Fall 2019 Introduction to Logical Reasoning

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  1. Introduction to Logical Reasoning: Phil 201
  2. Dr. Peter Gratton, Dept. History and Political ScienceOffice Hours:
  3. M/W: 10:45-12:30pm, 1:45pm-3:30pm and by appointment (virtual hours by appointment as well)  Cell phone (use only in an emergency and best by text): 504-478-5982

    e-mail: peter.gratton@selu.edu

  4. Required Texts: Hurley, Patrick J., A Concise Introduction to Logic, 13th edition (Cengage Publishing).
  5. General Course Description: This course focuses on informal and formal logic, providing the student with important skills in logic, both deductive and inductive forms, as well as philosophical reasoning more generally. In an era where the news media is obsessed with how one assesses good arguments, we will go through what counts as a logical proof, how to assess that proof, and finally how one does so through symbolic logic. This will be the deductive and logical part of our work. But since we are constantly bombarded with forms of inductive logic—i.e., learning from experience and trying to make generalizations, such as statistical studies—we will also cover forms of inductive logic as we bring this semester to a close. Each chapter will require doing the homework assignments—done through Mindtap (the link is on the moodle course—and I’ll admit that many of you will find the symbolic logic section of the class the most difficult: if you stick with it and do the assignments, each of you should have success in that part of the course.
  6. Skills that students will demonstrate competence in include:
    • reading a text and understanding the argument being made,
    • learning what are fallacious arguments,
    • analysis of an argument’s validity,
    • how to analyze an argument’s soundness,
    • how to perform basic symbolic logic,
    • how to evaluate different forms of inductive reasoning,
    • how to evaluate scientific reasoning from non-scientific forms of reasoning
  7. Different Abilities If you suffer from any disabilities, such as a social phobia and/or a physical or mental condition, which you believe may impede your progress and participation in the course, either with regard to the class itself or quizzes and exams, please let me know as soon as possible. I have worked with students with special circumstances before and I will be glad to do so again to make this classroom (even when virtual) as inclusive as possible.
  8. Requirements: All students are to respect each other in online and offline environments. All students are expected to hand in each chapter’s homework on Mindtap before each chapter’s examination and complete the examinations on a timely basis.
  9. Problems of a Natural Disaster: In the event of a natural event causing the cancellation of school or disrupting your ability to use online resources, students should continue with assignments as provided in the outline below, catching up by watching online lectures by the professor and doing the accompanying homework.
  10. Intellectual Honesty: While homework and chapter examinations are to be done outside the classroom (at home or on campus) and thus can be done with the course materials in hand, students are reminded of the University policy on intellectual honesty, especially that part which pertains to plagiarism and self-plagiarism. Plagiarism and self-plagiarism are forms of academic fraud; complaints or allegations of such are subject to the adjudication of the proper university committee: your first task in the class will be to go on the university website to understand what is meant by these terms. Cheating includes but is not limited to allowing another student to copy from your work, presenting someone else’s work as your own including through failure to credit the source of ideas, consulting electronic devices such as mobile phones, and/or interacting with others while a test is ongoing.
  11. Official communication: Standard Southeastern policy is that you exclusively use your Southeastern e-mail account to communicate information about your curriculum, classes, assignments, and other important information.  You can access your e-mail account from Webmail on Southeastern’s home page.  I will not respond to student e-mail from any other e-mail addresses. You may text me at my number above in an emergency or if I do not reply to your email in a timely enough fashion.

Examinations: 90% of the course grade

Participation (Homework, etc.): 10%

HOMEWORK: You are to do the Mindtap exercises available through Moodle by the time that the quizzes for each chapter are due. Do not do any examinations or quizzes on Mindtap–only the quizzes done on Moodle count towards your grade. You do not need to hand anything in.

Here is the information on Mindtap:

Your MindTap courses are linked to Moodle and do not have a Course Key. Students are required to access MindTap using the link established within each student’s Moodle course shell. Included below is a video demonstrating the process of accessing MindTap within Moodle:


Extra Credit:Go to one of the following events and write a one to two paragraph summary of the argument made in the talk. It’s worth 2 points right on top of your grade total.

