Much important expertise on teaching resides
in the day to day practices of good faculty.
Typically, this knowledge remains private
and is totally lost when its possessor retires.
Craig E. Nelson
31 videos sobre enseñanza de la lógica informal, por Richard W. Paul: How to Teach (9 tapes), Socratic Questioning (3 tapes), Assessment (3 tapes), Current Educational Issues (10 tapes), 21st Century Video Series (6 tapes).
Association for Symbolic Logic Committee on Logic Education.
Didáctica de la Filosofía y de la Ética (en alemán).
"Etica y Lógica en Preparatoria", entrevista de radio a Jorge Guillermo Silva Martínez.
Amor, José Alfredo (compilador). La Razón Comunicada IV: Materiales del Taller de Didáctica de la Lógica. Xalapa, Veracruz. Academia Mexicana de Lógica, Universidad Juárez Autónoma de Tabasco, Torres Asociados, TDL, 2005.
Amor, José Alfredo (compilador). La Razón Comunicada V: Pensamiento Crítico.. Colección Temas Selectos No. 2, Ergo, Nueva Época 2008.
Campirán Salazar, Ariel F. (compilador). La Razón Comunicada II: Materiales del Taller de Didáctica de la Lógica. Xalapa, Veracruz. Universidad de Xalapa, Torres Asociados, TDL, 2003.
Campirán Salazar, Ariel F. & Guevara Reyes, Gabriela & Sánchez Dorantes, Ludivina (compiladores). Habilidades de Pensamiento Crítico y Creativo. Xalapa: Universidad Veracruzana, 2000.
Guevara Reyes, Gabriela (compiladora). La Razón Comunicada III: Materiales del Taller de Didáctica de la Lógica. Xalapa, Veracruz. Universidad de Xalapa, Torres Asociados, TDL, 2004.
Juárez Hernández, Clotilde. Los senderos que se bifurcan: Razonamiento lógico en niños y adolescentes. Colección Textos número 5, Universidad Pedagógica Nacional, México, 1995.
Madrid Montes, María Elena. Habilidades cognitivas en el aula: Su desarrollo a través del Programa Filosofía para Niños. Reporte de Investigación Aplicada Conacyt-UPN, Proyecto de Investigación 4725-H9406.
Manzano, María, (compiladora). Proceedings of the First International Congress on Tools for Teaching Logic. Universidad de Salamanca, España, 2000.
Morado, Raymundo (compilador). La Razón Comunicada: Materiales del Taller de Didáctica de la Lógica. Xalapa, Veracruz. Universidad Veracruzana, Universidad de Xalapa, Torres Asociados, TDL. 1999.
Beebee, Helen. "Introductory Formal Logic: Why do we do it?". Discourse: Learning and Teaching in Philosophical and Religious Studies, Volume 3, No. 1, Autumn 2003, pp. 53-62.
Byron, Michael, "Computer-based "Introduction to Formal Logic": A Review of Logic Textbooks and Software". Teaching Philosophy 24 (2001), pp. 255-277.
Byron, Michael, "Teaching with Tiki". Teaching Philosophy, 28:2 (2005), pp. 105-113. (Especialmente la sección sobre la enseñanza de la lógica en cursos a distancia).
Cauman, Leigh S., "On Conditional Proof in Elementary Logic", Teaching Philosophy, 23 (2000), 353-57.
Covey, Preston. "Logic and Liberal Learning: Some Salient Issues". Teaching Philosophy, 4, 207-230, julio-octubre 1981. (Many teachers of logic today feel pulled in what seem two different directions: towards the more apparently practical utility of the emerging "informal" logic agenda; and towards the more apparently rigorous organon of formal logic. Against a diversity of approaches to defining and teaching "logic" as a liberal art, and against a diversity of liberal learning objectives, i re-examine the educational utility of formal logic in its contemporary symbolic guise.)
Croy, Marvin J., "Problem Solving, Working Backwards, and Graphic Proof Representation", Teaching Philosophy, 23 (2000), 169-87.
Donn, Mike, "Help in Finding Missing Premises", Teaching Philosophy, 13 (1990), 159-64.
