МІНІСТЕРСТВО ОСВІТИ І НАУКИ

Горлівський державний педагогічний

інститут іноземних мов

С.П. БАЛІНЧЕНКО

ЛОГІКА

Збірник завдань та вправ

англійською мовою

LOGIC

Tasks and Exercises

Затверджено на засіданні кафедри філософії та політології

Горлівського державного педагогічного інституту іноземних мов

(протокол № 3 від 03.11.2010)

Горлівка „ГДПІІМ” 2011

ББК Ю 87.4

УДК 161

Л69

Логіка [Збірник завдань та вправ англійською мовою] / Укладач С.П. Балінченко. – Горлівка : ГДПІІМ, 2011. – 37 с.

Збірник завдань та вправ англійською мовою є складовою частиною методичного комплексу до викладання логіки в експериментальних групах. Посібник містить класичні задачі та фрагменти автентичних художніх творів англійською мовою і є розрахованим на філологічний профіль вищого навчального закладу. Збірник можна використовувати під час підготовки до семінарів і контрольних робіт з логіки за кредитно-модульною системою, а також під час вивчення низки дисциплін філологічного профілю.

ББК Ю 87.4

Contents

INTRODUCTION 4

SEMINARS ON LOGIC 5

CONCEPT 6

Tasks and Exercises 6

Final Test 7

PROPOSITION 9

Tasks and Exercises 9

Final Test 11

SYLLOGISM 14

Tasks and Exercises 14

Final Test 17

LAWS AND ARGUMENTATION 19

Tasks and Exercises 19

Final Test 30

FURTHER READING 32

WEB RESOURSES 34

BASIC NOTIONS (in English, Ukrainian and Russian) 35

Introduction

Hermeneutical revolution, initiated by Ludwig Wittgenstein at the beginning of the twentieth century, made logic and linguistics inseparable both cognitively and methodologically. Living in the tidal line of this correlation, modern linguists should be able to operate with logic notions and means while realizing comparative study and investigation of language elements and structures. Notions of concept, proposition and syllogism should become the organic part of the cognitive world of philologists and teachers-to-be as it enables understanding of basic universal laws and models of thought.

These are the main reasons that make up the fundamentals of the course in logic. To show the laws and models being applied to the language units and structures, the tasks and exercises contain the abstracts from the authentic texts by English writers and scientists. The succession of four topics for discussion involves the variety of means and forms of traditional and symbolic logic: Concept, Proposition, Syllogism, Laws and Argumentation. This also provides the necessary links between logical and linguistic notions, like “concept - name”, “proposition - sentence” and “syllogism - discourse”.

In accordance with the modern European educational tendencies, the guide is mainly aimed at self-teaching and self-assessment. Self-teaching is supported via suggested further reading and web resources with authentic coursebooks and tests online. The final tests at the end of each chapter allow students to summarize the knowledge and to evaluate the efficiency in the main logical operations within the topic.

The guide can be used while getting ready for the seminars and tests in logic and as an additional material for some linguistic courses (stylistics, discourse analysis, lexicology).

SEMINARS ON LOGIC

SEMINAR 1. CONCEPT

1. Scope and content. Law of inverse relation between scope and content.

2. Types of sets and concepts. Connected and comparable concepts.

3. Venn’s diagrams.

4. Denoting and classification.

SEMINAR 2. PROPOSITION

TEST 1. CONCEPT

1. Modality.

2. Simple propositions. Logical square.

3. Complex propositions. Making formulae.

4. Truth tables.

SEMINAR 3. IMMEDIATE AND MEDIATE SYLLOGISMS.

TEST 2. PROPOSITION

1. Immediate inferences. Obversion and conversion.

2. Mediate inferences. Categorical syllogism (rules).

3. Figures, terms and modes of categorical syllogisms. Validity.

4. Polysyllogism. Sorites.

5. Modus ponens and modus tollens.

6. Dilemma.

SEMINAR 4. LAWS AND ARGUMENTATION

FINAL TEST. SYLLOGISM

1. Basic laws of logic.

2. Argumentation rules and mistakes.

CONCEPT

A. In each of the following sentences, replace any boldfaced words with more abstract ones, and any italicized with more concrete ones (based on David Kelley. The Art of Reasoning). Name the logical operations. Diagram the sets of concepts.

1. The tall stranger whirled around and dashed his drinking implement against the fireplace.

2. “So the elephant has turned westward,” said the inspector. “However he will not escape, for my men are scattered all over that region” (Mark Twain, The Stolen White Elephant)

3. She took out a jar, and, looking around for a plate, found half of one by the door. These things she carried out to the porch steps, where she sat down. (Toni Morrison, Beloved)

4. About suffering they were never wrong

The Old Masters: how well they understood

Its human position... (W.H. Auden, Museé des Beaux Arts)

5. In secret we met –

In silence I grieve,

That thy heart could forget,

Thy spirit deceive. (Lord Byron, When We Two Parted)

В. Each of the following passages proposes a system of classification. Identify the concepts, and note any points at which the passages fail to make genus-species relationships clear (based on David Kelley. The Art of Reasoning).

• “The human species, according to the best theory I can form of it, is composed of two distinct races, the men who borrow, and the men who lend.” (Charles Lamb, Essays of Elia)

• “Q. What is the difference between turtles, tortoises and terrapins?

  • Turtles, tortoises and terrapins all belong to a group of four-legged reptiles that have hard outer shells, scaly skin, and horny beaks. They are in the order Chelonia or Testudinata. Generally, turtles live in salt water; those that live on land are called tortoises. A few edible fresh-water turtles are called terrapins.” (New York Times, January 6, 1987)

C. Analize the classifications given in the poem below. Define their principles and state whether the classifications are valid.

Finally my Hiawatha

Tumbled all the tribe together,

('Grouped' is not the right expression),

And, as happy chance would have it

Did at last obtain a picture

Where the faces all succeeded:

Each came out a perfect likeness.

Then they joined and all abused it,

Unrestrainedly abused it,

As the worst and ugliest picture

They could possibly have dreamed of.

'Giving one such strange expressions -

Sullen, stupid, pert expressions.

Really any one would take us

(Any one that did not know us)

For the most unpleasant people!'

(Hiawatha seemed to think so,

Seemed to think it not unlikely).

All together rang their voices,

Angry, loud, discordant voices,

As of dogs that howl in concert,

As of cats that wail in chorus… (Lewis Carroll. Hiawatha’s Photographing)