Logic Against Legend

The bible is full of mysterious ideas and metaphysical concepts that are complex enough to turn our ways upside down . Though , some schools of thoughts put their heads on the block to defend the accuracy of the holy book ; but influenced , at the same time by the spiritual presence of God and the traditional effigy of idolatry , that accuracy is flooded by a stream of doctrines , dogma , norms and traditions . So the author of this book has developed an elaborate rationalization which hold that the code of ethics embodied in the bible produced the humorous theories of nations and peoples that are designed to retard mens understanding of the scriptures . In keeping with the views of religious leaders , and through investigative observations of the scanty knowledge of many teachers of the scriptures , the author has found evidence of a combination of logic and legend .

The question arises whether logic was given to us by God or whether it is the result of human evolution. I believe that at least the modus ponens rule ( A and if A then B implies B) is inherent in humans, but probably many other modern systems (e.g., resource logic, non - monotonic logic etc.) are the result of humans adapating to the environment. It is therefore of interest to study and compare the way logic is used in ancient cultures as well as the way logic is going to be used in our 21st century. This welcome book studies and compares the way formation of logic in three cultures: Ancient Greek (4th century B.C.), Judaic (1st century B.C. – 1st century A.D.) and Indo-Buddhist (2nd century A.D.) The book notes that logic became especially popular during the period of late antiquity in countries covered by the international trade of the Silk Road. This study makes a valuable contribution to the history of logic and to the very understanding of the origions and nature of logical thinking. -Prof. Dov Gabbay, King's College London, UK Andrew Schumann in his book demonsrates that logic step-by-step arose in different places and cultural circles. He argues that if we apply a structural-genealogical method, as well as turn to various sources, particularly, religious, philosophical, linguistic, etc., then we can obtain a more general and more adequate picture of emengence and development of logic. This book is a new and very valuable contribution to the history of logic as a manifestation of the human mind. - Prof. Jan Wolenski, Jagiellonian University, Poland The author of the Archaeology of Logic defends the claim, calling it "logic is aftter all", which sees logical competence as a practical skill that people began to learn in antiquity, as soom as they realized that avoiding cognitive biases in their reasoning would make their daily activities more successful. The in-depth reading of the book with its diving into the comparative quotations in the long dead or hardly known to most of us languages like Sumerian-Akkadian, Aramatic, Hebrew and etc, will be rewarded by the response that the logical competence is diverse and it can be trained, despite the inevitabilitiy of the reasoning fallacies; and that critical discussions and agaonal character of the social lide are the necessary tools for that. - Prof. Elena Lisanyuk

Originally published in 1967. The common aim of all logical enquiry is to discover and analyse correctly the forms of valid argument. In this book concise expositions of traditional, Aristotelian logic and of modern systems of propositional and predicative logic show how far that aim has been achieved.

Help your students develop logical reasoning and critical thinking skills. This new book from bestselling authors and popular consultants Tammy Jones and Leslie Texas offers authentic logic-building activities and writing strategies that can be used across all subject areas in grades K–5. Filled with hands-on activities and photocopiable tools, Strategic Journeys will help you guide students into deeper thinking to go beyond the surface of content to true understanding. Topics include: Identifying opportunities for students to engage in meaningful and relevant writing across the content areas; Introducing a logical reasoning process, questioning structure, and bridging models to allow students to delve deeper into problems; Incorporating literature to increase student engagement and make content come alive for your students; Building vocabulary and literacy skills through fun activities aimed at increasing proficiency; Using the Three Phases of Logical Reasoning to plan lessons effectively, help students reflect on their progress, and implement the strategies successfully. The strategies in this book have been implemented in hundreds of classrooms around the country, and have been proven to increase student engagement, promote higher-order thinking and in-depth reasoning, and improve overall achievement.

Human knowing is examined as it emerges from classical empirical psychology, with its ramifications into language, computing, science, and scholarship. While the discussion takes empirical support from a wide range, claims for the significance of logic and rules are challenged throughout. Highlights of the discussion: knowing is a matter of habits or dispositions that guide the person's stream of consciousness; rules of language have no significance in language production and understanding, being descriptions of linguistic styles; statements that may be true or false enter into ordinary linguistic activity, not as elements of messages, but merely as summaries of situations, with a view to action; in computer programming the significance of logic, proof, and formalized description, is incidental and subject to the programmer's personality; analysis of computer modelling of the mental activity shows that in describing human knowing the computer is irrelevant; in accounting for the scholarly/scientific activity, logic and rules are impotent; a novel theory: scholarship and science have coherent descriptions as their core. The discussion addresses questions that are basic to advanced applications of computers and to students of language and science.

This book traces the development of Dialectical Logic within the history of modern western philosophy, culminating in Marx s materialist dialectics. It brings out the essential contours of Logic through a detailed exposition of the ontological and epistem

A Legend Is Reborn in the American Apocalypse. My name is Rob Huntington. If this new world has shown me anything, it's that once things are taken from you, they are never coming back. Good thing I never was a fast learner. "A blistering pace mixed with incredible heart, and a nail biting narrative rounds out this spectacular trilogy. Read these books." -Amazon Reviewer THE AMERICAN REBIRTH SERIES BOOKS 1-3 Hood Legends American Rebirth Civilization is gone. The world needs Legends once again. A young man named Rob "Hood" Huntington and his sister Taylor must rise up from the ashes of D.C. to become leaders of good people surviving the apocalypse. An older ex-cop, John "Whiskey" Torres is the mentor they need to help them survive the madness of post-civilization America. In the vacuum of government that follows, two wasteland kings rise to power: Richard "the Crusader" Leone, and a ruthless despot called The Kaiser. Sooner or later, war will come to Hood, Taylor and Whiskey's doorstep. A war they cannot escape. After all, history will not be denied its legends. Buy the Amazon Post-Apocalyptic Bestselling American Rebirth Series books 1-3 at a discount with this Box Set Trilogy!

The Lvov-Warsaw School was active in all spheres of philosophy. Its members worked in the border area between philosophy and disci plines such as psychology, linguistics, and literary theory. But its most important achievements were without doubt in logic and philosophical analysis based on logic. The present book is concerned with fields to which the Lvov-Warsaw School made its most important and famous contributions. Data on the School as a whole are included only in the first and last part of the book. This work is based on my monograph (1985), which appeared in Polish. But it is not merely a translation, because some fragments of the Polish version have been omitted (e. g., the chapter on ethics), and some have been revised. Many persons helped me in my work on the book in Polish as well as on the present edition. I must first mention the late Izydora D~mbska, to whom this book is dedicated. On various detailed issues I have availed myself of advice and information given to me by Stefan Amsterdamski, Zdzislaw Augustynek, Kazimierz Czarnota, Henryk Hii, Boleslaw Iwanus, Jacek Jadacki, Jacek KabziIiski, Stanislaw Kiczuk, Tomasz Komendzinski, Janina Kotarbinska, Czeslaw Lejewski, Jerzy Perzanowski, Marian Przet~cki, the late Jerzy Slupecki, Klemens Szaniawski, Stefan Zamecki, Zbigniew Zwinogrodzki i Jan Zygmunt. I am indebted to Jaakko Hintikka for suggesting that my book be trans lated into English and published by Reidel. Olgierd Wojtasiewicz helped me to prepare the English text.