| 授業名 | Logical Thinking |
|---|---|
| Course Title | Logical Thinking |
| 担当教員 Instructor Name | Frendy |
| コード Couse Code | NUC411_N19B |
| 授業形態 Class Type | 講義 Regular course |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2019 UG Nisshin Term3 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
授業の目的（意義） / Importance of this course
The Logical Thinking course is designed to provide understanding on how logic can be practically used to evaluate arguments. Students are expected to apply various logical thinking tool sets by demonstrating critical problem solving and decision-making skills through active group and class discussions. This course will provide students with essential toolsets and skills required to evaluate arguments and how to avoid common mistakes in reasoning.
Course Objectives:
• Identify various types of arguments (persuasion, justification, and explanation).
• Evaluate validity and soundness of arguments.
• Analyze and distinguish deductive and inductive reasoning.
• Apply logic principles to solve decision making and ethical problems.
• Identify common mistakes in reasoning.
Course Objectives:
• Identify various types of arguments (persuasion, justification, and explanation).
• Evaluate validity and soundness of arguments.
• Analyze and distinguish deductive and inductive reasoning.
• Apply logic principles to solve decision making and ethical problems.
• Identify common mistakes in reasoning.
到達目標 / Achievement Goal
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
受講後得られる具体的スキルや知識 Learning Outcomes
After completion of the course, students are expected to be able to:
1. Gain an understanding of the concepts and functions of language as a basis of forming arguments.
2. Identify valid and sound arguments by clarifying argument’s premise and form.
3. Employ fundamental reasoning skills for evaluation of information.
4. Recognize common logical fallacies and how to avoid them.
5. Critically discuss and debate case studies related to decision making and ethics.
1. Gain an understanding of the concepts and functions of language as a basis of forming arguments.
2. Identify valid and sound arguments by clarifying argument’s premise and form.
3. Employ fundamental reasoning skills for evaluation of information.
4. Recognize common logical fallacies and how to avoid them.
5. Critically discuss and debate case studies related to decision making and ethics.
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 40 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 60 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
Student’s Responsibilities:
1. The course requires continuous work throughout the term, which includes reading and solving cases conceptually and numerically, and participating in the group presentations and individual position paper.
2. Students must meet ¾ or more of attendance rate (of the total lecture time) for each course in order to be eligible for credits and grades. Failure to attend all class sessions will negatively impact the final grade. Class sessions should not be missed unless an emergency takes place, in which case students should notify the instructor via email before class.
3. Use of phone, tablet, smartwatch and other communication devices for purposes other than learning are strictly prohibited during class. Students using the laptop for non-learning purposes during the classroom will be noted, and it will negatively impact the final grade.
Office hours are available for students who need further clarification of concepts presented in lecture and require further assistance understanding the concepts.
Access to University Electronic Mail and Google Classroom:
Students are expected to have access to university email and Google Classroom. The syllabus, lecture slides, and other pertinent information will be distributed by Google Classroom, and students are expected to check it frequently.
Learning Method:
This course combines the use of the following learning methods: active learning method through lectures and weekly group presentations; writing class notes; case discussion; and writing the individual position paper.
Case Method – Think, Argue and Learn
It is important that you adequately prepare for assigned case discussions prior to each class session. You will be expected to have reviewed and “solved” the case prior to the actual class discussion. Individual case solution to assignments should be uploaded to Google Classroom well before the class and it will be graded.
At the beginning of each class session, 20 minutes will be dedicated to group discussion on case(s) that have been assigned for discussion on that day. The member of each group will be randomly assigned at the beginning of each class session. Within the group, you are expected to first individually reflect on how you would answer the questions for the case. Then you should clarify your individual analysis in the class discussion session. Active discussion on both the group and in-class sessions is encouraged and will be assessed.
Class Notes
The lecturer will distribute a blank class notes at the beginning of the class. Students will write the summary of learning points they learned and their contribution to both the class and the case discussion during the class (1 page). The handwritten class notes will be submitted at the end of the class.
Group Presentation – Presenting and Evaluating Arguments
The class will be divided into five groups. The group presentation will begin from Week 3 of the course. Each group will argue for a certain position regarding an interesting topic that the group decide among themselves with the approval from the lecturer. The presenter group is responsible for presenting persuasive arguments to support its position. Other students not participating as the presenter must contribute through lively debate, delivery of supporting or contrasting opinions, questions, criticism, or cross-examination. Class order and respects must be maintained at all time during the presentation.
