Introduction
The three syllabi–from the University at Buffalo, the University of Washington, and San Bernardino Valley College–are devoted to the same subject of entry into logic. However, they have significant similarities and differences that must be taken into account and considered in the future.
Shared Structure and Themes Across Logic Syllabi
The programs follow the universal requirements for syllabi, such as what texts students should study and what tests will be offered for completion. These manuals are aimed at facilitating teachers’ work and better orienting students in the educational process. In order to clearly understand the goals of the course of studying logic set for students, they need to be aware of what material they have to learn and for what purposes it should be used. This requires an apt comparison of the two proposed syllabi with the syllabus for this class and clarification of their shared and different aspects.
All three syllabi have common motifs according to the subject for which they were composed. The main topics in all programs are the presentation of educational material on deductive logic, propositional logic, predicate logic, and proof. In addition, the common element of programs is that they have texts that students must study to understand the topic better and build on the learning process (Cohen; Beebe; San Bernardino Valley College).
In addition, study hours are also a standard mandatory part of programs, in connection with which a clearly defined framework for classes and exams is allocated for students. A common aspect of syllabi is describing the instructions for teachers to follow during work. Thus, all three syllabi have similarities in structure and the general information they provide to students and teachers.
Differences in Course Level, Delivery, and Assessment
Nevertheless, despite all the general similarities in the construction structures of the two curricula, they have significant differences. One such element is that Professor Cohen’s syllabus for Philosophy 120A is intended for students who are at the beginning of their study of logic, as it provides less extensive concepts (Cohen).
The second course, PHI 215 from Beebe Ph.D., is designed for students more deeply familiar with the Philosophy and Logic course (Beebe). The syllabus for this class, Philosophy 103, differs from the others in that it presents the program for learning online rather than on campus, like the other two syllabi (San Bernardino Valley College). Thus, the syllabus for the class stands out in particular compared to the other two.
This difference is reflected in the expectations of taking courses, which result in a different number of assessment programs and the format of meetings with professors. Thus, Professor Cohen’s syllabus includes three intermediate exams, one students take at the end of their studies (Cohen). At the same time, the Beebe Instructor syllabus is structured to include weekly quizzes, several midterms, and one major (Beebe).
This shows a significant difference in the intensity of the two training programs. At the same time, Philosophy 103 differs in that it has the properties of other programs, such as the final exam and intercessional essays (San Bernardino Valley College). The difference in testing and checking students’ knowledge is the most significant in the syllabi.
Every program has positive aspects, such as being well-organized and setting clear student tasks and expectations. The syllabi also provide all the necessary literature for learning, on which students must rely. A positive aspect of the Philosophy 103 syllabus is that the tasks contain several essays allowing students to express their opinions (San Bernardino Valley College). Another positive side is that the syllabi provide the exact number of teaching hours during which the program will last. Teachers’ contact information is also present in the syllabi, which can be said to be about the presence of feedback.
Despite many positive aspects of all programs, they contain some drawbacks. One such negative factor is that the Philosophy 120A syllabus places a great emphasis on lectures, which reduces the total amount of time allotted to students for free discussion of the topic in class and interaction with each other (Cohen). At the same time, the PHI 215 syllabus is based more on quizzes and exams, which reveals the problem of insufficient presentation of the topic to students (Beebe). In the Philosophy 103 program, one can single out as a minus many tasks related to Discussion Board posting instead of traditional discussions (San Bernardino Valley College). Thus, all syllabi have shortcomings that can be revised to achieve the maximum effect on learning.
Suggested Improvements and Additions
Some elements are necessary in the context of changes that could be made to the logic class syllabus. Firstly, it is necessary to think over and competently design the conversations in classes and their frequency. The possibility of free expression for students is an essential element of learning and contributes to their development and better perception of information. In this regard, it would be necessary to make changes regarding group work to structure it by dividing students into discussion groups. This, in turn, can lead to another change, such as reducing the testing frequency and assessing students through the knowledge they demonstrate during the discussion.
In programs, some elements should be eliminated to make the syllabi more effective. For the Philosophy 120A program, these parts are part of the exercises and additional materials. A large amount of literature has positive consequences for students who want to understand the topic as deeply as possible. However, for many people, studying a large amount of material can become an overly time-consuming and challenging task. Additional readings could be placed in the syllabus as recommended, but they are not required.
At the same time, the PHI 215 program also has aspects such as the mandatory purchase of required textbooks. Instead, students could be provided with freedom of choice of literature that has a similar meaning so that they can choose what interests them most. For the Philosophy 103 course, a possible element that should be eliminated is the discussion of too many posts for this program.
At the same time, some elements could be added to the syllabus. These could be interactive, online lectures, podcasts, or audio materials. This can provide a better approach to learning by making the program more fun and thus motivating students. In addition, a valuable addition to the current program may be the opportunity for students to practice deductive reasoning to better understand how it works. This can be done with the help of specific tasks and exercises to develop logical thinking skills and helping students with new knowledge before taking new courses and final exams.
Conclusion
In conclusion, syllabi are an integral part of the curriculum, which significantly facilitates the teaching process for professors and students. They are also important to give a clear idea of the course being taken and to inform about which classes are intended for lectures, discussions, or examinations. Thus, a direct comparison of syllabi is an important element that can help identify their strengths and weaknesses to further improve the quality of the educational process.
Works Cited
Beebe, James. “Introduction to Deductive Logic.” University at Buffalo, 2006. Web.
Cohen, Marc. “Introduction to Logic.” University of Washington, 2007. Web.
San Bernardino Valley College. “Introduction to Logic: Argument and Evidence.” n. d.