Plausible answers as to the nature of our mission as philosophy educators gives us no unique reason to focus on logic as the mathematical tool of interest to philosophers.
Jonathan Weisberg, associate professor of philosophy at the University of Toronto, has created a new open-access book on probability and decision-making. It has the brilliant title Odds & Ends. (more…)
“If we had had confidence that the president clearly did not commit a crime, we would have said so. We did not, however, make a determination as to whether the president did commit a crime.” (more…)
“What would it look like if we taught only the most useful skills from the toolkits of philosophy, cognitive psychology, and behavioral economics?” (more…)
Have you checked out the Open Logic Project recently? Created a few years ago, it’s an open-source, collaborative logic text that has several nice features. One is that the material is modular: it can be “remixed” into individual open-source texts on specialized subjects. There are now a few examples of this. (more…)
Elizabeth Oljar and David Koukal (University of Detroit Mercy) have penned a spirited case for universities entrusting the teaching of critical thinking to departments of philosophy in The Chronicle of Higher Education (may be paywalled). (more…)
Graham Leach-Krouse, assistant professor of philosophy at Kansas State University, has created some remarkable new logic software and has made it free for everyone to use and develop. He has named the software Carnap and describes it in the guest post* below. (more…)
The following is a guest post* by Landon D.C. Elkind (University of Iowa) about the content of philosophy courses that satisfy general education requirements in quantitative or formal reasoning. It originally appeared on his blog. (more…)
“The trouble with physicists who denigrate philosophy is that they read the wrong philosophers, which sad to say is most philosophers.”
Matthias Jenny, who recently received his PhD in philosophy from MIT, has started working in the tech industry. He wrote to share with Daily Nous readers a game he created to help people develop basic logical fluency. (more…)
Philosophy departments often include in their pitch to undergraduates the claim that studying philosophy can improve one’s thinking skills. But does it? (more…)
Occasionally philosophers make claims about the benefits of teaching elementary and high school students philosophy. (more…)
Perhaps you saw this logic problem, purported to have been given to fifth graders in Singapore, flying around social media yesterday:
That’s right: a logic problem has gone viral.
It turns out that the problem was from a math olympiad test for high-school students, but perhaps the “are you smarter than a fifth grader from Singapore” framing helped propel t..
Ruth Millikan, Professor of Philosophy at the University of Connecticut, is the winner of the 2017 Rolf Shock Prize in Logic and Philosophy. The prize, awarded by the Royal Swedish Academy of Sciences (the same organization that awards the Nobel prizes), is 500,000 Swedish krona, or approximately $55,000. (more…)
Philosophers are sometimes thought of as expert thinkers, more rational and less prone to errors in reasoning than others. Whether this is true, though, is an empirical question, and it is one that several researchers have taken up over the past decade or so. Their findings regularly show that philosophers, like the ordinary folk, are susceptible to various cognitiv..
Newflash: teaching students logic improves their logical reasoning skills—at least according to some new research. You may be thinking, “duh,” but that would be a mistake. After all, “teach” isn’t a success term. And as it turns out, “there is little evidence that studying logic itself improves one’s logical thinking.” (more…)
An undergraduate who is interested in pursuing graduate studies in philosophy writes in seeking advice about making up for deficits in his logic background:
I’m a student at a small liberal arts college. I have a double major in Philosophy and Literature. My school’s Philosophy program is very good at what it does, but it is limited. Among other things, there are..
With just a few days before the start of the school year, the Texas Higher Education Coordinating Board has removed from the curriculum a number of courses meant to fulfill the “Language, Philosophy, & Culture” core requirement at the University of Texas Rio Grande Valley (UTRGV). Among the struck courses are several in philosophy, including a number of ethics cours..
The following guest post* is by Thomas Ferguson and Graham Priest (both of CUNY) and appears here via a special arrangement with Oxford University Press and the OUP Blog, at which it is also posted. (more…)
The above photo is a detail from a large, hand drawn chart entitled “Mathematical Logic and Foundations, 1847-1947.” It was made in 1976 by Joel Friedman (I believe this Joel Friedman, emeritus at UC Davis). A print of it has been hanging up in the University of South Carolina Department of Philosophy for as long as anyone here can remember. I do not know whether it..
Buddhist thought, and Asian thought in general, has often been written off by Western philosophers. How can contradictions be true? What’s all this talk of ineffability? This is all nonsense. The constructions I have described show how to make precise mathematical sense of the Buddhist views. This does not, of course, show that they are true. That’s a different matt..
The Open Logic Project, instigated by Richard Zach (Calgary) and including Aldo Antonelli (UC Davis), Andrew Arana (UIUC), Jeremy Avigad (Carnegie Mellon), Gillian Russell (Wash U. St. Louis, soon to be UNC), Nicole Wyatt (Calgary), and Audrey Yap (Victoria), and a student assistant, has created the Open Logic Text, an open-source, collaborative logic text and all a..