This biannual learning unit __is not being organized__ in 2017-2018 !

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At the end of the course the student should be able to understand the background of current debates in logic
At the end of the course the student should : |

*The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.*

__Non-classical logics for philosophical problems__In this course the students will become acquainted with non-classical logic methods to solve philosophical problems. Classical logic is not suitable as a means to explain and analyze scientific and everyday reasoning by human agents. For some applications classical logic validates unreasonable conclusions, and for other application its logical vocabulary is simply inadequate. The main non-classical logics with philosophical motivation will be studied and general techniques will be acquired. Moreover, students will be introduced to contemporary research questions in non-classical logic.

More specifically, the following research questions will be handled:

- how can we understand the use of counterfactual or subjunctive conditionals?

- how can we reason from inconsistent data? (paraconsistent logics)

- how can one warrant that the antecedents of logical implications are relevant for their conclusions (and vice versa)? (relevance logics)

- how can we reason with obligations and permissions? (deontic logics)

- what is the logic of constructive proofs in mathematics? (intuitionistic logic)

- how can we formalize reasoning with revisable conclusions? (adaptive logics)

Lou Goble, ed., The Blackwell guide to philosophical logic, Wiley-Blackwell, 2001.

Graham Priest, An introduction to non-classical logic: from if to is (2nd ed.), Cambridge University Press, 2008.

Christian Straßer, Adaptive Logics for Defeasible Reasoning. Applications in Argumentation, Normative Reasoning and Default Reasoning, Springer, 2014.

**EFIL**