Read Part 1.
Teachers are supposed to discover things ahead of time and then share them with students. But sometimes the discoveries come during the teaching. It’s part of the compensation package.
A month or so ago, I experienced one of these moments of discovery during the 9th grade class I teach three days a week—a class in formal logic. (Yes, logic. I dare you to read a short essay about formal logic. What are you afraid of?)
My light bulb moment was not the discovery that evangelical and fundamentalist Christianity are desperate for more constituents capable of thinking clearly about hard questions. That reality struck home a couple of years ago, and I’m reminded almost daily. (Often enough, the guy in the mirror is the evidence.) Nor was my light bulb moment the realization that if we start teaching kids logic again, as in the good old days, we might see a generation of better Christian thinkers succeed the “this feels true to me” generations we’ve raised up in America over the last century or so. I already believed that. It’s why I’m teaching the class.
The light bulb came on when an idea I’d accepted as true in theory became “real” by experience. The students and I were working through some exercises sixteen chapters or so into our textbook when we arrived at this question:
Smith said, “Pro-lifers don’t care about children who are already born. All they care about is their stupid political agenda.” Jones disagreed by saying, “No, there are many pro-lifers who are involved in caring for children.”
The assigned task was to analyze the paragraph, “isolate the related statements, and put them into categorical form. Assign abbreviations to the terms, place them on the square of opposition, and determine their relationship.” In this case, the available relationships were contradiction, contrariety or subcontrariety. Read more about Toward Arguing Better: A Trusty Tool