Evans, J. St. B. T. "On the Problems of Interpreting Reasoning Data: Logical and Psychological Approaches". Cognition, 1, 373-382, 1972. (It is argued that current approaches to the study of propositional inference have been unduly influenced by the formal structure of the problems and the logical consequences of subjects' responses. In order to understand the psychological basis of subjects' behaviour it is suggested that at least two types of influence must be distinguished: those relating to the subjects' interpretation of the sentences constituting the logical premises of the problems, and those arising from the nature of the mental operations required on a given task. Examples are cited where misinterpretation of results has arisen from an overemphasis on the logical implications of subjects' behaviour and from a failure to distinguish interpretative from operational influences. it is proposed that a genuine understanding of the psychological determinants of reasoning behaviour can only be achieved by consideration of data from a number of different experimental tasks.)
Forbes, Morgan, "Peirce's Existential Graphs: A Practical Alternative to Truth Tables for Critical Thinkers", Teaching Philosophy, 20 (1997), 387-400.
Geach, P. T. "On Teaching Logic". Philosophy, 54, 5-17, enero de 1979.
Gregory, Donald. "Teaching Logic in "Introduction To Philosophy". Teaching Philosophy, 5, 23-29, enero de 1982. (Relatively little has been said on the subject of teaching logic in the introductory philosophy course. the present article addresses this issue in three ways. First, i ask "whether" it is justified to teach logic to the student who registered for introduction to philosophy; here an analogy is drawn between logic/philosophy on the one hand and math/physics on the other. answering the question in the affirmative, i go on to ask "what" areas of logic are essential for such a student. Finally, i ask "how" one might introduce these areas of logic; some useful models are suggested and explained.)
Grennan, Wayne, "Testing Syllogisms with Venn-Equivalent Truth-Table Methods", Teaching Philosophy, 8 (1985), 237-39.
Harrell, Maralee, "Using Argument Diagramming Software in the Classroom". Teaching Philosophy, 28:2, 2005, pp. 163-177. (Especialmente la reseña de la utilería de Tim van Gelder, colaborador del TDL.)
Harrell, Maralee, "Using Argument Diagrams to Teach Critical Thinking Skills in Introductory Philosophy" in What Philosophy Is, Technical Report CMU-PHIL-158, 2004.
Huertas, M.A (2007): "Teaching and Learning Logic in a Virtual Learning Environment". Logic Journal of the IGPL (Interest Group in Pure and Applied Logic), n.4, vol. 15, pp. 321-331. ISSN: 1367-0751. http://jigpal.oxfordjournals.org/cgi/reprint/15/4/321
Huertas, A., Mor, E. (2010). "Tool development to support learning, immediate learning, immediate feedback, and continous assessment in Logic". 6th International Conference on Web Information Systems and Technologies (WEBIST). Valencia, Spain, 7-10 april, 2010. http://www.webist.org/
Huertas, A. (2006). "Teaching and learning logic in a virtual learning environment. Experiences, challenges and opportunities". Proccedings of the Second international congress on tools for teaching logic. Ed. Universidad de Salamanca. ISBN 84-690-0348-8.
Huertas, A. (2000):"Teaching logical reasoning in high school". Proceedings of the I International Congress on Tools for Teaching Logic, Universidad de Salamanca.
Johnson-Laird, Philip N. "Rules and Illusions: A Critical Study of Rips's "The Psychology of Proof" ". Mind Mach, 7(3), 387-407, agosto de 1997. (This review outlines Rips's theory of human deductive reasoning, which deals with sentential connectives and quantifiers and which is implemented in a computer program. It is the most comprehensive theory that the mind contains formal rules of inference. Its principal shortcomings are that: (1) it fails to account for some robust differences in the difficulty of inferences, e.g., reasoning with exclusive disjunctions is easier than reasoning with inclusive disjunctions; (2) it fails to explain why certain diagrams help people to reason; (3) it offers no account of systematic errors or fallacies--some of which are illustrated in the paper.)
Johnson-Laird, Philip N. "An End to the Controversy? A Reply to Rips". Mind Mach, 7(3), 425-432, agosto de 1997. (This articles rebuts Rips's theory that the mind is equipped with formal rules of inference. It defends a rival theory that reasoning depends on searching for alternative "mental models" of the premises that would refute conclusions. This theory predicts a novel class of fallacies, which are inexplicable on Rips's account. Given, for example, the following assertion about a particular hand of cards: If there is a king then there is an ace, "or else" if there isn't a king then there is an ace, nearly everyone infers that there is an ace in the hand. The inference is invalid.)
