On the Teaching of Logic

A Historical Perspective

Abstract

I compare the early years of university teaching of logic in the Russian Empire, characterized by the propaedeutic character of logic, dependence on a good textbook and close substantive and didactic connection with metaphysics, as well as the development of the university course of gymnasium teaching of logic, in which an important role was given to the problems of practical logic, with the current situation of university logic teaching in the Russian Federation. I demonstrate that with the traditional beginning position of logic in the process of university teaching, it has largely lost its former propaedeutic content, and due to the lack of logic teaching in schools, it cannot start from a higher level, assuming the primary acquaintance with the subject. The practical logic has almost completely disappeared from university logic courses, and new, alternative academic disciplines are claiming to fulfill its functions. Despite the variety of new manuals and handbooks on logic, there has never been a textbook that would convincingly demonstrate and justify the importance of logic in the changed circumstances. I think that failure to deal with these problems will lead to further elimination and reduction of logic courses not only in non-philosophy departments but also in philosophy faculties.