Conditions of Use
Overall comprehensiveness was ok; I would have like to see a chapter on biases and causality. Also, the glossary it seems to me could have been more comprehensive. read more
Overall comprehensiveness was ok; I would have like to see a chapter on biases and causality. Also, the glossary it seems to me could have been more comprehensive.
I did not notice any outright factual errors.
Nothing seemed lacking in relevance or likely to require updates, as far as I could tell.
Clarity of exposition seemed in evidence throughout, perhaps less so with the chapter on Formal Logic, but that is largely a factor of the subject matter.
It seemed at times to jump from beginner material to more advanced, as when the topic of 'enthymemes' was introduced in chapter 1. This seems more advanced, because it presupposes the student has mastered all the basic elements of syllogisms, deductive, inductive and abductive reasoning, etc. Generally it seemed like there could be more exercises for this and other chapters.
The readings seemed relatively self-contained/modular.
I would suggest ending with formal logic. Informal fallacies has a far greater claim on relevance that does formal logic, and changing the sequence of chapters to reflect that would help, I think.
The text is free of distorted images and/or charts, but here it seems to be more could have been done to try to appeal to undergraduate readers. The lack of color, for example, or illustrations that were not entirely just logical substance--something to break up the dominance of text would almost certainly help make this more accessible to students.
No complaint here!
To the best of my knowledge there were no lapses in the domain of cultural sensitivity.
I enjoyed and appreciated the readings myself. The chapters are rigorous and clear.
My one main concern is that more could be done to engage younger readers--more anecdotes, asides, 'fun facts' (I hate that phrase, but you know what I mean). The other main point of criticism is that far more attention should be given over to specific exercises. Logic is a skill, not just information. In my own teaching experience, 90% of the real learning happens there.
Table of Contents
- 1. What is Logic?
- 2. Evaluating Arguments
- 3. Formal Logic in Philosophy
- 4. Informal Fallacies
- 5. Necessary and Sufficient Conditions
Ancillary MaterialSubmit ancillary resource
About the Book
Introduction to Philosophy: Logic provides students with the concepts and skills necessary to identify and evaluate arguments effectively. The chapters, all written by experts in the field, provide an overview of what arguments are, the different types of arguments one can expect to encounter in both philosophy and everyday life, and how to recognise common argumentative mistakes.
About the Contributors
Ben Martin (book editor) is a Marie Skłodowska-Curie fellow at the University of Bergen, and the investigator for the European Research Council-funded project The Unknown Science: Understanding the Epistemology of Logic through Practice, having received his PhD from University College London. He works mainly in the philosophy of logic and epistemology, and has published articles about logical disagreements, the semantic paradoxes and dialetheism in journals including Australasian Journal of Philosophy, Synthese and Topoi, as well as collections such as the Routledge Handbook of Philosophy of Evidence.
Christina Hendricks (series editor) is a Professor of Teaching in Philosophy at the University of British Columbia in Vancouver, BC, Canada, where she often teaches Introduction to Philosophy courses. She is also the and also the Academic Director of the Centre for Teaching, Learning and Technology (2018-2023). Christina has been an open education researcher and advocate for a number of years, having been a BCcampus Open Textbook Fellow, an OER Research Fellow with the Open Education Group, the Creative Commons Canada representative to the CC Global Network, and a member of the Board of Directors for the Canadian Legal Information Institute.