SETS OF EXAMINATION QUESTIONS FOR TRAINING SCHOOLS AND COLLEGES.
Answer ten questions. Time, 2 hours.
Set I.
1. Define and illustrate obversion and state the principle which conditions the process.
2. Give directions for making the following propositions logical:
(1) Only first class passengers may ride in parlor cars.
(2) All who claim to be pious are not pious.
(3) “Blessed are the merciful.”
3. Write a theme of 200 words on “Logic and Life.”
4. Put into syllogistic form and test the validity of this argument. “We are going to have an open winter because the hornets’ nests are near the ground.”
5. Justify the teaching of logic in an institution which offers courses in Educational Theory.
6. Correct the following definitions, stating the rules violated:
(1) A man is an organized entity whose cognitive powers function rationally.
(2) A bird is an animal that flies.
(3) A scholar is an educated man with scholarly attainments.
7. Prove that in the first figure the minor premise must be affirmative.
8. Investigate a case of habitual tardiness by making use of the canon of difference.
9. Describe with illustrations the various ways of begging the question.
10. Why should classification rather than logical division be the mode of procedure in the case of small children? Illustrate.
11. Illustrate the following:
(1) non connotative term,
(2) undistributed middle,
(3) fallacy of accident.
Set II.
Answer ten questions. Time, 2 hours.
Throw the following into the form of a syllogism and criticise, giving reasons:
1. “I do not know how to teach school as I have had no experience.”
2. “Only the honest should be in business and you are not honest.”
3. Why should all teachers study logic? Give arguments in full.
4. Describe Mill’s methods of induction and illustrate one.
5. Give and explain the rules of logical definition.
6. Explain the distribution of terms and illustrate by circles the meaning of the four logical propositions.
7. Define the following:
(1) teaching,
(2) extension of terms,
(3) obversion,
(4) hypothesis,
(5) relative term.
8. Give a class room illustration of the Complete Method.
9. Distinguish between
(1) distributive and collective terms,
(2) analysis and deduction,
(3) logical division and classification.
10. Illustrate the following:
(1) contradictory proposition,
(2) analogy,
(3) law of identity,
(4) singular term,
(5) univocal term.
11. Convert, if possible, the following:
(1) Some men are honest.
(2) All that glitters is not gold.
(3) All kings are fallible.
Set III.
Answer ten questions. Time, 2 hours.
1. Investigate by the Joint Method of Induction this question: “Why is John absent so often?”
2. Explain and illustrate:
(1) contradictory propositions,
(2) illicit middle,
(3) obversion,
(4) contraversion,
(5) synthesis.
3. State and exemplify the rules of logical division.
4. Write a theme of at least 150 words on one of the following:
(1) Induction as the Discoverer’s Method.
(2) A Rational View of Success.
5. Define logically:
(1) teaching,
(2) deduction,
(3) education,
(4) analysis,
(5) money.
6. Distinguish between the extension and intension of terms.
7. Exemplify:
(1) an absolute term,
(2) the complete method,
(3) non connotative terms,
(4) fallacy of accident,
(5) hypothesis.
8. “Educated among savages, he could not be expected to know the customs of polite society.” Is this valid? Reasons.
9. “The signs indicate that you are either stupid or unprepared; but the past proves that you are not the former.” Test the validity.
10. Discuss comprehensively one of the following topics:
(1) The Fallacies.
(2) Thinking.
(3) Abbreviated Arguments.
Set IV.
Answer ten questions. Time, 2 hours.
1. Exemplify:
(1) the law of variation in the extension and intension of terms,
(2) a distributed predicate.
2. Indicate with explanation the logical errors:
(1) A teacher assumes that the “bad boy of the school” is going to cause trouble in her room.
(2) All the men of the Commission are fair minded men, hence they will render a fair decision.
3. What experimental method of induction is the most positive in its conclusion? Illustrate this method.
4. State and illustrate the rules of logical definition.
5. Obvert each of the four logical propositions. Explain the principle involved.
Test the validity of the following arguments:
6. “Horses, not being human, cannot reason.”
7. “Only the industrious deserve to succeed and you have never done a hard day’s work in your life.”
8. “If you had been wise, you would have refused to stoop to the methods of the firm, but you were not wise.”
9. From this premise construct a valid syllogism: “All large cities owe their size to some commercial advantage.”
10. Define and illustrate the following: analogy, hypothesis, thinking, connotative term, relative term.
11. Distinguish between:
(1) Analysis and deduction.
(2) Logical division and classification.
(3) Relative and absolute identity.
Set V.
Answer ten questions. Time, 2 hours.
Test the validity, giving reasons:
1. All successful teachers are industrious, but you are not industrious because you are not successful.
2. John was a troublesome boy in the first and second grades, therefore he is going to make trouble for the third grade teacher.
3. Teaching is the art of imparting knowledge. Criticise, giving reasons. Define correctly, pointing out the essentials.
4. Explain the extensional and intensional use of terms and illustrate the law of variation.
5. Describe Mill’s experimental methods of induction. Symbolize the joint method.
6. Define the following: analysis, law of identity, obversion.
7. Illustrate the laws of thought.
8. Write on one of the following topics:
(1) Complete Method,
(2) Right Thinking.
9. “The science of logic never made a man reason rightly.” Discuss this question.
10. Explain and illustrate the enthymeme.
Set VI.
Answer ten questions. Time, 2 hours.
1. Exemplify the following:
(1) illicit minor,
(2) begging the question,
(3) law of excluded middle,
(4) inductive method.
2. Write a short theme on one of these topics:
(1) Thinking.
(2) Logical Terms.
Test the validity of the attending arguments, giving reasons:
3. “He who talks much usually says little and you are certainly a great talker.”
4. “You must be industrious, since only such truly succeed.”
5. Illustrate and give the characteristic marks of the joint method of induction.
6. Summarize the benefits to be derived from a study of logic.
7. State and illustrate the rules of logical definition.
8. Distinguish between
(1) extension and intension,
(2) opposite and contradictory terms,
(3) analysis and synthesis.
9. Define and illustrate hypothesis, obversion, sorites, hypothetical argument.
10. Explain and illustrate the three forms of induction.
11. Distinguish logically between a teacher and an instructor.