Examples of topics that students could present include: foreign policy, scientific issues, business policy, ethical problems, and health issues. The topics can cover historical, current, hypothetical, or future scenarios. The group presentation should be delivered in 30 minutes presentation (including a Q&A session).
Each group should include the following contents in the presentation:
1. The group should discuss the motivations of choosing the presented topic.
2. After the topic is decided, you should provide strong and convincing evidence that represents premises of your argument. These premises then support a certain conclusion on the topic. The combination of the conclusion and premises represents the main structure of an argument of the chosen topic.
3. Your group should research and anticipate the opposing arguments (collections of a conclusion and supporting premises) that counter the conclusion of your chosen topic. Your group should be able to explain the reasoning why the opposing arguments are not as convincing as your main arguments.
4. Summarize the overall arguments in the conclusion.
Individual Position Paper (Final Term Paper)
For the final paper, each student must submit a position paper that describes his/her arguments on a certain topic. The topic for the position paper can be the same or different to the group presentation. If you use the same topic for your position paper and the group presentation, the final individual position paper should contain your personal insights that greatly expand arguments delivered in the group presentation. For the purpose of receiving feedback from the lecturer, students could submit a draft of their position paper at Week 4 of the course (30th September, 09:00). This submission of position paper draft is ungraded. The individual report is due in Week 8 (28th October, 23:00).
The position paper that should at least contain the following points:
1. Introduction and Background
2. Motivation
3. Main Arguments (Discussion of Premises and Conclusion)
4. Discussion of Opposing Arguments (Premises and Conclusions)
5. Conclusion
References
1. The course requires continuous work throughout the term, which includes reading and solving cases conceptually and numerically, and participating in the group presentations and individual position paper.
2. Students must meet ¾ or more of attendance rate (of the total lecture time) for each course in order to be eligible for credits and grades. Failure to attend all class sessions will negatively impact the final grade. Class sessions should not be missed unless an emergency takes place, in which case students should notify the instructor via email before class.
3. Use of phone, tablet, smartwatch and other communication devices for purposes other than learning are strictly prohibited during class. Students using the laptop for non-learning purposes during the classroom will be noted, and it will negatively impact the final grade.
Office hours are available for students who need further clarification of concepts presented in lecture and require further assistance understanding the concepts.
Access to University Electronic Mail and Google Classroom:
Students are expected to have access to university email and Google Classroom. The syllabus, lecture slides, and other pertinent information will be distributed by Google Classroom, and students are expected to check it frequently.
Learning Method:
This course combines the use of the following learning methods: active learning method through lectures and weekly group presentations; writing class notes; case discussion; and writing the individual position paper.
Case Method – Think, Argue and Learn
It is important that you adequately prepare for assigned case discussions prior to each class session. You will be expected to have reviewed and “solved” the case prior to the actual class discussion. Individual case solution to assignments should be uploaded to Google Classroom well before the class and it will be graded.
At the beginning of each class session, 20 minutes will be dedicated to group discussion on case(s) that have been assigned for discussion on that day. The member of each group will be randomly assigned at the beginning of each class session. Within the group, you are expected to first individually reflect on how you would answer the questions for the case. Then you should clarify your individual analysis in the class discussion session. Active discussion on both the group and in-class sessions is encouraged and will be assessed.
Class Notes
The lecturer will distribute a blank class notes at the beginning of the class. Students will write the summary of learning points they learned and their contribution to both the class and the case discussion during the class (1 page). The handwritten class notes will be submitted at the end of the class.
Group Presentation – Presenting and Evaluating Arguments
The class will be divided into five groups. The group presentation will begin from Week 3 of the course. Each group will argue for a certain position regarding an interesting topic that the group decide among themselves with the approval from the lecturer. The presenter group is responsible for presenting persuasive arguments to support its position. Other students not participating as the presenter must contribute through lively debate, delivery of supporting or contrasting opinions, questions, criticism, or cross-examination. Class order and respects must be maintained at all time during the presentation.
Examples of topics that students could present include: foreign policy, scientific issues, business policy, ethical problems, and health issues. The topics can cover historical, current, hypothetical, or future scenarios. The group presentation should be delivered in 30 minutes presentation (including a Q&A session).
Each group should include the following contents in the presentation:
1. The group should discuss the motivations of choosing the presented topic.
2. After the topic is decided, you should provide strong and convincing evidence that represents premises of your argument. These premises then support a certain conclusion on the topic. The combination of the conclusion and premises represents the main structure of an argument of the chosen topic.
3. Your group should research and anticipate the opposing arguments (collections of a conclusion and supporting premises) that counter the conclusion of your chosen topic. Your group should be able to explain the reasoning why the opposing arguments are not as convincing as your main arguments.