The Annual Constitution Day Lecture
Crisis, Controversy and the Constitution: American Presidents Interpret the Intent of the Framers
1:00 pm, Tuesday, September 17, Pottle Auditorium

The Assistant Director of the Center for Southeast Louisiana Studies, Assistant Professor of History, and author of an award-winning book on the Civil Rights movement, will offer an analysis of how America’s chief executives have reinterpreted the meaning of the Constitution in response to national emergencies that threatened the survival of the republic.

Eleanor of Aquitaine: Queen Mother of the Twelfth Century
1:00 p.m., Wednesday, October 2, Student Union Theater

A recent M.A. will discuss how English queenship evolved its own identity, why medieval queens occupied a unique social niche, how Eleanor of Aquitaine provides a case study of the phases in a queen’s life and problems an ambitious and able woman faced in medieval society, and why she exercised her greatest political power as a widow and queen mother.

The Wild Sawmills of Upstate New York: The Fight for Land and Legitimacy on America’s Frontiers
1:00 p.m., Wednesday, October 9, Pottle Auditorium

A Visiting Assistant Professor of History will remind us that if American expansion conjures an imagined transition from untamed to civilized, frontiers were rarely clear. In the 1840s a contest between New York setters and the Seneca tribe over land, cabins, and sawmills blurred the legality of land claims with the larger issue of U.S. expansion. From “pioneers” settling ready-made Seneca cabins and sawmills, to the first Native victory before the Supreme Court, each side staked claims within American expansion that challenge the nation’s most cherished myths.

If A Ceorl Prospered: The Legal Status and Social Mobility of Anglo-Saxon Ceorls Before and After the Norman Conquest
1:00 p.m., Wednesday, October 16, Pottle Auditorium

A recent Southeastern M.A. in History will use surviving Anglo-Saxon laws to show that ceorls (freemen) of the seventh century were most likely to advance to thegnhood (nobility), the Anglo-Saxon Chronicle to demonstrate that the Viking invasions of the ninth and tenth centuries impoverished the ceorls and prevented them from gaining greater social status, and a document known as the Geþyncðo (compiled 1002-1023) to prove that by the eleventh century the status of ceorls had declined from a former era of prosperity.

The Summer of Love. Woodstock to Altamont. 50 Years On
1:00 pm, Wednesday, October 23, Pottle Auditorium
Co-sponsored by the Department of Communication

Communication Professor Joe Burns will offer a different look at two of the most iconic music events in history. The year 1969 was 50 years ago, yet the memories of August through December loom large. Woodstock was a brilliant success in retrospect. It represents peace and love, as well as the technological achievements in sound that allowed a quarter million people to hear the music. But if Woodstock opened the Summer of Love, Altamont closed it with violence. The story is well known but new research suggests it was not exactly what we thought.

This is the 50th anniversary of two epochal music events: Woodstock and Altamont. So much has been written about the two events but lately, new information is coming to light. Did anyone make money at Woodstock? How much was everyone paid? How much was paid to Max Yasger? New research and interviews about Altamont suggest that the death of Meredith Hunter was not quite the story we’ve been told since 1969. And although these two event shadow most music gatherings, 2019 is also the 40th anniversary of another event, possibly the worst music promotion ever created, Disco Demolition Night! Maybe Disco did suck, but not as bad as this debacle. Communication professor Joe Burns with recount the money, the stories and the holes in center field.

Hatfield, Holyrood, Hollywood, and Halloween: Elizabeth I and Mary Queen of Scots Go to the Movies—Again
1:00 p.m., Wednesday, October 30, Pottle Auditorium

The aging Head of the Department of History and Political Science faces his greatest historical and rhetorical challenge—relating filmic incarnations of Elizabeth Tudor and Mary Stuart to Halloween. Does he still have what it takes? Could this be the end of The More-or-Less Annual Halloween Lecture and its usual mix of scholarship, silliness, surprises, and sweets? Okay, a bit melodramatic, but in the year of The Avengers: Endgame and Star Wars: The Rise of Skywalker, what do you expect? Remember that costumes are not only welcome but encouraged!

