Logic
Logic (from the Ancient Greek: λογική, translit. logikḗ), originally meaning "the word" or "what is spoken", but coming to mean "thought" or "reason", is a subject concerned with the most general laws of truth, and is now generally held to consist of the systematic study of the form of valid inference. A valid inference is one where there is a specific relation of logical support between the assumptions of the inference and its conclusion. (In ordinary discourse, inferences may be signified by words like therefore, hence, ergo, and so on.)
Method
Method (Ancient Greek: μέθοδος, methodos) literally means a pursuit of knowledge, investigation, mode of prosecuting such inquiry, or system. In recent centuries it more often means a prescribed process for completing a task. It may refer to:
Philosophy
Philosophy (from Greek φιλοσοφία, philosophia, literally "love of wisdom") is the study of general and fundamental problems concerning matters such as existence, knowledge, values, reason, mind, and language. The term was probably coined by Pythagoras (c. 570–495 BCE). Philosophical methods include questioning, critical discussion, rational argument, and systematic presentation. Classic philosophical questions include: Is it possible to know anything and to prove it? What is most real? Philosophers also pose more practical and concrete questions such as: Is there a best way to live? Is it better to be just or unjust (if one can get away with it)? Do humans have free will?
Philosophy
It is as absurd to expect members of philosophy departments to be philosophers as it is to expect members of art departments to be artists.
Leo Strauss, “What is liberal education?” Liberalism, Ancient and Modern (1968), p. 7. Reported in Hoyt's New Cyclopedia Of Practical Quotations (1922), p. 596-97.
Philosophy
Philosophy is that which grasps its own era in thought.
Hegel, Elements of the Philosophy of Rights; 1821.
Logic
This fallacy [appeal to authority] is not in itself an error; it is impossible to learn much in today’s world without letting somebody else crunch the numbers and offer us explanations. And teachers are sources of necessary information. But how we choose our "authorities" and place a value on such information, is just another skill rarely taught in our education systems. It’s little wonder that to most folk, sound bites and talking heads are enough to count as experts. […] Teaching is reinforcing the appeal to authority, where anybody who seems more intelligent than you must ultimately be right. […] We educators must simply role-model critical thinking. […] Educators themselves have to be prepared to show that “evidence” and “answers” are two separate things by firmly believing that, themselves.
Mike McRae, Australian teacher and guest columnist, "Educating Future Critical Thinkers", Swift: Online Newsletter of the JREF, 31 March 2006
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