Designed for students with no prior training in logic, INTRODUCTION TO LOGIC AND CRITICAL THINKING offers an accessible treatment of logic that enhances understanding of reasoning in everyday life. The text begins with an introduction to arguments. After some linguistic preliminaries, the text presents a detailed analysis of inductive reasoning and associated fallacies. This order of presentation helps to motivate the use of formal methods in the subsequent sections on deductive logic and fallacies. Lively and straightforward prose assists students in gaining facility with the sometimes challenging concepts of logic. By combining a sensitive treatment of ordinary language arguments with a simple but rigorous exposition of basic principles of logic, the text develops students' understanding of the relationships between logic and language, and strengthens their skills in critical thinking.
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Merrilee Salmon is Professor Emeritus in the Department of the History and Philosophy of Science at the University of Pittsburgh.Review:
"This text is exactly as advertised: an excellent introduction to both formal, sentential logic and informal, inductive reasoning ("critical thinking"). Of the numerous introductory "reasoning" texts that I have surveyed this one remains, to date, the only one currently on the market which extensively covers both deductive and inductive reasoning while remaining highly readable (i.e., does not read like a "math text") - no small feat."
"Merrilee Salmon's text wonderfully demonstrates the fact that both formal deductive logic and informal reasoning (critical thinking) are linked." "the text accomplishes what other logic books always force the instructor to develop on their own: a way to render philosophy and logic relevant to any student in any discipline while simultaneously demonstrating the importance of using language prudently."
"It covers the range of tools that you should want to give to a critical thinker. It also presents wonderful, real-life examples of both the good and the bad in human thought, giving the student a chance to reflect and respond."
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