ILOILO CITY COMMUNITY COLLEGE

INJAP Bldg., Corner - Tiolas M. H. del Pilar St., Molo, Iloilo City

AY 2017-2018
Course Code: HUMANITIES- 3
Course Title: LOGIC

Name: _______________________________________________ Curse/Year ______________________ Day/Time: _______________________ Room: _____________

Instructor: ARTHUR C SOQUEÑA, MBM Mobile: 09083001657 Email: arthur.hp_tl@yahoo.comp.ph Academic Counseling Hours: ________________________

COURSE DESCRIPTION: This course introduces the formal and informal types of human knowing, classical theories of knowledge, correspondence, and coherence-pragmatic and initiative.
This course centers on the elements involved in systemized thinking. It is designed to provide the students with the means to obtain knowledge and truth. This
focuses on rationality and the principles of reasoning and serves as an introduction to advanced philosophical thought.

II. DESIRED LEARNING OUTCOMES:

Expected ICCC Graduate Attributes
Knowledge (Excellent Communicator)
Service (Responsible Citizen)
Dignity (Dignified Individual)
Professionalism (Efficient Professional)
Desired Learning Results: By the end of the course, the students are enable to:
 Recognize the relevance of logic to Travel Management.
 Assess the practicability of assigned tasks and propose systematic schemes should the opportunity present itself.
 Exhibit the value of a productive Filipino citizen.
 Resolve matters on their appropriate level or present problem with coherent solutions to their superiors.
 Embrace the global code of ethics in dealing with Tourists or clients.
 Raise awareness for moral issues and dilemmas in the society.
 Warrant serious commitment in the field of Travel and Tourism Industry.
 Display suitable values in Reasoning and Argumentation when providing itineraries as Travel and Tourism Service provider.
 Ensure that duties are carried out efficiently and effectively in organizing an event.

III. Final Product/Performance:

 The midterm output is a Written Exam minimum of 100 and a maximum of 120 items.

 The final performance task is a group debate where each pair of groups will be given a topic for argumentation. One on the affirmative and another for the negative side. Informal and
formal ways of reasoning: deductive reasoning, inductive reasoning, and analogical reasoning shall be considered.
IV. VALID ASSESSMENT : CRITERIA FOR ASSESSMENT
To facilitate the assessment of the outputs, the analytic rubric below will be used:

A. Rubrics for Debate

Task Description: (Teacher may explain specific topic in this space.)

weight

Exceptional Admirable Acceptable Attempted

Criteria
10 pts. 8 pts. 5 pts. 3 pts.

 All statements, body language, and  Statements and responses were  Most statements and responses  Statements, responses and/or body
Respect for responses were respectful and were respectful and used appropriate were respectful and in appropriate language were consistently not
15%
Other Team in appropriate language language, but once or twice body language, but there was one respectful
language was not sarcastic remark
15%  All information presented in this  Most information presented in this  Most information presented in this  Information had some major
Information debate was clear, accurate and debate was clear, accurate and debate was clear, accurate but was inaccuracies, or was usually not
thorough thorough not usually thorough clear
15%  All counter-arguments were  Some counter-arguments were  Most counter-arguments were  Counter-arguments were weak and
Rebuttal accurate, relevant and strong accurate, relevant and strong accurate and relevant but several irrelevant
were weak
15%  Every major point was well  Every major point was adequately  Every major point was supported  All points were not supported
Use of supported with several relevant supported with relevant facts, with facts, statistics and/or
Facts/Statistics facts, statistics and/or examples statistics and/or examples examples, but the relevance of
some was questionable

20%  All arguments were clearly tied to  Most arguments were clearly tied to  Some arguments were tied to an  Most arguments were not tied to an
Organization an idea (premise) and organized in an idea (premise) and organized in idea (premise) but some were not idea (premise) and most were not
a tight, logical fashion a tight, logical fashion organized in a logical fashion organized in a logical fashion
20%  The team clearly understood the  The team clearly understood the  The team seemed to understand the  The team did not show an adequate
Understanding topic in depth and presented their topic in depth and presented their main points of the topic and understanding of the topic
of Topic information forcefully and information with ease presented those with ease
convincingly
V. COURSE OUTLINE