Determined to Rise: The Civil War and its Effect on the Women’s Movement
Moderator Samantha Cavell, Department of History and Political Science, Southeastern
Panelists Elizabeth Hornsby, Department of Communication, Southeastern
Alecia Long, Department of History, Louisiana State University
Benjamin Railton, Department of English Fitchburg State University
Lori Terjesen, National Women’s History Museum
6:30 pm, Wednesday, October 30, Student Union Theater
Co-sponsored by the College of Arts, Humanities, and Social Sciences, the College of Education, and the Sims Memorial Library

The Southeastern Centennial Women’s Suffrage Project and the National Women’s History Museum (Alexandria, Virginia) join forces to commemorate 100 years of women’s suffrage. This panel discussion looks at how the Civil War era affected the Women’s Movement and early calls for voting rights in the South. Featured speakers include Dr. Lori Ann Terjesen, Director of Education for the NWHM, Prof. Alecia Long from LSU and Prof. Ben Railton from Fitchburg State University. From Southeastern, Dr. Elizabeth Hornsby of Communications and Dr. Sam Cavell of History and Political Science will complete the panel. This is the first in a year-long series of events at Southeastern which focus on this milestone in women’s history. Organized by Amber Narro, Carol Madere, and Elizabeth Hornsby (Communication and Media Studies), Angela Dunnington (Sims Memorial Library), Erin Cowser (Government and Public Relations), Jordan Ahrend (Teaching and Learning), Lisa Moody (English), Megan Sanders (Visual Art and Design), and Samantha Cavell (History and Political Science).

Why the Allies Won World War II
2:00 pm, Thursday, November 7, Student Union Theater

The Department Chair and Professor of History in the Department of History at the University of Exeter, renowned authority on military history and eighteenth century Britain, and the world’s most published historian – including numerous books and articles about World War II – discusses how America, Britain, the Soviet Union, and the rest of the Allies overcame seemingly insurmountable odds to defeat Nazi Germany, Fascist Italy, and Imperial Japan in the great conflict that engulfed the world between 1939 and 1945.

Introducing the History of Maps
5:00 pm, Thursday, November 7, Fayard Hall 225

Professor Black will speak at a meeting of the HIPS Society about the history of mapmaking and how maps have played an important role in the political history of the West.

The Annual Veterans Day Lecture
Bushido Abandoned: Allied POWs Under Imperial Japan
1:00 pm, Monday, November 11, Student Union Theater

A recent Southeastern M.A. in History discusses how Japan’s conquests and creation of the Japanese Co-Prosperity Circle in East Asia and the Pacific led to internment of over 140,000 Allied soldiers, and why—due to the blurring and misinterpretation of the code of Bushido, a code originally based on honor—the Japanese ran their prisoner of war camps with unbridled hatred and nationalistic fervor, causing Allied POWs to suffer night and day, with liberation coming slowly for those who survived and justice remaining unattainable for those who died.



PLEASE READ: Below I have given a number of resources for each chapter we are studying. THESE ARE NOT ALL ASSIGNED. I have tried to give you all the resources I thought were decent and provided them for extra practice. What is mandatory is doing the ASSIGNMENTS and EXAMINATIONS. The Logic Coach, extra lectures, and so forth, are a resource for extra help but is not mandatory. I provide a detailed Lecture Video for each section.

Schedule of Assignments:

*All Homework is to be done through MindTap using the links provided on Moodle. Only do the MindTap assignments for the chapter sections that are assigned below; no other homework is due for the class*

August 211.       Introduction to logic and the scope of the course. Read Hurley, preface.

Course Resources for all of chapter 1:

1.     Logic Coach for Windows
Logic Coach for MAC (A relatively old fashioned-style that goes over each chapter in the Hurley textbook.)

2.     Chapter 1 Matching Game for key terms.

3.     Chapter 1 Multiple Choice Practice Questions.


August 28Asssignment:
1.       Read:
 Hurley, 1.1 and do MindTap for 1.1: Theme: What is an argument?
2. Professor’s Lecture Video

1.      Read: Hurley, 1.2 
2. Professor’s Lecture Video

3. MindTap questions for this section

Recommended:  Mark Thursby, Lecture on 1.2.


