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Korean Journal of General Education 2019;13(6):187-203.
Published online December 30, 2019.
Analysis of the current situation of logic as general education
Jinhee Lee
교양교육으로서의 논리교육 현황 분석
이진희
Abstract
The purpose of this study is to analyze the current state of logic education as a general education in universities in Korea. We surveyed courses opened in 2017 at 38 universities. We analyzed the current state of logic education in five categories: the location of the curriculum, the position of the lecturer, course name, and the contents of the lecture. In this study, we found some interesting points. First of all, The most common type of course name was ‘logic-critical thinking.’ Second, regarding the contents of the lecture, the most types were lectures on the entire area of logic. Interestingly, there were many lectures of this type, even in courses with the name ‘logic-critical thinking.’ This phenomenon was a sign that there is a need to reconsider ‘critical thinking’ education. Finally, the proportion of lectures that mainly teach formal reasoning is deficient. Reflecting on these results, we suggested that a standardized system for checking learning outcomes is needed.
Key Words: education of logic, logic, critical thinking, general education, learning outcomes


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