CONTENT TOPICS
Learning Outcomes Teaching/Learning Strategy Output and Assessment
with number of hours and references
(2 hrs.) At the course orientation the students are able to:  Self-introduction
Course Orientation- June 13/14, 2017  Get to know each other  Syllabus presentation
 Course syllabus, policies and grading  Take an overview of the course  Orientation of the
system orientation  Identify the classroom rules and regulations Classroom rules and
 Assigning of topic reporters  Familiarize the seat plan regulations
 Note the topics for reporting  Assigning of Seats
 Checking of class
cards and assigning of
the topics for reporting
(4.5 hrs.) At the end of the lesson, the students are able to:  Class Discussion Recitation/Participation 10 pts.
Lesson 1 LOGIC AND PHILOSOPHY  Think-Pair-Share on the Quiz 20 items
 The Act of Philosophizing  Apply the legal basis of the teaching Relevance of Logic to
Think-Pair-Share Rubrics
 Definition, Origin, and Philosophy and offering of Logic. Daily Life
Comprehension 5
 Why Philosophize?  Enumerate and explain the Ten  Seatwork: Answering Content 5
 Philosophical Inquiry Commandments for Philosophers. the questions about the Collaboration 5
 Logic and Philosophy  Mention and elaborate the nature Legal Basis of offering Delivery 5
 Logic as mode of Philosophy and functions of language. and teaching Logic and Total= 20 pts.
 Show the relevance of logic to our the ten commandments
pp. 1-5 Logic for Filipinos 2013, 3rd Edition by daily life. for Philosophers Rubrics for Seatwork:
Priciliano T. Bauzon Evaluation 5
pp. 3-4 Essential Logic 2010 Revised Edition by Interpretation 5
Organization 5
Arnel L. Malitao
Content 5
Total=20 pts.
pp. 1-11 Logic- The Philosophical Discipline of
Correct Thinking 2009 3rd Edition by Dr. Eddie R.
Babor, LI.B.
(4.5 hrs.) At the end of the lesson, the students are able to:  Guessing game: Lateral Guessing Game 5 pts. per correct answer
Lesson 2- INTRODUCTION TO LOGIC Thinking
 Definition, Origin, and Development of  Give and elaborate five definitions of  Narrative essay on the
Rubrics for Narrative Essay:
Logic Logic application of Logic to
Evaluation 5
 Importance of Logic  Utilize the material of logic. daily life. Interpretation 5
 Kinds of Logic  Trace the history of Logic from Organization 5
 Structures and Division of Logic Aristotle up to the emergence of Content 5
 The Art and Science of Logic symbolic logic Total=20 pts.
.  Relive the important works of Aristotle
pp. 5-10 Essential Logic 2010 Revised Edition by that have direct bearing on the study of
Arnel L. Malitao Logic
pp. 24-30 Logic for Filipinos 2013, 3rd Edition by  Give the Division of Logic
Priciliano T. Bauzon  Uses of Logic in our everyday life.
(4 hrs.) At the end of the lesson, the students are able to:  Reporting Recitation/Participation 10 pts.
Lesson 3 – SIMPLE APPREHENSION AND  Think-pair-share on the Quiz 20 items
TERM  Define Idea and phantasm and rules governing
 SIMPLE APPREHENSION distinguished them. comprehension and
Think-Pair-Share Rubrics
 Definition and Properties  Know what is apprehension extension Comprehension 5
 Concepts  Differentiate idea from concept  Seatwork on Terms Content 5
 Value of Simple Apprehension  Give the rules governing comprehension Collaboration 5
 TERMS and extension. Delivery 5
 Definition, forms and Classifications  Know the different extension concepts and Total= 20 pts.
 Comprehension and Extension of arrange them to terms according to
Rubrics for Seatwork:
Terms increasing comprehension.
Evaluation 5
 Value Terms  Know how to arrange terms according to Interpretation 5
 Definition of Terms increasing extension Organization 5
- Meaning and Kinds  Know the meaning of definition , division, Content 5
- Techniques and Rules and identify each rules Total=20 pts.

