Gyanendra Tiwari UGC JRF qualified post graduate philosophy student
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An Alumnus of University Of Delhi, New Delhi. I've completed My Masters in Philosophy with specialization to Ancient Greek philosophy and Logic. I've qualified UGC NET examination in September 2020. While studying in this prestigious institution, I've developed keen interest in academic research aptitude and teaching methodology. I've previously worked with various teachers, research scholars, trainers and mentors. I've also done an special course on 'Philosophical Counselling' which would help me as a teacher as well as a counsellor while dealing with students. The same has provided me an exposure to engage with various scholars from all over the world. Throughout my education, I have worked on assignments and projects that require both quantitative and qualitative analysis and various research methodologies and gave me a great exposure in research methods, tools and framework and critical thinking as well. With strong critical thinking skill, I'll be able to consider the best interests of the students with their ambitions and goals. My good communication skill will help students to understand my arguments and reflect with fruitful responses. My good imagination quality will make classroom interesting and active.

Subjects

  • Philosophy/Critical Thinking Grade 8-Bachelors/Undergraduate

  • Logic Grade 5-Bachelors/Undergraduate

  • Ethics Grade 8-Bachelors/Undergraduate

  • Sanskrit Alankara Beginner-Expert

  • Indian Philosophy Beginner-Expert

  • Indian and Western Philosophy: Vedanta, Upanishads, Samkhya, Yoga, Tantra Beginner-Expert

  • Sanskrit (Slokas chanting for primary classes) Pre-KG, Nursery-Grade 8

  • Sanskrit slokas with explanation along with traditional values Beginner-Expert

  • Hindi Bhajans Beginner-Expert

  • Philosophy of Religion Beginner-Expert

  • Hindi (ICSE)- Written and Spoken Beginner-Expert

  • Hindi classes for adults

  • Hindu Religion Beginner-Expert

Experience

  • Advance Learner (Mar, 2018–May, 2018) at C.M.P degree college, University Of Allahabad
    Advanced Learner Program: A role assigned by the Department of Philosophy, where I worked on Advanced Assignments or Tasks assigned. I was encouraged to complete NPTEL/Advanced courses, along with active participation in Seminars/Conferences/Technical Events.
  • Guest Lecturer (Jul, 2017–Feb, 2019) at C.M.P degree college, University Of Allahabad

Education

  • PhD (Jan, 2022–now) from J.N.U. New Delhi
  • Masters In Philosophy (Aug, 2019–Jun, 2021) from Department of Philosophy,University of Delhi, North Campus, Delhi

Fee details

    ₹1,000–1,500/hour (US$10.53–15.79/hour)

    Fee may vary according to time and mode of teaching.

