course in logic, for the whole range of students. For millennia, this 'verbal' approach to logic was taught in conjunction with grammar and rhetoric, christened the trivium. The decline in teaching grammar and rhetoric in American secondary schools has led Dr. Rollen Edward Houser to develop this book. The first part treats grammar, rhetoric, and the essential nature of logic. Those teachers who look down upon rhetoric are free, of course, to skip those lessons. The treatment of logic itself follows Aristotle's division of the three acts of the mind (Prior Analytics 1.1). Formal logic is then taken up in Aristotle's order, with Parts on the logic of Terms, Propositions, and Arguments. The emphasis in Logic as a Liberal Art is on learning logic through doing problems. Consequently, there are more problems in each lesson than would be found, for example, in many textbooks. In addition, a special effort has been made to have easy, medium, and difficult problems in each Problem Set. In this way the problem sets are designed to offer a challenge to all students, from those most in need of a logic course to the very best students."

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