Klenk, Virginia. "Self-Paced Logic Without Computers". Teaching Philosophy, 9, 239-246, septiembre de 1986. (This article discusses a method of teaching symbolic logic self-paced, without computers. It describes the syllabus, grading system, quiz and exam schedule, and use of teaching assistants, and points out some of the advantages and disadvantages of teaching logic self-paced. The advantages include flexibility and the opportunity for good students to complete the course early. The main problem is that some students fall behind, and methods need to be devised to keep them on schedule.)
Levi, Don S. "Teaching Logic: How to Overcome the Limitations of the Classroom". Teaching Philosophy, 21(3), 237-256, septiembre de 1998.
Massey, Gerald. "The Pedagogy of Logic: Humanistic Dimensions". Teaching Philosophy. JL-O 81; 4: 303-336.
Mc Peck, John. "Critical Thinking Without Logic: Restoring Dignity To Information". Proc Phil Educ, 37, 219-227, 1981. (This paper argues that the efficacy of teaching logic as a means for developing critical thinking has been seriously over-estimated by the philosophical community. The reason for this mistake is that logicians and logic-oriented philosophers have tended to trivialize the epistemic role of information in critical thinking. This paper, on the contrary, contends that the major difficulties in situations requiring critical thinking have little or nothing to do with logic, but rather understanding information. this, in turn, argues for an epistemological orientation toward critical thinking, not training in logic.)
Moor, James H. "Logic and the Keller Plan". Metaphilosophy, 6, 372-375, julio-octubre de 1975. (In general the lecture method is not a very effective means of teaching logic. Under the keller plan, or personalized system of instruction as it is sometimes called, a course is divided into units and each student proceeds at his own pace. A student cannot move on to the next unit until he has demonstrated a thorough mastery of the unit he is on. Studies show that on this system students work harder, do better, and enjoy it more.)
Nelson, Mark T., "Promises and Material Conditionals", Teaching Philosophy, 16 (1993), 155-56.
Pospesel, Howard, "The Method of Propositional Analogues", Teaching Philosophy, 16 (1993), 157-63.
Possin, Kevin, "A Field Guide to Critical-Thinking Assessment", Teaching Philosophy, 31 (2008), 201-228.
Socher, David, "The Textbook Case of Affirming the Consequent", Teaching Philosophy, 24 (2001), 241-51.
Stuart, Susan A.J.; Margaret Brown. "An Electronically Enhanced Philosophical Learning Environment: Who Wants to be Good at Logic?". Discourse: Learning and Teaching in Philosophical and Religious Studies. Volume 3, Number 2, Spring 2003-4, pp. 142-153 (http://www.prs-ltsn.ac.uk/journal/index.html).
Uribe Ortega, Marta. "El Desarrollo del Pensamiento Formal y la Docencia Universitaria", en Perfiles Educativos, No. 60, Abril-Junio 1993, pp.49-52.
van Gelder, Tim. "The Efficacy of Undergraduate Critical Thinking Courses: A Survey in Progress".
Seibert, Charles & Hedges, Sarai. "Do Students Learn in My Logic Class: What Are the Facts?". Teaching Philosophy, 22:2, 141-159, junio de 1999.
Velasco, Patrícia Del Nero. "Sobre o Lugar da Lógica na Sala de Aula". Revista Sul-Americana de Filosofia da Educacao, Número 13: novembro 2009 - abril 2010, pp. 64-74 (disponible en http://seer.bce.unb.br/index.php/resafe/article/download/5308/4423) (Cfr. el capítulo VI, "Sobre o lugar da lógica na sala de aula", de Educando para a argumentacao: contribuicoes do ensino da lógica. Belo Horizonte: Autentica Editora, 2010).
Verharen, Charles. "Philosophy and Critical Thinking". Inquiry (EU). 16(3), 64-75, primavera de 1997. (This essay criticizes contemporary canonical or rule-governed approaches to teaching logic or critical thinking as unphilosophical. Philosophy's interest is in the reasoning that leads to rules rather than in the rules themselves. Categorical syllogisms should be introduced to help students concentrate on the reasoning behind syllogistic definitions and rules rather than to double-check arguments. A philosophical introduction to logic should outline the history of the separation of syllogistic and symbolic logic rather than focusing on problem sets in elementary symbolic logic. Critical thinking courses ought to concentrate on "real-life" conditions for accepting scientific hypotheses rather than Mill's "rules" for induction.)
Viney, Donald Wayne, "Logic Crystallized", Teaching Philosophy, 20 (1997), 143-54.
Weiss, Bernhard, "Dyslexia and Logic".