LOGICA - Baccalaureate 2021. The complete guide is addressed to the candidates for the Baccalaureate Exam 2021, Logic discipline, communication and argumentation, teachers who teach Logic, 9th grade students who study it in class, as well as all those interested in this discipline .
The book answers the following three questions:
1. What should I do? In this sense, the requirements of the Baccalaureate subjects in the Logic discipline are clearly presented and clarified. The author started from the principle that the one who has to solve a problem must know, first of all, what to expect.
2. What do I need to know? After you understand what you have to do, the purchase of an informational baggage according to the requirements follows. For this purpose, the book offers a bunch of absolutely necessary and essential knowledge, accompanied by an explanatory dictionary of the terms that appear in the subject. In presenting the information, the graphic method (images, drawings) was used, for their easy assimilation.
3. How do I apply what I know? It represents the most important part, the paper being designed so as to guide the student step by step in solving the requirements of each subject in writing the paper. In this sense, are presented the reasoned solution of the Subject Model - 2021, in an extended and reasoned form, as well as extensive solutions of the variants of subjects elaborated by the author, according to the model and Baccalaureate subjects from the past years. At the end of the book, everyone will have the skills to develop an excellent work evaluated by any proofreader.
Professor gr. I at the "Gheorghe Sincai" National College in Bucharest
Graduate of the Faculty of Philosophy, University of Bucharest
He has over 30 years of experience in teaching Logic, argumentation and communication in prestigious national high schools.
Author of didactic works: Preparation guide for Logic for the Baccalaureate Exam, Preparation Guide for Economics for the Baccalaureate Exam, collections of economics problems, collections of economics grid tests, Student's Notebook, etc.
Essayist (works of political philosophy), author and coordinator of some collective works dedicated to the work of Lucian Blaga
FOREWORD / (5)
Step by step among the requirements of the subject. Minidiction of terms / (6)
ARGUMENTED SOLUTION OF BACHELOR'S DEGREE SUBJECTS - 2021 / (33)
TESTS DEVELOPED ACCORDING TO THE BACHELOR'S DEGREE MODEL - 2021. SOLVING THE PROPOSED SUBJECTS / (47)
TEST NO.1 / (48)
TEST NO.1. EXTENDED SELF-ASSESSMENT SCALE AND ANSWER MODEL / (52)
TEST NO. 2 / (62)
TEST NO. 2. EXTENDED SELF-ASSESSMENT SCALE AND ANSWER MODEL / (66)
TEST NO. 3 / (77)
TEST NO. 3. SELF-ASSESSMENT SCALE / (81)
TEST NO. 4 / (88)
TEST NO. 4. SELF-ASSESSMENT SCALE / (92)
TEST NO. 5 / (100)
TEST NO. 5. SELF-ASSESSMENT SCALE / (104)
TEST NO. 6 / (111)
TEST NO. 6. SELF-ASSESSMENT SCALE / (115)
TEST NO. 7 / (122)
TEST NO. 7. SELF-ASSESSMENT SCALE / (126)
TEST NO. 8 / (133)
TEST NO. 8. SELF-ASSESSMENT SCALE / (137)
TEST NO. 9 / (144)
TEST NO. 9. SELF-ASSESSMENT SCALE / (148)
TEST NO.10 / (155)
TEST NO.10. SELF-ASSESSMENT SCALE / (159)
Difficulties in applying the Venn diagram method to demonstrate the validity of syllogistic modes with valid universal premises and particular conclusion / (166)
ADDENDUM / (176)
BIBLIOGRAPHY SOURCES / (187)
This is a practical guide.
As the definition of the term says, "practically" must mean something based on the "sense of reality" and "reality" here means the test at the Baccalaureate exam. There are two directions of distance from reality on the market of these didactic products. The first, the most handy, is the excess of theory, without precise application purposes. Guides like this, at best, explain the theory in the textbook. But they do not really help the candidate, they only double his learning effort. At the end of it, he finds himself as shy, helpless as he was at the beginning, not knowing HOW to do what he is asked to do. The second departure from the field reality of the exam is the guide with many tests, but with indications of solutions as brief as those found in the assessment scales from the subjects of national exams. They do not help much either, not having a guiding-correcting role. If he made a mistake, the candidate does not understand where he made a mistake; if he answered correctly, he doesn't know why he was correct!
So, the third way was needed: from what is required to what I need to know to solve. Which is why I resorted to theory only out of minimal necessities, leading it each time to practical purposes: solving the test. I did not aim at theory as a theory, but at theory as a path to application. Moreover, I presented the theory in applicative ways.
In the activity of over 30 years at the department, I have met so many times that I believe that this question will not easily disappear from the classroom, with the questions: “HOW do I do it, professor? How do I solve it? How do I start? Is it okay what I did? Where did I go wrong and why is it wrong? ” Sometimes such questions confuse us, showing us the limits. Sometimes they make us better. History has shown, in a significant number of cases, that the safest and most economical way to learn is to accompany a practice until you become a part of it, until it becomes a part of you. Learning logic for the baccalaureate exam is no exception to this wisdom rule.
I invite those who have chosen logic in their maturity exam to accompany me on the next path.