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HOLY ANGEL UNIVERSITY College of Criminal Justice Education and Forensics

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University Vision, Mission, Goals and Objectives:

Mission Statement (VMG)

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best managed Catholic universities in the Asia-Pacific region. We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER!

A center of excellence in the criminal justice education and forensics producing top-caliber professionals who are globally competitive and are equipped with well-founded knowledge in the field of law enforcement, criminal justice and forensics

Mission

To nurture its students with the comprehensive and updated knowledge, develop their skills and high level of competencies, in the field of law enforcement, criminal justice, and forensic science

Goal

To enhance student engagement through dynamic and high–quality instruction for students to stay in the course and graduate on time. Objectives

1. To hire academically and professionally qualified faculty who are values oriented, proficient to deliver quality instructions both in-campus and

off-campus settings;

2. To recruit guest lecturers who are highly qualified experts in the field of criminalistics and jurisprudence;

3. To continuously acquire state-of-the-art laboratory and equipment

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4. To establish linkages and partnership with key local, national or international government and non-government institution; law enforcement

agencies for the on-the job training and immersion programs

5. To engage both faculty and student in an extensive research and extension activities in pursuit of new knowledge and development

initiatives in law enforcement, criminal justice and forensic sciences

6. To register a consistent significant board examination performance that will be included among the top performing schools in the country.

Program Outcomes – CRIMINOLOGY

Academic Quality

and

Organizational

Excellence

Authentic

Instrument

for

Countrysid

e

Developm

ent

Great University to

Work For

Faithful

Catholic

Educatio

n

1. Apply knowledge essential to the conduct of criminological research on

crimes, crime causation, victims, and offenders to include deviant

behavior;

√ √ √

2. Apply knowledge, skills essential to the practice of crime detection and

investigation and fields of criminalistics;

√ √ √

3. Apply knowledge, skills in criminal law, evidence and procedure; √ √ √

4. Apply knowledge, skills in law enforcement administration; √ √ √

5. Apply knowledge, skills in handling offenders’ welfare and development

for their re-integration to the community.

√ √ √

CORE VALUES

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COURSE LEARNING OBJECTIVES:

PROGRAM OUTCOMES

At the end of the course, the student should be able to:

PO1

PO2

PO3

PO4

PO5

PO6

PO7

Identify and distinguish the problem areas, theories, nature, aim, usefulness and relation of philosophy and logic to the humanities or other

Define and analyze concepts, terms, propositions, inferences and syllogisms as to their soundness, veracity and relevance;

Program Outcomes – CRIMONOLOGY

CHRIST - CENTEREDNESS

INTEGRITY

EXCELLENCE

COMMUNITY AND SOCIETAL RESPONSIBILITY

LEADERSHIP

SCHOLARSHIP

LIFELONG LEARNING

EFFECTIVE COMMUNICATION

INNOVATION

GENDER SENSITIVITY

TECHNOLOGICAL INTEGRATION

1. Apply knowledge essential to the

conduct of criminological research

on crimes, crime causation, victims,

and offenders to include deviant

behavior;

√ √ √ √ √ √ √ √ √ √ √

2. Apply knowledge, skills essential to

the practice of crime detection and

investigation and fields of

criminalistics;

√ √ √ √ √ √ √ √ √ √ √

3. Apply knowledge, skills in criminal

law, evidence and procedure;

√ √ √ √ √ √ √ √ √ √ √

4. Apply knowledge, skills in law

enforcement administration;

√ √ √ √ √ √ √ √ √ √ √

5. Apply knowledge, skills in handling

offenders’ welfare and development

for their re-integration to the

community.

√ √ √ √ √ √ √ √ √ √ √

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Develop the basic intellectual skills of reading and listening comprehension along with argumentation and debate;

Identify common errors in reasoning (fallacies) in everyday discourse

Speak and write with logical order, clarity, truth and consistency, and

Appreciate the practical value of logic in everyday life

Analyze and evaluate moral judgments critically based on sound moral grounding.

COURSE SYLLABUS

Course Title LOGIC Course Code 4LOGIC

Course Credit Lecture – 3 Units Year Level 5

Pre-requisite: 4PHILOMAN Course Calendar 2nd Semester

Course Description: This course deals with the principles, concepts and activities of logic as a science and an art. As a tool for learning, this discipline promotes and cultivates critical and reflective thinking among the students in the tertiary level.