Courses offered

  • Introduction to Logic

    • ₹25000
    • Duration: 8 Weeks
    • Delivery mode: Online
    • Group size: Individual
    • Instruction language: English
    • Certificate provided: Yes
    Course Outline: Introduction to Logic
    Course Title: Logic for Philosophy, Argumentation, and Everyday Life
    Course Duration: 8 weeks
    Week 1: Introduction to Logic
    Session 1: The Nature and Scope of Logic
    ● Topics:
    ○ What is Logic? Definitions and Importance
    ○ A Brief History of Logic: From Aristotle to Modern Times
    ○ Types of Reasoning: Deductive vs. Inductive
    ○ The Role of Logic in Philosophy and Society
    ● Skills Developed:
    ○ Understanding the scope and relevance of logic.
    ○ Differentiating between types of reasoning.
    ● Activities:
    ○ Group discussion: Why is logic necessary in philosophy and daily life?
    ● Readings:
    ○ Copi, Irving M., Introduction to Logic (Pearson), Chapters 1–2
    ○ Grayling, A.C., An Introduction to Philosophical Logic (Wiley-Blackwell),
    Introduction
    Session 2: Logic as a Tool for Understanding Philosophy
    ● Topics:
    ○ How Logic Shapes Philosophical Inquiry
    ○ Ancient Philosophical Texts and Logical Structures
    ○ Logic in the Works of Plato, Aristotle, and Medieval Thinkers
    ● Skills Developed:
    ○ Identifying logical arguments in philosophical texts.
    ○ Interpreting ancient reasoning techniques in a modern context.
    ● Activities:
    ○ Textual analysis: Identifying arguments in excerpts from Aristotle’s Organon.
    ● Readings:
    ○ Aristotle, Organon (Selections from Categories and Prior Analytics)
    Week 2: Fundamentals of Propositional Logic
    Session 3: Understanding Propositions
    ● Topics:
    ○ Propositions, Statements, and Sentences
    ○ Logical Connectives: AND, OR, NOT, IF-THEN
    ○ Introduction to Truth Tables
    ● Skills Developed:
    ○ Translating everyday statements into logical propositions.
    ○ Constructing and analyzing truth tables.
    ● Activities:
    ○ Exercises in constructing truth tables for simple propositions.
    ● Readings:
    ○ Hurley, Patrick J., A Concise Introduction to Logic (Cengage), Chapter 6
    Session 4: Validity, Soundness, and Logical Equivalences
    ● Topics:
    ○ Validity and Soundness of Arguments
    ○ Identifying Logical Equivalences
    ○ Common Logical Patterns (Modus Ponens, Modus Tollens)
    ● Skills Developed:
    ○ Evaluating arguments for validity and soundness.
    ○ Using logical equivalences to simplify arguments.
    ● Activities:
    ○ Analyzing real-world arguments for validity and soundness.
    ● Readings:
    ○ Sainsbury, R.M., Logical Forms: An Introduction to Philosophical Logic
    (Wiley-Blackwell)
    Week 3: Classical Logic and Syllogisms
    Session 5: Aristotle’s Syllogistic Logic
    ● Topics:
    ○ Categorical Propositions: A, E, I, O Forms
    ○ Aristotle’s Theory of Syllogisms
    ○ Venn Diagrams for Syllogistic Representation
    ● Skills Developed:
    ○ Creating and evaluating categorical syllogisms.
    ○ Visualizing syllogisms using Venn diagrams.
    ● Activities:
    ○ Practice: Diagramming and evaluating syllogisms.
    ● Readings:
    ○ Aristotle, Organon (Selections from Posterior Analytics)
    ○ Smith, Robin, Aristotle's Logic (Stanford Encyclopedia of Philosophy)
    Session 6: Fallacies and Errors in Classical Logic
    ● Topics:
    ○ Common Logical Fallacies: Ad Hominem, Straw Man, Slippery Slope, etc.
    ○ Analyzing Faulty Reasoning in Texts and Debates
    ● Skills Developed:
    ○ Identifying and refuting logical fallacies.
    ● Activities:
    ○ Interactive exercises: Spotting fallacies in media and debates.
    ● Readings:
    ○ Walton, Douglas, Informal Logic: A Pragmatic Approach (Cambridge University
    Press)
    Week 4: Predicate Logic and Advanced Reasoning
    Session 7: Introduction to Predicate Logic
    ● Topics:
    ○ Universal and Existential Quantifiers (∀, ∃)
    ○ Translating Natural Language into Predicate Logic
    ● Skills Developed:
    ○ Translating complex statements into predicate logic.
    ○ Differentiating between universal and existential claims.
    ● Activities:
    ○ Practice translating statements with quantifiers.
    ● Readings:
    ○ Hurley, Patrick J., A Concise Introduction to Logic (Cengage), Chapter 7
    Session 8: Applications of Advanced Reasoning
    ● Topics:
    ○ Logical Implications and Tautologies
    ○ Contradictions and Contingencies in Logic
    ● Skills Developed:
    ○ Identifying implications and tautologies in arguments.
    ● Activities:
    ○ Constructing logical proofs for real-life scenarios.
    ● Readings:
    ○ Russell, Bertrand, Introduction to Mathematical Philosophy (Cambridge
    University Press)
    Week 5: Logic in Everyday Life
    Session 9: Practical Applications of Logic
    ● Topics:
    ○ Logic in Decision-Making and Problem-Solving
    ○ Recognizing Cognitive Biases and Logical Errors
    ● Skills Developed:
    ○ Applying logic to evaluate real-world claims.
    ● Activities:
    ○ Case studies: Analyzing social media posts and news articles.
    ● Readings:
    ○ Kahneman, Daniel, Thinking, Fast and Slow (Farrar, Straus and Giroux)
    Session 10: Logic for Language and Communication
    ● Topics:
    ○ Using Logic to Improve Language Learning
    ○ Logical Structure in Argumentative Writing and Debates
    ● Skills Developed:
    ○ Structuring logical arguments in writing and speech.
    ● Readings:
    ○ Fisher, Alec, Critical Thinking: An Introduction (Cambridge University Press)
    Week 6: Constructing and Refuting Arguments
    Session 11: Building Strong Arguments
    ● Topics:
    ○ Techniques for Persuasive Argumentation
    ○ Constructing Arguments from Evidence
    ● Skills Developed:
    ○ Writing and presenting structured arguments.
    ● Activities:
    ○ Peer practice: Argument construction and feedback.
    ● Readings:
    ○ Weston, Anthony, A Rulebook for Arguments (Hackett Publishing)
    Session 12: Refuting False Arguments
    ● Topics:
    ○ Strategies for Effective Refutations
    ○ Identifying Weaknesses in Opponents’ Arguments
    ● Skills Developed:
    ○ Refuting arguments logically and respectfully.
    ● Activities:
    ○ Debate practice: Refuting assigned arguments.
    ● Readings:
    ○ Popper, Karl, The Logic of Scientific Discovery
    Week 7: Teaching Logic
    Session 13: Simplifying Complex Ideas
    ● Topics:
    ○ Teaching Logic to Beginners
    ○ Adapting Logic for Non-Specialists
    ● Skills Developed:
    ○ Explaining logic clearly and engagingly.
    ● Activities:
    ○ Teaching demonstrations with peer feedback.
    ● Readings:
    ○ Bowell, Tracy, and Kemp, Gary, Critical Thinking: A Concise Guide (Routledge)
    Session 14: Handling Questions and Challenges
    ● Topics:
    ○ Addressing Misunderstandings in Logic Teaching
    ○ Managing Questions and Encouraging Critical Discussion
    ● Activities:
    ○ Role-playing teaching scenarios.
    ● Readings:
    ○ Freire, Paulo, Pedagogy of the Oppressed
    Week 8: Synthesis and Application
    Session 15: Final Applications of Logic
    ● Topics:
    ○ Applying Logic in Philosophy and Academic Studies
    ○ Real-Life Problem Solving with Logical Tools
    ● Activities:
    ○ Group projects on practical uses of logic.
    ● Readings:
    ○ Grayling, A.C., The God Argument: The Case Against Religion and for
    Humanism