pp. 51-77 Logic for Filipinos 2013, 3rd Edition by

Priciliano T. Bauzon
pp. 15-54 Essential Logic 2010 Revised Edition by
Arnel L. Malitao

(4 hrs.) At the end of the lesson, the students are able to:  Reporting Recitation/Participation 10 pts.
Lesson 4- PROPOSITIONS  Lecture Quiz 20 items
 Definition and Importance  Identify and classify the subject and  Creating the Venn
 Kinds of Propositions Rubrics for Venn Diagram
predicate terms of the different kinds of Diagram
 Text support of comparison
 Categorical propositions
statements: All statements are
 Conditional  Tell the extension or quantity of the supported by the text. 10
 Disjunctive predicates of propositions and cite the  Placement of statements within the
 Conjunctive pertinent rule. Venn diagram: All statements noting
 Categorical Proposition  Illustrate the propositions using the Venn similarities are placed in the center
 Kinds Diagrams circle and all statements that note
 Quality and Quantity  Use and identify the categorical symbol differences are placed in the correct
outer circle. 10
 Standard Form
 Number of quality statements:
pp. 82-99 Logic for Filipinos 2013, 3rd Edition by
Student is able to make five or more
Priciliano T. Bauzon comparison statements in each circle.
pp. 56-95 Essential Logic 2010 Revised Edition by 10
Arnel L. Malitao Total=30 pts.
(6 hrs.) At the end of the lesson, the students are able to:  Lecture Recitation/Participation 10 pts.
Lesson 5- LOGICAL RELATIONS BETWEEN  Seatwork recognizing Quiz 20 items
PROPOSITIONS  Recognize Inference, its kinds , inference, its kinds,
 Inference Rubrics for Seatwork:
structure and principles structure and principles
Evaluation 5
 Kinds and Structure  State the kind of Oppositional  Reading assignment. Interpretation 5
 Principles Propositions Organization 5
 Oppositional Propositions  Identify the Equivalent Propositions Content 5
 Contradictories Total=20 pts.
 Contraries
 Subcontraries
 Subalternation
 Equivalent Propositions
 Conversion
 Obversion
 Contraposition
 Inversion

pp. 96-101 Logic for Filipinos 2013, 3rd Edition by

Priciliano T. Bauzon
pp. 101-145 Essential Logic 2010 Revised Edition
by Arnel L. Malitao