2.       Mark Thursby, Lecture, 1.1

Sept. 4Assignment:
1.       Read: Hurley, 1.3: Deductive vs. Inductive Arguments

2. Professor’s Lecture Video

3. Do MindTap questions for this section.

Recommended: Mark Thursby, Lecture on 1.3
Sept. 9
1.       Read Hurley, 1.4

2. Professor’s Lecture Video

3. Do MindTap questions for this section.

Recommended: Mark Thursby, Lecture on 1.4

Sept. 11Assignment:
1.     Read Hurley, 3.1. Theme: Introduction to Fallacies

2. Professor’s Lecture Video for 3.1 and 3.2.

3. Do MindTap questions for this section.


Chapter 3 matching game

Chapter 3 study set.

Chapter 3, multiple choice practice.

Chapter 3, True/false questions.

Chapter Three Powerpoints.

Quiz 1: chapters 1.1-1.4 due.

Sept. 16


1. Read Hurley, Fallacies 3.2:

2. Do MindTap questions for this section.
1.     Read Hurley, 3.3

2. Professor’s Lecture on 3.3

3. Do MindTap questions for this section.

9/231.     Read Hurley, 3.4.

2. Professor’s Lecture on 3.4 and 3.5

3. Do MindTap questions for this section.
9/251.     Read Hurley, 3.5.
2. Do MindTap questions for this section.
1.     Read Hurley 4.1: Categorical Propositions

2. Professor’s Youtube video:


3. Do MindTap questions for this section. Quiz 2 on fallacies (chapter 3) due


1.     Read Harry J. Gensler, Introduction to Logic (London: Routledge, 2017), 3rd edition, pp. 31-37. Theme: Venn Diagrams

2. Instructor’s lecture (podcast looking at Gensler, Introduction to Logic)

3. Helpful Youtube video on Venn Diagrams (nicely visual).


1.       Read Hurley, 6.1. Theme: Propositional Logic.

2. Professor’s LECTURE VIDEO

3. Do MindTap questions for this section.      

 4.      A Concise Introduction to Logic Chapter 6 Propositional Logic study set.

5.       A Concise Introduction to Logic Chapter 6 Propositional Logic matching game.

 6. Test A Concise Introduction to Logic Chapter 6 Propositional Logic multiple choice practice.

7. Test A Concise Introduction to Logic Chapter 6 Propositional Logic True or False practice.
1.       Read Hurley, 6.2

2. Professor’s LECTURE ON 6.2

Do MindTap questions for this section.

Mark Thursby, Lecture on 6.2

Short Quiz on Chapter 4.1 Venn Diagrams Due.


1.       Read Hurley, 6.3.

2. Professor’s LECTURE on 6.3

3.  Mark Thursby, Lecture on 6.3

 3. Do MindTap questions for this section.



1.       Read Hurley, 6.4

2 . Professor’s LECTURE ON 6.4

3. Do MindTap questions for this section.

Resource: Mark Thursby, Lecture on 6.4


1.       Read Hurley, 6.5
2. Professor’s
 Lecture on 6.5.

3. Do MindTap questions for this section.

Resource: Mark Thursby, Lecture on 6.5


Assignment: 1.       Read Hurley, 6.6

2. Professor’s Lecture on 6.6.

3. Do MindTap questions for this section.

10/28Assignment: 1. Read Hurley, 7.1
2. Professor’s Lecture on 7.1
3.Do MindTap questions for this section. 

Resource: Mark Thursby, Lecture on 7.1

Quiz on Chapter 6 Due.
10/30Assignment: 1.       Read Hurley, 7.2

2. Professor’s Lecture on 7.2

3. Do MindTap Questions for this Section       Resource: Mark Thursby, Lecture on 7.2
11/41. Read Hurley, 9.1-9.2
2. Professor’s Lecture on Chapter 9 (all).

3. Do MindTap Questions for this Section.


Assignment:  1.       Read Hurley, 9.3
2. Do MindTap questions for this section.

Quiz on Chapter 7 Due

Assignment: 1. Read Hurley, 12.1-12.3

2. Professor’s Lecture on Chapter 12

3. Do MindTap questions for this section.

Quiz on chapter 9 Due.

Assignment:  1.     Read Hurley, 12.4-12.6
2. Do MindTap questions for this section.



  1. Read Hurley, 13.1-2
  2. Professor’s Lecture on Chapter 13 (all)

3. Do MindTap questions for this section.



1.  Hurley 13.3-4
Assignment: Do MindTap questions for this section.

Take Home Quiz on Chapter 12 Due.

12/2Catch-up day








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