Iranian Association of Logic
Owner
Iranian Association of Logic (IAL) is the owner of Logical Letter.
Volume 1, Issue 1 (2026)
3 2026, 1(1): 36-42 |
Back to browse issues page
Request Type: Original Research |
Received: 2026/10/21 | Accepted: 2027/01/2 | Published: 2027/01/2
Received: 2026/10/21 | Accepted: 2027/01/2 | Published: 2027/01/2
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ranjbari F. Why Teach Logic? Reflections on Logic Education in Schools and Universities. 3 2026; 1 (1) :36-42
URL: http://daneshafarand.org/article-9-87272-en.html
URL: http://daneshafarand.org/article-9-87272-en.html
Tarbiat Modares University
Abstract: (1 Views)
Aims This article asks what logic education is for, what research says about its effects, and how logic teaching in schools and universities, particularly in Iran, might be improved.
Approach The article reviews three common justifications for teaching logic, examines evidence from the psychology of reasoning and from mathematics education on what students learn from logic courses, and considers the current place of logic in Iranian curricula. It ends with practical proposals.
Main Points Logic is commonly taught in order to improve reasoning in general, to support the study of mathematics and computer science, and as part of a liberal and philosophical education. Research shows that formal logic courses do not automatically improve everyday reasoning, but that well-designed teaching that connects formal rules with meaningful contexts can have real effects. Students' difficulties with implication and quantifiers are a major obstacle in learning mathematical proof.
Conclusion Logic deserves a secure place in education, but its value depends on how it is taught. Integrating traditional and modern logic, teaching for transfer, using software tools and investing in teacher preparation are the main priorities.
Approach The article reviews three common justifications for teaching logic, examines evidence from the psychology of reasoning and from mathematics education on what students learn from logic courses, and considers the current place of logic in Iranian curricula. It ends with practical proposals.
Main Points Logic is commonly taught in order to improve reasoning in general, to support the study of mathematics and computer science, and as part of a liberal and philosophical education. Research shows that formal logic courses do not automatically improve everyday reasoning, but that well-designed teaching that connects formal rules with meaningful contexts can have real effects. Students' difficulties with implication and quantifiers are a major obstacle in learning mathematical proof.
Conclusion Logic deserves a secure place in education, but its value depends on how it is taught. Integrating traditional and modern logic, teaching for transfer, using software tools and investing in teacher preparation are the main priorities.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |