The Problem With Teaching Logic

In my field, people are used to arguing about things. One's success is often a function of how well and vociferously one argues for a given position, regardless of one's particular stake in the position or its relevance to life as a whole. Of course, the best of us can make it relevant to life. We are the ones that get students to sign up as majors. Us, and the dudes that get really het up about obscure metaphysical apparatus and wave their hands around a lot. For some reason the undergraduates really dig that, as well.

So, the students become accustomed to arguing about things. They come under the misguided belief that there are no right answers.

Then they take Logic. And I fuck their shit up.

There are rules, you see, and a rich tradition of inquiry. The metaphysical presuppositions are often problematic and interesting but I'm not testing you on that. I'm asking you to understand the goddamned system, not judge it. The darling undergraduates are not, for the most part, in any position to judge the adequacy of any metaphysical system, much less that which underpins predicate logic.

They don't like failing. I don't really like failing them, although the general consensus in the department is that I am nails and delight in reversing the trend of grade inflation.

Welcome to Logic, kids. There is a right answer.