Making Room for Women in our Tools for Teaching Logic: A Proposal for Promoting Gender-Inclusiveness

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Abstract

Logic is one of the most male-dominated areas within the already hugely male-dominated subject of philosophy. Popular hypotheses for this disparity include a preponderance of confident, mathematically-minded male students in the classroom, the historical association between logic and maleness, and the lack of female role-models for students, though to date none of these have been empirically tested. In this paper I discuss the effects of various attempts to address these potential causes whilst teaching second-year formal and philosophical logic courses at different universities in the UK. I found the most noticeable positive effect came from assigning a good proportion of reading by female authors presenting an original point of view. I go on to suggest some implementations for incorporating more texts by female authors into our arsenal of tools for teaching logic.
Original languageEnglish
Title of host publicationProceedings of the 4th International Conference on Tools for Teaching Logic
Pages65-73
Number of pages9
Publication statusPublished - 16 Jul 2015

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