Teaching Logic at the University of Zimbabwe: Challenges for Lecturers and the Visually Impaired Students

Abstract

Logic provides a base for understanding and appreciating the discipline of philosophy, and a degree in philosophy is not complete without this component. As a course, logic provides the principles of reasoning that are required for sound argumentation. Since philosophy is about the argument, that is, defending and refuting claims, it requires logic as its base.  At the University of Zimbabwe, and across many other universities that offer degrees in philosophy, logic is designated as a major course together with, among others, ethics, metaphysics and epistemology. By its nature, logic requires the use of visual aids such as the whiteboard and blackboard since it also makes use of symbols. It is for this reason that the visually impaired students find it difficult to register for this course. The situation is further worsened by the fact that universities in Africa often have inadequate equipment that can aid the teaching of this course. This is not only a challenge to the visually impaired students but also to their lecturers who have to find ways to benefit those visually impaired students who will have decided to register for the course. The study employs the conceptual analysis method and focuses on the challenges facing the visually impaired students who do logic at the University of Zimbabwe and the challenges encountered by lecturers who teach this course. The study concludes by proposing that the teaching of logic at tertiary institutions ought to be augmented by assistive technological gadgets which can enable the students to partake of the logic course to the highest level possible.