Vusala Telman Mammadova, Ulviyya Sanqan Aliyeva

METHODOLOGY OF TEACHING LOGIC PROBLEMS AT THE UNDERGRADUATE LEVEL: SCIENTIFIC FOUNDATIONS OF ANALYTICAL AND CRITICAL THINKING

Abstract. In the modern higher education system, teaching logic plays a crucial role in developing students’ intellectual potential. In particular, studying “Logical Problems” helps cultivate analytical thinking, establish cause-and-effect relationships, perform reasoning, and make well-founded decisions. This article comprehensively examines the goals, significance, methodological directions, and role of the “Logical Problems” course at the bachelor’s level in contemporary education. The study considers Aristotle’s contribution to the development of logic, the influence of syllogism on modern formal logic approaches, Bagomolov’s pedagogical contributions, and the ideas of Frege, Russell, and Wittgenstein. The article extensively discusses the scientific-methodological directions of the course, the role and types of IQ tests, teaching methods, assessment mechanisms, digital technologies, and innovative approaches. It also substantiates the contribution of logic training to the development of professional and social competencies. It emphasizes that logic is not only a theoretical subject but also a strategic tool for forming a culture of thinking.

Keywords: logic, argumentation, analytical thinking, syllogism, abstract thinking, formal logic, cognitive process, logical inference, rational justification, intellectual activity