In his article “On Teaching Logic,” Peter Geach reminds us of a distinction that will prove convenient in the present context, despite the ambiguity on both sides of the distinction.

A 96 page guide to the background, program, uses for and contact time needed with the CD-ROM A Right to Die? The Dax Cowart Case . This guide is supplied free with every multi-user copy of the CD-ROM, and will prove invaluable for all those planning to use the program in a classroom setting. This guide is not available to purchase separately.

First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

A 96 page guide to the background, program, uses for and contact time needed with the CD-ROM _A Right to Die? The Dax Cowart Case_. This guide is supplied free with every multi-user copy of the CD-ROM, and will prove invaluable for all those planning to use the program in a classroom setting. This guide is not available to purchase separately.

The Issue of Abortion in America is an interactive multi-media CD-ROM created by the award winning Carnegie Mellon team that brought us A Right to Die?: The Dax Cowart Case. In this ground breaking CD-ROM, The Issue of Abortion in America gives users an opportunity to see and hear women and couples speak of the emotional struggles and moral dilemmas they face in their consideration of continuing or terminating a pregnancy. It also places the issue of abortion in the larger (...) social context of medical, legal, philosophical, and religious considerations. The information on the CD is presented in three student friendly sections: * Introduction: offers an introduction to the project as well as an overview of the program. * Case Histories: a set of interactive multimedia modules present situations in which women and couples describe their decisions to continue or terminate a pregnancy. * Resources: Reviews the background context that informs the discussion of the issue of abortion in America along with a summary section of the case histories. (shrink)

“Logic” nominally belongs to the classical trivium, the common ground, the crossroads of traditional liberal education, through which all educated persons would travel. But what sort of “logic” should or could fill that role today? Many teachers of logic today feel pulled in what seem two different directions: towards the more apparently practical utility of the emerging “informal logic” agenda; and towards the more apparently rigorous canon of formal logic, be it deductive or inductive. These alternatives are neither mutually exclusive (...) nor exhaustive of the possibilities of what might constitute an organon for the liberally educated person today. I will review some salient approaches to teaching logic, and some salient issues attending those approaches, focusing on issues regarding the utility of formal deductive logic in modern symbolic guise. (shrink)