Logic is not merely another subject in the curriculum; it is the foundation upon which all true education rests, the means by which the mind is trained not merely to absorb information but to think.
Mr. Rose has it correct when he says, “For logic is not merely another subject in the curriculum; it is the foundation upon which all true education rests,..” In fact, logic is not a subject in the curriculum at all. Why does my dog come up to me and infallibly lick my hand? Because that is where the treat comes from. Why do we put a coat on, before we go outside on a cold day? Because we know that a coat helps hold body heat. These are things learned through logic. But it is not logic that is learned, it is relationships, hand-treat and cold-coat that is learned. Every organism that learns has logic. It is the inventory of learned concepts that develops or grows through exposure to the environment with which one comes in contact, not logic In schools, much of the students’ experience is controlled by a teacher especially in the learning of academic concepts or content.
Every thing is a concept, and concepts are everything. Every concept has attributes that belong solely to that concept by which it is defined. The task of teaching (education) is to describe concepts to students by communicating their unique, immutable attributes. Concepts that have identical attributes are the same thing. But if the teacher attributes to a concept a characteristic that does not belong to it, the student may become confused. Their logic has been given the wrong information. That is why they did not learn. Logic is never wrong. Not learning is never, NEVER, the student’s fault. It is always the teaching that is at fault. Even if the correct information was “presented” to the student, but the student did not “get” it, the student is working without the full set of peculiarities for that concept. It should be that that is also the fault of the instruction/instructor. In general, education does not live by this rule. It should be allowed to blame the student, because that provides educators with the perfect cop out.
Mr. Rose has it correct when he says, “For logic is not merely another subject in the curriculum; it is the foundation upon which all true education rests,..” In fact, logic is not a subject in the curriculum at all. Why does my dog come up to me and infallibly lick my hand? Because that is where the treat comes from. Why do we put a coat on, before we go outside on a cold day? Because we know that a coat helps hold body heat. These are things learned through logic. But it is not logic that is learned, it is relationships, hand-treat and cold-coat that is learned. Every organism that learns has logic. It is the inventory of learned concepts that develops or grows through exposure to the environment with which one comes in contact, not logic In schools, much of the students’ experience is controlled by a teacher especially in the learning of academic concepts or content.
Every thing is a concept, and concepts are everything. Every concept has attributes that belong solely to that concept by which it is defined. The task of teaching (education) is to describe concepts to students by communicating their unique, immutable attributes. Concepts that have identical attributes are the same thing. But if the teacher attributes to a concept a characteristic that does not belong to it, the student may become confused. Their logic has been given the wrong information. That is why they did not learn. Logic is never wrong. Not learning is never, NEVER, the student’s fault. It is always the teaching that is at fault. Even if the correct information was “presented” to the student, but the student did not “get” it, the student is working without the full set of peculiarities for that concept. It should be that that is also the fault of the instruction/instructor. In general, education does not live by this rule. It should be allowed to blame the student, because that provides educators with the perfect cop out.