MIDTERM EXAM WRITTEN EXAM August 9/10 & 14/15, 2017

(6 hrs.) At the end of the lesson, the students are able to:  Reporting, Lecture, Recitation/Participation 10 pts.
Lesson 6- SYLLOGISM discussion Quiz 20 items
 Reasoning and Argumentation  Know Reasoning and Argumentation  Argumentation
 Categorical Syllogism Argumentation Rubrics
 Distinguished Categorical Syllogism activity using valid
- Organization and Clarity: Main
 Definition and its Varieties inferences arguments and responses are outlined
 Structures and Types  Criticized syllogism by applying  Constructing in a clear and orderly way
 Figures and Moods of Syllogism pertinent rules syllogism 4
 Varieties  Specify the form procedure and state - Use of Argument: Reasons are given
- Entheymeme whether the inference made is valid or to support or against the resolution
- Epichereme invalid 4
- Polysyllogism  Construct Syllogism - Use of Cross Examination and
- Sorites Rebuttal: Identification of Weakness
in Affirmative/ Negative team’s
- Dilemma arguments and ability to defend itself
 Hypothetical Syllogism against attack 4
 Definition and Kinds - Presentation Style: Tone of voice,
- Conditional clarity of expression, precision of
 - Disjunctive arguments all contribute to keeping
- Conjunctive audience’s attention and persuading
them of the team’s case. 4
pp. 135-189 Logic for Filipinos 2013, 3rd Edition - Total 20 pts.
by Priciliano T. Bauzon
Rubrics for Constructing Syllogism
pp. 149-213 Essential Logic 2010 Revised Edition Language 5
by Arnel L. Malitao Organization 5
Content 5
Pronunciation 5
Total=20 pts.
Recitation/Participation 10 pts.
(4 hrs.) At the end of the lesson, the students are able to:  Reporting Quiz 20 items
Lesson 7 – FALLACIES  Oral recitation and
Rubrics for Oral Recitation:
 Origin, Definition, and Importance  Know what is Fallacies its origin, discussions on fallacies
Language 5
 Kinds definition, kinds and its importance Organization 5
Content 5
pp. 191-197 Logic for Filipinos 2013, 3rd Edition Pronunciation 5
by Priciliano T. Bauzon Total=20 pts.
pp. 215-226 Essential Logic 2010 Revised Edition
by Arnel L. Malitao
(4.5 hrs.) Recitation/Participation 10 pts.
Lesson 8- SYMBOLIC LOGIC At the end of the lesson, the students are able to:  Reporting Quiz 20 items
 Activity on symbolic
Rubrics for Topic Reporting:
 Definition  Translate English expressions into logic
Content 4
 The Connectives symbolic form  Activity on molecular Knowledge, understanding 4
 Truth Functions  Determine the correct arrangement of statements in symbolic Delivery/Presentation 4
 Logical Punctuations symbols form Involvement of the Class 4
 Truth  Write molecular statements in symbolic Visuals 4
pp. 251-276 Logic for Filipinos 2013, 3rd Edition form
by Priciliano T. Bauzon  Determine the truth values of the Total=20 pts.
symbols/ symbolized statement.
Rubrics for Activity on Symbolic Logic
Content 10
Graphics 6
Organization 4
Total=20 pts.
(4.5hrs.)  Lecture, Group Recitation/Participation 10 pts.
Lesson 9- PRACTICAL APPLICATIONS At the end of the lesson, the students are able to: Discussion, exercises, Quiz 20 items
 Argument and debate  Compose a five minute affirmative
Rubrics for Class Activity
 Similarity and Difference constructive speech on the
- Ideas and Content: Accurate info,
 Value propositions
shows knowledge and insight
 Argumentation 5
  Process  Organize a debating team using - Component: Utilizes Inquiry in
 Debate Lincoln- Douglas type of debate effective manner, integrate problem
 Objectives  Use the propositions in Logical solving and critical thinking skills
5
 Qualities Calisthenics 1.
- Presentation: Easy to follow, clear lay-
 Functions and kinds of Issues  Conduct a debate utilizing the out, proper use of graphics
pp. 215-229 Logic for Filipinos 2013, 3rd Edition modified Oxford_Oregon Type of 5
by Priciliano T. Bauzon debate - Organization: Logical and effective,
 Translate argument into symbolic good direction, easy to navigate
form 5
- Total= 20 pts.
(3 hrs.) At the end of the lesson, the students are able to:  Reporting Recitation/Participation 10 pts.
Lesson 10 – PROVIDING VALIDITY: RULES  Transform the arguments into symbolic  Graded Argumentation Quiz 20 items
OF UNIVERSAL AND EXISTENTIAL expressions and construct a proof of Exercises
Argumentation Rubrics
QUANTIFICATION validity or invalidity for each argument
- Organization and Clarity 4
 Rule of Universal Instantiation using the rules of instantiation and
- Use of Argument 4
 Rule of Universal Generation generalization. - Use of Cross Examination and
 Rule of Existential Instantiation  Transform the existential into symbolic Rebuttal 4
 Rule of Existential Generalization expressions - Presentation Style 4
.  Transform universal statements into - Total 20 pts.
pp. 309-317 Essential Logic 2010 Revised Edition symbolic expressions using the rules of
by Arnel L. Malitao universal qualification
 Transform singular statements into
symbolic expressions
(3hrs) PERFORMANCE TASK (DEBATE) October 11/12 & 16/17, 2017
FINAL PERFORMANCE TASK
(1 hr.) WRITTEN EXAM October 18/19, 2017
FINAL EXAM

Total 54hrs
VI. PERFORMANCE TASKS
Learning Activities
Final Performance Task
Formal Debate
Specific Instructions
1. Format:
a. There will have two topics for argumentation.
b. Four teams will be assigned. Two teams to grab one topic and the remaining will tackle the other issue for debate.
c. Each pair will have a team for affirmative and shall create a presentation while other team on each pair will be
responsible for creating a negative or opposing presentation.
d. Involvement by each student is required.
2. Guidelines:
a. Affirmative Plan: 4 minutes. This is their introduction. What will they be discussing and why? They need to get
everyone’s attention.
b. Negative Rebuttal: 2 minutes. This is a direct rebuttal to the Affirmative Plan. This team addresses only those issues
identified in the Affirmative Team’s Introduction.
c. Negative Plan: 4 minutes. This is their introduction. They need to get everyone’s attention. What they will be
discussing and why?
d. Affirmative Rebuttal: 2 minutes. Direct rebuttal to the negative plan. This team addresses only those issues identified in
the Negative Team’s introduction.
e. 10-minute break for preparation/ adjustment to argument.
f. Negative Argument: 10 minutes. This is the body of the speech in logical manner. Tell the students to present all the
information they have gathered. Have them use facts, stats, and sources to argue their side. The affirmative Team can
not interrupt during this argument.
g. Affirmative Cross Examination: 8 minutes. Have students ask the tough questions, demand answers, and do anything
and everything they can to counter the argument of the negative. The Negative Team does not ask questions. Their role
is to provide answers only.
h. Affirmative Arguments: 10 minutes. This is the body of the speech in logical manner. Again, have students lay it all out
– facts, stats, sources, have them argue their side. The Negative Team can not interrupt during this argument.
i. Negative Cross Examination: 8 minutes. Have students ask the tough questions, demand answers, and do anything and
everything they can to counter the argument of the negative. The Affirmative Team does not ask questions. Their role is
to provide answers only.
j. 10-minute break to prepare for closing.
k. Affirmative closing: 5 minutes. Tell students to use emotion for a big ending. They’ve seen “TV Lawyers” present their
closings… do it here!
l. Negative Closing: 5 minutes… Same thing… here’s their chance!
3. The debate shall be done in two sessions a week before the final exam. Panelist/s shall be invited to observe and to give
scores.
VII. Required Resources/ Materials/ Readings

1 Facilities
1.1 Library
1.2 Computer/ Internet Laboratory
1.3 Virtual Office

2 Equipment for Lecture

2.1 Computer
2.2 Multimedia, media presenter, overhead projector

3 Attendance:

3.1 Students are expected to attend all class sessions.

3.2 Those who miss more than five (5) class sessions must make up for lost time and will have additional requirement to report.
3.3 Students are allowed a total of five (5) absences for the semester.

4 References:
4.1 Logic: A Mod
4.2 Priciliano T. Bauzon 2013, Logic for Filipinos 3rd Edition. National Bookstore, Mandaluyong.
4.3 Arnel L. Malitao 2010 , Essential Logic Revised Edition. National Bookstore, Mandaluyong.
4.4 Christopher Ryan B. Maboloc/Atty. Edgar B. Pascua II 2012, Elements of Logic An Integrative Approach Revised Edition Rex Bookstore, Manila

5 Course Requirements/Grading Criteria

Class Standing ………………………………………………………………….. 60%
Attendance ……………………………………..0%
Outputs:
Participation...…………………………………..10%
Reporting……………………………………….20%
Written ………………………………………....30%
Performance Tasks/ Periodic Examination…………………… ……………... 40%
Total 100%

 The professor reserves the right to change the schedule and learning activities when needed.
Prepared by:

ARTHUR C SOQUEÑA, MBM Date: June 8, 2017

Checked by:

Ms. LENY V. GAINTANO Date: ___________________

Acting Program Head, BSTrM

Noted by:

DR. HAROLD CARTAGENA Date: ___________________

Director, Tourism and Hospitality Education