  In contrast to Computer Science, where the fundamental role of Logic is
widely recognized, it plays a practically non-existent role in Information
Systems curricula. In this paper we argue that instead of Logic's exclusion
from the IS curriculum, a significant adaptation of the contents, as well as
teaching methodologies, is required for an alignment with the needs of IS
practitioners. We present our vision for such adaptation and report on concrete
steps towards its implementation in the design and teaching of a course for
graduate IS students at the University of Haifa. We discuss the course plan and
present some data on the students' feedback on the course.