  • Dharma and Ecology

    • ₹20000
    • Duration: 8 Weeks
    • Delivery mode: Online
    • Group size: Individual
    • Instruction language: Hindi, English
    • Certificate provided: Yes
    The current pandemic has once again highlighted our relationship with animals and nature. While several people have questioned the consumption of animals in China, the holy cow often symbolises Indian culture. From vegetarianism to the worship of Tulsi plants, many Indian spiritual practices demonstrate reverence for nature. Yet, India is also facing environmental crises, including pollution and loss of biodiversity. This course will discuss how reverence for nature can be transformed into concrete action to protect natural resources. We will approach the study of religion and ecology by exploring several examples, including the Bishnoi Community and Swadhyaya Parivar. We will also discuss environmental leaders such as Sunder Lal Bahuguna and Medha Patkar.

    Learning Outcomes:
    To understand how members of different religious communities in South Asia have conceptualised nature and the relationship between humans, the divine, and the natural world.
    To acquire a working vocabulary that will enable you to speak in an informed way about South Asian religions.
    To design and write a research paper around a compelling question related to religion and environmentalism in South Asia
    To articulate the limits and possibilities of employing religious discourse to address a significant social problem.
    Examine, challenge, and clarify one's self-understanding, worldview, and fundamental values.

  • Indian Intellectual History

    • ₹20000
    • Duration: 12 Weeks
    • Delivery mode: Online
    • Group size: Individual
    • Instruction language: Hindi, English, Sanskrit
    • Certificate provided: Yes
    This course intends to introduce students to certain aspects of Indian intellectual history with a focus on Sanskrit intellectual culture. The attempt is to familiarise students with both the method and content of intellectual history, and therefore there is a focus on introducing primary sources in translation, while we will engage with secondary literature in class.
    Outcomes
    1.
    Ability to read and meaningfully engage with works in a particular tradition/on a particular issue
    2.
    Familiarity with major trends in scholarship on the tradition/issue
    3.
    An understanding of the history and politics of the study of South Asian thought
    4.
    Ability to identify and employ relevant ideas from South Asian traditions with reference to one’s own area of research

  • Environment Ethics and Justice

    • ₹25000
    • Duration: 30 Days
    • Delivery mode: Online
    • Group size: Individual
    • Instruction language: Hindi, English
    • Certificate provided: Yes
    Do humans value their environment? Should humans value their environment? How and why? There are no simple and/or single answers. Environmental Ethics examines how humans ought to value both humans and the non-human elements and their relationship within the ecosystem. This course engages in such philosophical discussions.
    What is environmental justice? Since 20th Century, mankind has witnessed how different communities bear different and disproportionate burden of risks and benefits in their everyday spaces. There exists a wide disparity between social groups living a good life of prosperity, health and well-being within a specific environment. Consequently, for other social groups in or near risky environments, it becomes a source of threat and risk, when living or working proximate to hazardous environments (such as Bhopal Gas Tragedy, landfill sites). It is this unequal distribution of risks and benefits that stems from various social, political and economic contextual factors that results in environmental (in)justice. This course focuses on understanding and evaluating such examples in India and globally. Through this course, students will understand the intricacy of the man- nature dichotomous relationship through critical yet complex thinking. It will also help the students to engage in ethical decision-making.

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