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to: 1. identify the problem areas, theories, nature, aim, usefulness and relation of philosophy and logic to the humanities or other disciplines; 2. analyze concepts, terms, propositions, inferences and syllogisms as to their soundness, veracity and relevance; 3. develop the basic intellectual skills of reading and listening comprehension along with argumentation and debate; 4. identify common errors in reasoning (fallacies) in everyday discourse; 5. express oneself with logical order, clarity, truth and consistency; 6. discover the practical value of logic in everyday life; 7. evaluate moral judgments critically based on sound moral grounding.

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COURSE CONTENT:

Timetable

Desired Learning Outcomes

Course Content/Subje

ct Matter

HAU Core Values

Specific Expression of

Values

Teaching and Learning Activities

(Methodology)

Assessment Task/Studen

t Output

Evaluation Tool

Resource Materials

6 hours

Explain the meaning of Philosophy and its branches. Develop insights from selected materials. Differentiate philosophy as a process and a discipline Assess the value of philosophizing Classify logical thinking from other modes of thinking

Nature, Scope and Aim of Philosophy Brief History of Philosophy Definition of Philosophy Branches of Philosophy Why Study Philosophy? Philosophy and Logic The Nature, Objective and Usefulness of Logic Definition of Logic as an Art and Science Division of Logic

Excellence Impart the value of openness and receptivity to philosophical learning Emphasize the value of logical thinking

Lecture-discussion.

Group work

Class participation through clarificatory questions, practice exercises after each section

assessment

Recitation

Quizzes

assignments

exams Workbook Exercises

Workbook activities to be accomplished at the end of the Lecture-Discussions Paper and pen test Rubrics

Required Textbook Chapters 1 and 2

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6 hours

Point out the role of ideas in simple apprehension and classify the different kinds of terms

The Concepts/ Ideas and Terms Nature and Formation of Concept Definition of Terms Nature of the Term Connotation and Denotation Classification of Terms according to: Comprehension Extension Origin Relation Meaning Quality

Excellence Introduce the value of developing concepts/terms as to their soundness, veracity and relevance

Lecture-discussion.

Group work

Class participation through clarificatory questions, practice exercises after each section

assessment

Recitation

Quizzes

assignments

exams Workbook Exercises

Workbook activities to be accomplished at the end of the Lecture-Discussions Paper and pen test Rubrics

Required Textbook Chapter 4

6 hours

Demonstrate the importance of a clear definition and compare the different types of definition.

Definition Nominal definition Real definition

Excellence Impart the value of defining concepts/terms in the logical thinking process

Lecture-discussion.

Group work

Class participation through clarificatory questions, practice exercises after each section

Recitation

Quizzes

assignments

exams Workbook Exercises

Workbook activities to be accomplished at the end of the Lecture-Discussions Paper and pen test Rubrics

Required Textbook Chapter 5

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assessment

6

hours

Define and describe the second mental operation, viz., the judgment, and analyze it to study its constituent elements. Familiarize the students with the definition of proposition as well as its different parts. Distinguish simple propositions from compound propositions.

The Logic of Judgment and Proposition

The nature and Function of Judgment and Proposition

Kinds of Proposition Categorical Proposition

- Form of a Categorical Proposition

- Basic Elements

Quantity and Quality

Excellence

Teach the value of appropriating logical statements in communication and dialogue

Lecture-discussion.

Individual work: Simple propositions hunt in a newspaper article for at least 10 propositions.

Class participation through clarificatory questions, practice exercises after each section

assessment

Recitation

Quizzes

assignments

exams

Workbook Exercises

The propositions prepared by the students will be checked using the Constituent Elements (paper and pen test/activity) Oral arguments to be graded using rubrics.

Required Textbook Chapter 6 Newspaper

6

hours

Differentiate Categorical from Hypothetical proposition; Identify and define the three kinds of

Logical opposition of Proposition

Hypothetical

Excellence Inculcate the importance of propositions in constructing valid arguments

Lecture-discussion.

Group work

Class participation through

Recitation

Quizzes

assignments

Workbook

Workbook activities to be accomplish

Required Textbook Chapter 8

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Hypothetical propositions.

Proposition

- Conditional Proposition

- Disjunctive Proposition

Conjunctive Proposition

clarificatory questions, practice exercises after each section

assessment

Exercises

ed at the end of the Lecture-Discussions Paper and pen test Rubrics

6

hours

a. Equivalenc

e of Proposition

Excellence

Teach the value of constructing logical expressions for complex issues which are described both in qualitative and quantitative terms

Lecture-discussion.

