Ah, me . . . logic. . . ?

Up to my ass and then some in illogical fallacies, arguments, premise, conclusion, deductive and inductive reasoning, and my personal fave, PhillyChief's Better Moments. Trying to teach myself how to argue gooder, and beat back the theistic hordes battering the gates of reason.

I dunno how much of the dry fact-y type stuff is sticking, but I've read and reread it so much that hopefully, as I apply it to more things, it'll become second nature. What I can't understand is why every student, in either junior high or high school, isn't made to take a mandatory class on critical thinking. Well, I have an idea. Let's see if I can turn it into an sound inductive argument:


Premise 1: Since critical thinking is the careful, deliberate determination of whether we should accept, reject, or suspend judgment about a claim and the degree of confidence with which we accept or reject it--

Premise 2: It's implicit that it's more difficult to mislead and/or distract someone who is accustomed to thinking critically, and examining everything. Therefore,

Conclusion: It is my conclusion that those in authority, whether parent, teacher, or government, are unlikely to push for mandatory critical thinking classes in public schools.


Hmm. I think Premise 2 might actually be a conclusion. And the Conclusion's probably an appeal to emotion (cynicism) . . . meh. It's my maiden voyage--sue me.

::sighs::
Back to the mines. . . .

"No horror can be more terrible than the daily torture of the commonplace." --HP Lovecraft