4. Summarize the overall arguments in the conclusion.
Individual Position Paper (Final Term Paper)
For the final paper, each student must submit a position paper that describes his/her arguments on a certain topic. The topic for the position paper can be the same or different to the group presentation. If you use the same topic for your position paper and the group presentation, the final individual position paper should contain your personal insights that greatly expand arguments delivered in the group presentation. For the purpose of receiving feedback from the lecturer, students could submit a draft of their position paper at Week 4 of the course (30th September, 09:00). This submission of position paper draft is ungraded. The individual report is due in Week 8 (28th October, 23:00).
The position paper that should at least contain the following points:
1. Introduction and Background
2. Motivation
3. Main Arguments (Discussion of Premises and Conclusion)
4. Discussion of Opposing Arguments (Premises and Conclusions)
5. Conclusion
References
授業スケジュール Course Schedule
第1日（Day1）
• Course introduction and syllabus discussion• Case Discussion - Group (20 minutes)
• Case Discussion – In Class
• Lecture & class discussion:
o Uses of Arguments and The Language of Argument (Chapter 1 & 3 - Armstrong and Fogelin)
●使用するケース
Case 1 (Online Games)Frendy (2019) “Virtual Goods in Virtual Worlds” NUCB Business School Case No. 19-272.
第2日（Day2）
• Case Discussion - Group (20 minutes)• Case Discussion – In Class
• Lecture & class discussion:
o Scientific Reasonings (Chapter 20 - Armstrong and Fogelin)
●使用するケース
Case 2 (Global Warming)Vericourt, F. (2016) “Global Express” ESMT - European School of Management & Technology No. ES1731.
第3日（Day3）
• Case Discussion - Group (20 minutes)• Case Discussion – In Class
• Group Presentation: Group 1
• Presentation, lecture & class discussion:
o Deductive Reasoning: Propositional and Categorical Logic (Chapter 6 & 7 - Armstrong and Fogelin)
●使用するケース
Case 3 (Privacy in Technology)Jayakumar, T. and Tahora, S. (2017) “Building a "Backdoor" to the iPhone: An Ethical Dilemma” Ivey Publishing No. W16245.
第4日（Day4）
• Case Discussion - Group (20 minutes)• Case Discussion – In Class
• Group Presentation: Group 2
• Presentation, lecture & class discussion:
o Inductive Reasoning 1: Generalizations and Inference (Chapter 8 & 9 - Armstrong and Fogelin)
●使用するケース
Case 4 (Medicine Pricing)Bodhanwala, S. and Bothra, A. (2017) “Turing Pharmaceuticals: The Ethics of Drug Pricing” Ivey Publishing No. W17678.
第5日（Day5）
• Case Discussion - Group (20 minutes)• Case Discussion – In Class
• Group Presentation: Group 3
• Presentation, lecture & class discussion:
o Inductive Reasoning 2: Causal Reasoning, Chances and Choices (Chapter 10, 11 & 12 - Armstrong and Fogelin)
●使用するケース
Case 5 (Alternative Medicine)Frendy (2019) “Alternative Medicine: Homeopathy” NUCB Business School Case No. 18-144.
第6日（Day6）
• Case Discussion - Group (20 minutes)• Case Discussion – In Class
• Group Presentation: Group 4
• Presentation, lecture & class discussion:
o Fallacies of Relevance (Chapter 15 - Armstrong and Fogelin)
●使用するケース
Case 6 (Ethical Decision Making)Seijts, G. and Watson, T. (2012) “Avid Life (A)” Ivey Publishing No. W12636.
第7日（Day7）
• Case Discussion - Group (20 minutes)• Case Discussion – In Class
• Group Presentation: Group 5
• Presentation, lecture & class discussion:
o Vagueness, Ambiguity, and Refutation (Chapter 13, 14 & 17 - Armstrong and Fogelin)
●使用するケース
Case 7 (Intellectual Property)Beal, B. D. and MacMillan, K. (2017) “Ivey Publishing: Making a Case for Paying the Price” Ivey Publishing No. W17572.
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
Your grade will be determined based on your total score on the following items:
Group presentation & slides 30%
Individual position paper (final term paper) 30%
Class notes & class participation 30%
Individual case studies assignments 10%
Weekly group presentations and slides represent 30% of the grade. The individual position paper contributes to another 30% of the grade. Students are expected to ask questions and actively contribute to the class discussions. Class notes and discussion activities in the class will be graded and they represent 30% of the total grade. Individual case studies assignments contribute 10% of the final grade.
