This article describes a specific pedagogical context for an advanced logic course and presents a strategy that might facilitate students’ transition from the object-theoretical to the metatheoretical perspective on logic. The pedagogical context consists of philosophy students who in general have had little training in logic, except for a thorough introduction to syllogistics. The teaching strategy tries to exploit this knowledge of syllogistics, by emphasizing the analogies between ideas from metalogic and ideas from syllogistics, such as existential import, the distinction (...) between contradictories and contraries, and the square of opposition. This strategy helps to improve students’ understanding of metalogic, because it allows the students to integrate these new ideas with their previously acquired knowledge of syllogistics. (shrink)