Professor Zeyad El Nabolsy at znabolsy@yorku.ca

: In this course you will develop the ability to identify and critically assess different argumentative structures. You will learn to distinguish between valid arguments and invalid arguments, as well as between sound arguments and unsound arguments. While the notions of validity and invalidity are undoubtedly important, there are many forms of argument which are widely deployed, but which are nevertheless invalid from a strictly formal point of view. Yet, as we will discover, such argumentative forms are indispensable, so we have to develop our capacity to assess such arguments. To this end we will be discussing how to assess the strengths of abductive and inductive arguments. This course is very much geared towards the practical application of key theoretical notions, and our discussion of these topics will be tethered to a discussion of some key social issues such as: whether we should raise or decrease the minimum wage, whether war is ever just, whether something like human nature exists, and if so, is it good or bad (or is that just a bad question to ask in the first place!), the evidence for anthropogenic climate change, and the nature of identity politics (who does it harm? Who does it benefit?).

Sharon Bailin and Mark Battersby. Reason in the Balance (Second Edition). Indianapolis: Hackett, 2016.

Taiwo, Olufemi. Elite Capture: How the Powerful Took Over Identity Politics (And Everything Else). Chicago: Haymarket Books, 2022.

1. Weekly In-Class Exercises (20 %).
2. Fall Mid-term (20 %).
3. Fall final paper (20 %).
4. Winter Mid-Term (20%).
5. Winter final paper (20%).

The grading scheme for this course conforms to the 9-point system used in undergraduate programs at York University.

Times and locations: This course will meet for three hours in person on Tuesday at 11: 30 am. The room for the course is HNE 032 (Keele Campus).

Class Organization: Class time will be divided between lectures and in-class individual and group exercises. Depending on the nature of the material covered in any given week, more time maybe devoted to lecturing or to in-class exercises and discussion. It is vital for students to attend class in person (unless there is an emergency).

1. Learn how to discern the argumentative structure of different texts.
2. Learn how to assess the adequacy or inadequacy of different forms of argument.
3. Understand what counts as a good deductive argument.
4. Understand what counts as a good inductive argument.
5. Understand what counts as a good abductive argument.
6. Identify some common fallacies.
7. Write clearly and effectively with the aim of rationally persuading your reader.
8. Develop a critical independent perspective on social issues.

Assignment Submission, Late Penalties, and Other Policies:

Assignments will be due at 11:59 pm on the day that they are due. I am happy to grant you extensions as long as you ask at least three days in advance. Unless you have an emergency, I am not going to grant you an extension if you ask me for an extension the day that the assignment is due. If you do not have an extension, then late assignments will be penalized at half a letter grade per day. So, for example, if you get an A+ on an assignment that is two days late, you will receive a grade of B+, and so on.

You miss up to three in-class exercises per semester without penalty (and without excuse). However, if you miss more than three, then you need to provide me with some adequate justification.

Students who miss the tests with a valid excuse (e.g., through illness) will be provided with the opportunity to make up for the missed test with no penalty.

All work submitted must be your own work. Plagiarism is a very serious academic transgression and it will not be tolerated. Please see the definition provided by York University. The use of A.I. such as ChatGPT is strictly prohibited.

I strive to create an inclusive classroom environment where everyone is welcome. If you need any accommodations please let me know as soon as possible, and we will develop a plan in collaboration with Student Accessibility Services.

Some of the topics that we will be discussing will undoubtedly lead to the raising of controversial opinions, and I encourage civil critical debate. However, any discriminatory or hateful remarks are not welcome in class.