Grades will be assigned as follows:
• 90–100 S
• 80–89 A
• 70-79 B
• 60-69 C
• 40-59 F-Retry
(Students could apply for a make-up report and get another opportunity to revise the final report. Students who submit the revised final report that pass the grade of 60 will be assigned with C grade)
• Below 40 F
Academic Integrity:
Academic integrity is essential to ensure genuine learning. There is no tolerance for plagiarism or academic dishonesty in any form, including, but not limited to, sharing answers with others, copying answers or papers, or passing off someone else’s work as one’s own.
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 30 % |
| クラス貢献度合計 Class Contribution Total | 30 % |
| 予習レポート Preparation Report | 10 % |
| 小テスト Quizzes / Tests | 30 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 30 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
Grading:Your grade will be determined based on your total score on the following items:
Group presentation & slides 30%
Individual position paper (final term paper) 30%
Class notes & class participation 30%
Individual case studies assignments 10%
Weekly group presentations and slides represent 30% of the grade. The individual position paper contributes to another 30% of the grade. Students are expected to ask questions and actively contribute to the class discussions. Class notes and discussion activities in the class will be graded and they represent 30% of the total grade. Individual case studies assignments contribute 10% of the final grade.
Grades will be assigned as follows:
• 90–100 S
• 80–89 A
• 70-79 B
• 60-69 C
• 40-59 F-Retry
(Students could apply for a make-up report and get another opportunity to revise the final report. Students who submit the revised final report that pass the grade of 60 will be assigned with C grade)
• Below 40 F
Academic Integrity:
Academic integrity is essential to ensure genuine learning. There is no tolerance for plagiarism or academic dishonesty in any form, including, but not limited to, sharing answers with others, copying answers or papers, or passing off someone else’s work as one’s own.
教科書 Textbook
- Walter Sinnott-Armstrong and Robert J. Fogelin「Understanding Arguments: An Introduction to Informal Logic, 9th Edition」Cengage Learning（2014）978-1285197364
- Walter Sinnott-Armstrong「Think Again: How to Reason and Argue」Pelican Book（2018）978-0141983110
参考文献・資料 Additional Readings and Resource
The textbooks are for your reference and the instructor will deliver key concepts of logical arguments in the class which will be supplemented by case discussion. Lecture materials will be adapted from chapters of the textbooks.
授業調査に対するコメント Comment on Course Evaluation
N/A
担当教員のプロフィール About the Instructor
Frendy, Ph.D., CPA (inactive), completed his doctorate and master's degree at the Graduate School of Economics, Nagoya University, where he received the Japanese Government scholarship. He obtained a B.S. in Economics (Honors), majoring in accounting from Universitas Gadjah Mada, Indonesia. He holds an inactive U.S. Certified Public Accounting license from the State of Illinois and is a member of the American Institute of CPAs, the Institute of Management Accountants, and the Japan Accounting Association. He participated in the 2019 Global Colloquium on Participant-Centered Learning Workshop and the 2020 Case Writing Workshop at Harvard Business School.
His research interests include sustainable development, sustainability reporting & disclosures, corporate governance, audit, and financial accounting. He has presented papers at the American Accounting Association Annual Meeting, the European Accounting Association Annual Congress, the Japan Accounting Association Annual Conference, and other international conferences. He has published articles in international journals such as the Journal of Contemporary Accounting and Economics, the Journal of Accounting Literature, the Asian Review of Accounting, Regional Studies, Regional Science, and the Asia-Pacific Journal of Accounting & Economics. He serves as an editorial board member of the Indonesian Journal of Accounting Research and the Journal of Indonesian Economy and Business.
（実務経験 Work experience）
He has work experience as an audit associate at KPMG Indonesia, one of the global Big 4 audit firms, and as an external expert for a change management project for Kreston Digital Indonesia.
Refereed Articles
- (2024) Leveraging place-based resources for quality education: insights from a forest community outreach project in Japan. International Journal of Sustainability in Higher Education 1467-6370
- (2023) Digitalization in management accounting systems for urban SMEs in a developing country: A mediation model analysis. Cogent Economics & Finance 11 2332-2039
- (2023) Employing String Similarity Metrics of Partners to Estimate Audit Team Continuity: Determinant and Its Effects on Audit Outcomes and Pricing. Journal of Accounting Literature 0737-4607
- (2023) Regional Sustainable Development Using a Quadruple Helix Approach in Japan. Regional Studies, Regional Science
- (2022) Using Fuzzy TOPSIS and Balanced Scorecard for Kaizen Evaluation. Business Systems Research