Code |
Name of the Course Unit |
Semester |
In-Class Hours (T+P) |
Credit |
ECTS Credit |
SOS447 |
PHILOSOPHICAL LOGIC |
5 |
3 |
3 |
5 |
GENERAL INFORMATION |
Language of Instruction : |
Turkish |
Level of the Course Unit : |
BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : |
Elective |
Mode of Delivery of the Course Unit |
- |
Coordinator of the Course Unit |
Prof. KAMİL KAYA |
Instructor(s) of the Course Unit |
|
Course Prerequisite |
No |
OBJECTIVES AND CONTENTS |
Objectives of the Course Unit: |
This course aims to enable students to apply the basic rules of logic and reasoning correctly. At the end of the course, the student becomes aware of the most common logic errors and can identify the errors of reasoning in a text. Acquire the ability to reason. |
Contents of the Course Unit: |
Contents of the course include the classification of types of concepts, propositions and types of evidence, types of forms, content and other errors in argumentation and the main rules of argumentation ethics. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
Compares different currents in the philosophy of epistemology and science. |
Gives examples of the properties and stages of scientific method. |
Distinguishes the basic concepts of epistemology and philosophy of science. |
Evaluates science from the conceptual, historical and critical aspects. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
Week |
Preparatory |
Topics(Subjects) |
Method |
1 |
- |
Logic. Concepts. Propositions. |
Lecture, Discussion |
2 |
Reading |
Evidence. Toulmin model (claim, support, guaranty). |
Lecture, Discussion |
3 |
Reading |
Deductive evidences. Predicate comparison. Conditional comparison. |
Lecture, Discussion |
4 |
Reading |
Inductive evidences. Analogic, Authority-based, reasoned and statistical evidences. |
Lecture, Discussion |
5 |
Reading |
Logic Errors |
Lecture, Discussion |
6 |
Reading |
Errors of style (1) |
Lecture, Discussion |
7 |
Reading |
Errors of style (2) |
Lecture, Discussion |
8 |
- |
MID-TERM EXAM |
- |
9 |
Reading |
Revision of the semester |
Lecture, Discussion |
10 |
Reading |
Content errors (1) |
Lecture, Discussion |
11 |
Reading |
Content errors (2) |
Lecture, Discussion |
12 |
Reading |
Content errors (3) |
Lecture, Discussion |
13 |
Reading |
Other types of errors (1) |
Lecture, Discussion |
14 |
Reading |
Other types of errors (2) |
Lecture, Discussion |
15 |
Reading |
Dialectic, rhetoric, argumentation ethics. |
Lecture, Discussion |
16 |
- |
FINAL EXAM |
- |
17 |
- |
FINAL EXAM |
- |
SOURCE MATERIALS & RECOMMENDED READING |
Yaran, Cafer Sadik. (2018). Informel mantik. Istanbul: Ragbet |
Emiroglu, Ibrahim. (2017) Mantik yanlislari. Ankara: Elis |
Walton, Douglas. (2008) Informal logic: a pragmatic approach. Cambridge: Cambridge University Press |
ASSESSMENT |
Assessment & Grading of In-Term Activities |
Number of Activities |
Degree of Contribution (%) |
Description |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE |
Theoretical |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students define the concepts they learned and match them with their corresponding phenomena in the social world.
|
|
1 |
|
|
|
|
2 |
Students interpret concepts and theories taking into account their historical-cultural contexts.
|
|
1 |
|
|
|
|
3 |
Students compare sociological theories with reference to social problems.
|
0 |
|
|
|
|
|
4 |
Students distinguish the significance of ecological, social and economical sustainability for world’s future.
|
0 |
|
|
|
|
|
5 |
Students develop their knowledge on sustainability by the use of information and communication technologies.
|
0 |
|
|
|
|
|
KNOWLEDGE |
Factual |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students evaluate qualitative and quantitative data of sociological research studies.
|
0 |
|
|
|
|
|
2 |
Students analyse the complicated interactions between the social, cultural, political, economical and demographical phenomena of the global world.
|
0 |
|
|
|
|
|
SKILLS |
Cognitive |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students design a research by their acquired knowledge and experience.
|
0 |
|
|
|
|
|
SKILLS |
Practical |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students research field study considering the principle of cultural relativity, scientific and ethical values.
|
0 |
|
|
|
|
|
2 |
Students efficiently apply the most suitable information and communication technologies in their studies.
|
0 |
|
|
|
|
|
3 |
Students use their knowledge on ecological, social and economical sustainability in all aspects of their lives.
|
0 |
|
|
|
|
|
OCCUPATIONAL |
Autonomy & Responsibility |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students research on problems which reflect on their fields in the global world undergoing rapid and profound change.
|
0 |
|
|
|
|
|
OCCUPATIONAL |
Learning to Learn |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students criticize their advanced knowledge and skills in an analytical manner.
|
|
|
|
|
|
5 |
2 |
Students develop their knowledge and skills within the frame of scientific, technological and current developments via adopting the principle of lifelong learning.
|
|
|
|
|
|
5 |
3 |
Students act ethically impartial in their research studies.
|
|
|
|
|
|
5 |
OCCUPATIONAL |
Communication & Social |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students criticize their advanced knowledge and skills in an analytical manner.
|
|
|
|
|
|
5 |
OCCUPATIONAL |
Occupational and/or Vocational |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Students apply the principle of cultural relativity, scientific and ethical values with reference to sustainability throughout their studies in their careers.
|
0 |
|
|
|
|
|
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
Workload for Learning & Teaching Activities |
Type of the Learning Activites |
Learning Activities (# of week) |
Duration (hours, h) |
Workload (h) |
Lecture & In-Class Activities |
14 |
3 |
42 |
Preliminary & Further Study |
13 |
2 |
26 |
Land Surveying |
0 |
0 |
0 |
Group Work |
0 |
0 |
0 |
Laboratory |
0 |
0 |
0 |
Reading |
12 |
4 |
48 |
Assignment (Homework) |
0 |
0 |
0 |
Project Work |
0 |
0 |
0 |
Seminar |
0 |
0 |
0 |
Internship |
0 |
0 |
0 |
Technical Visit |
0 |
0 |
0 |
Web Based Learning |
0 |
0 |
0 |
Implementation/Application/Practice |
0 |
0 |
0 |
Practice at a workplace |
0 |
0 |
0 |
Occupational Activity |
0 |
0 |
0 |
Social Activity |
0 |
0 |
0 |
Thesis Work |
0 |
0 |
0 |
Field Study |
0 |
0 |
0 |
Report Writing |
0 |
0 |
0 |
Final Exam |
1 |
1 |
1 |
Preparation for the Final Exam |
1 |
6 |
6 |
Mid-Term Exam |
1 |
1 |
1 |
Preparation for the Mid-Term Exam |
1 |
4 |
4 |
Short Exam |
0 |
0 |
0 |
Preparation for the Short Exam |
0 |
0 |
0 |
TOTAL |
43 |
0 |
128 |
|
Total Workload of the Course Unit |
128 |
|
|
Workload (h) / 25.5 |
5 |
|
|
ECTS Credits allocated for the Course Unit |
5,0 |
|