Group work

Class participation through clarificatory questions, practice exercises after each section

assessment

Recitation

Quizzes

assignments

Workbook Exercises

Rubric for group presentation

Required Textbook Chapter 7

MIDTERM EXAM

3 hour

s

Distinguish invalid and valid inferences, and reasoning

Inference and Reasoning Nature of Inference Argument in Ordinary Language

Excellence Introduce the value of identifying, choosing and defending valid arguments appropriate to a problem in any field of study

Discussion/ Lecture

Recitation

Quizzes

assignments

Workbook Exercises

50-item quiz Recitation Rubric Worksheets

Textbook Chapter 9

4 hour

s

Define the different parts of Categorical syllogism

Categorical Syllogism Nature of Categorical

Excellence Emphasize the value of creating appropriate arguments using

Discussion/ Lecture

Recitation

Quizzes

50-item quiz Recitation Rubric

Textbook Chapter 10

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Test the validity of syllogism vis-à-vis rules of categorical syllogism Construct categorical syllogism illustrating the rules of categorical syllogism

Syllogism Parts of Categorical Syllogism Rules

the rules of logical reasoning

assignments

Workbook Exercises

Worksheets

5 hours

Criticize fallacious arguments used in common language, media, advertisements, etc.

Informal Fallacies Fallacy of Language Fallacy of Relevance

Excellence Teach the value of evaluating and reconstructing arguments by identifying common errors in reasoning

Discussion/ Lecture

Recitation

Quizzes

assignments

Workbook Exercises

50-item quiz Recitation Rubric Worksheets

Textbook Chapter 14

6 hour

s

Analyze ethical dilemmas and evaluate moral judgments based on moral principles/ethical perspectives

Moral Reasoning

Excellence Teach the value of appreciating the moral dimension of any decision and accepting responsibility for them.

Lecture-discussion/Reporting

Debate

Ethics bowl

Position paper

Rubric on Debate Rubric/Position Paper

Chapter 15

FINAL EXAM

Textbook: Espartinez, Alma S, Logic: The Art of Reasoning (8th Edition), Octamiles, 2015 Course Requirements: Quizzes, recitation, workbook exercises, group dynamics, major exams References:

A. (Books) Damer, E. (2013). Attacking Faulty Reasoning: A Practical Guide to Fallacy-Free Arguments. Australia: Wadsworth, Cengage Learning. Hurley, P. (2015). A Concise Introduction to Logic. Australia: Cengage Learning. Rainbolt, G. W. (2015). Critical Thinking: The Art in Argument. Australia: Cengage Learning. Roscoe, K. (2016). Aristotle: The Father of Logic. New York: Rosen Publishing.

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B. Web References www.radical.philosophy www.philosophypages.com www.plato.stanford.edu https://www.nwabr.org/sites/default/files/EthicsBackgroundReading.pdf http://www.bbc.co.uk/ethics/introduction/intro_1.shtml http://2012books.lardbucket.org/books/legal-aspects-of-property-estate-planning-and-insurance/s05-02-major-ethical-perspectives.html Classroom Policies:

1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and prepared.

2. Active class participation.

The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.

3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group presentations, study groups or peer

discussions and contribute significantly to the preparation of their group work.

4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:

It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.

ACADEMIC INTEGRITY: All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners; 2. To observe proper decorum in learning engagement inside and outside the classroom and the university;

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3. To be respectful and sensitive to the needs of others at all times; 4. To be considerate in the use of common resources; 5. To practice punctuality in coming to class and in submitting requirements; 6. To be judicious in their preparations for major examinations and all academic requirements; 7. To create outputs of original contents in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook. POLICY on ABSENCES:

The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature. Grading System:

Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM Legend: (All Items in Percent) CSA Class Standing Average for All Performance Items (Cumulative) P Prelim Examination Score M Midterm Examination Score F Final Examination Score MEA Major Exam Average PCA Prelim Computed Average MCA Midterm Computed Average FCA Final Computed Average

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Class Standing. : Quizzes, Written Works (70%) Major Exams : (30%) Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM Legend: (All Items in Percent) CSA Class Standing Average for All Performance Items (Cumulative) P Prelim Examination Score M Midterm Examination Score F Final Examination Score MEA Major Exam Average PCA Prelim Computed Average MCA Midterm Computed Average FCA Final Computed Average Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%,

60%-40%, or other possible combinations. Computation of Prelim Computed Average (PCA)

CSA =

MEA = P PCA = (60%)(CSA) + (40%)(MEA) Computation of Midterm Computed Average (MCA)

CSA =

MEA =

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MCA = (60%)(CSA) + (40%)(MEA) Computation of Final Computed Average (FCA)

CSA =

MEA =

FCA = (60%)(CSA) + (40%)(MEA)

Note: A student's Computed Average is a consolidation of Class Standing Percent Average and Major Exam Percent Average.