Problems of teaching logic to law students

Abstract

The problem of teaching logic to lawyers is, first of all, its abstract and formal nature, detached from legal practice. Therefore, secondly, the tendency to restrict or even remove logic from the curricula is provoked. This, thirdly, is followed by the lack of rationale for the majority of court decisions in Ukraine.
 The purpose of the article is to clarify the subject of legal logic - the main question from a range of problems, the solution of which will contribute to the improvement of the quality of training of lawyers.
 The conducted analysis of the research revealed sufficient validity of the subject of legal logic. The sphere of law has a strong-willed and competitive, contradictory character. This determines the need for a special, argumentative reasoning based on natural, not formalized language. It is formed in a practically directed dialogue, taking into account political, moral, etc. factors. At the same time, deductive incorrectness and incompleteness of the premises are possible, provided that the conclusion is rationally substantiated, sufficiently convincing, depending on the context of the legal discourse. Legal considerations suggest doubts about the identity of abstract and concrete objects and deviation from logical rules. This requires additional analytical procedures - interpretation and interpretation based on deductive and inductive models with opposite means and techniques.
 In conclusion, the author’s position is the expediency of interdisciplinary teaching of logic to lawyers in one course with two content modules: formal logic and legal logic. Another option is two relevant courses. The professional level of teaching should be provided, respectively, by professors-philosophers and professors-lawyers. The best are teachers with two relevant educations.