Reason[Logic] and Rhetoric
(PH 2113)
Assignment-Syllabus, 2015
Prof: Stephen T. Hague
Faith Theological Seminary
410-323-6211
[email protected]
Course Description
PH 415 Reason and Rhetoric – An exploration of the history, concepts, and function of informal logic and its role in
rhetoric towards developing skill in sound reasoning, evaluation/analysis, interpretation, and argumentation. The histories of
logic and rhetoric will be surveyed to prepare students for excellent, persuasive writing and speaking skills. Informal fallacies
will also be evaluated and discussed.
Program: Bachelor of Theology
Dates/Time: Tuesdays, from Sept 1 – Dec 1 (9:00 – 11:30 am)
The General Program Learning Objectives (PLO) of this Course
A. Exhibit creative and critical thinking skills
B. Demonstrate effectiveness in oral and written communication
C. Critically and constructively apply a biblical worldview as it relates to various disciplines
Student Learning-Objectives (SLO) for this course
A. To get a foundational understanding of the concepts of logic and rhetoric within a biblical framework, and
to learn the history and define the terms (concepts) of informal logic (and fallacies), reasoning, thinking,
evaluating. PLO A, C
B. To understand the relationship between reason and rhetoric. PLO A
C. To understand the relations between mind, thought, words (language), feelings, reason, creativity, lateral
thinking, mind & heart, the Christian mind and the mind of Christ and the intelligence of Christ, delight
and joy of learning/study, and anti-intellectualism. PLO A, C
D. To know the key biblical-theological aspects of reason and worldview evaluation and formation. PLO C
E. To increase in understanding of how to teach/preach, employing sound logical reasoning and rhetoric,
using argumentation and rhetorical strategies towards good reading and writing skills. PLO A, B
F. Improve in biblical interpretation skills towards teaching/preaching using sound reasoning and rhetoric
PLO A,B,C
PH 415 Logic and Rhetoric FTS, Fall, 2011 — 1 | P a g e
Curriculum Objectives (PL0) and Demonstration of Learning (SLO)
Course assignments
Related Course Objectives
1. Readings and
To gain a knowledge of the history and concepts of informal
one book review logic (and fallacies), reasoning, thinking, and evaluating.
To developing communication/rhetoric skills.
PLO A,C
SLO A, B, C,D
2. Quizzes
To remember, reflect, and apply the knowledge and skills
gained from readings and syllabus. Lectures.
PLO B, C
SLO A-F
3. Final
To remember, reflect, and apply the knowledge and skills
gained from readings, syllabus, and lectures.
PLO A,B,C
SLO A,B, C,D
Percent of Course Grade
33%
33%
33%
Information Resources and Technology Needed for this Course
 Class syllabus-notes will be available online. Notes must be brought to our in first class. To receive the
online link to the class-syllabus notes to print at home and/or to use in-class electronically, email me at
the address above and specify for which course you need the link.
 FTS Library
 Recommended reading: see bibliography in course-syllabus notes
Assignments
Read all of the articles below and be prepared to be quizzed on the main ideas of each (except class-syllabus)
(available online).
Write one five page book review of any logic or rhetoric text (in text box) in the course-notes bibliography.
Final Exam on course-content (see course syllabus)
Classroom policies
 Excused absences (for deaths and illness) must be limited to a maximum of three and documented
appropriately. Any absences for illness exceeding this maximum will result in dismissal from the
course(s) with a Withdraw Passing (WP). All absences must be followed by completion of all missed inclass work (and assignments) in a timely fashion by consulting with the professor.
 Three times tardy (ten or more minutes) to class will equal one class absence. Four times tardy will equal
two unexcused absences.
 Class participation will be expected. Non-participation is not acceptable.
 Cell phones and electronic devices will be turned off or silent.
 No in-class texting, web-surfing, gaming. Computer use for in-class work only.
 Late assignments are graded “F” unless a variance is granted for extenuating circumstance: illness/death.
FTS Seminary Statement on Academic Dishonesty and Plagiarism:
Plagiarism means representing any work (including “original” ideas and opinions) as your own that is not your
own. All information, quotes, and paraphrasing from all sources must be properly documented. All work
submitted for this course must be your own and written exclusively for this course. Academic dishonesty is
defined as an intentional act of deception in which a student seeks to claim credit for the work or effort of
another person, or uses unauthorized material or fabricated information in any academic work.
It includes, but is not limited to:
 Cheating – giving or receiving answers on assigned material, using materials or aids forbidden by the
instructor, alteration of academic records, unauthorized possession of examinations, the falsification of
admissions, registration or other related college materials, or any other intentional use or attempted use
of unauthorized materials, information, or study aid.
 Plagiarism – the offering of someone else’s work, words, or idea as one’s own or using material from
another source without acknowledgement. Exclusive use of internet web sites for research content is
PH 415 Logic and Rhetoric FTS, Fall, 2011 — 2 | P a g e




I.
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discouraged. All references must be cited, NO paraphrased information. It is best to use the library
databases/books for all research.
Interference – interfering without permission with the work of another student either by obtaining,
changing or destroying the work of another student.
Buying or selling of term papers, homework, examinations, laboratory assignments, computer programs,
etc.
Falsifying of one’s own or another’s records.
Knowingly assisting someone who engages in A-E above.
Committing plagiarism may result in the following consequences
Faculty may impose the following disciplinary actions within the context of a course,
o lowering of a grade or failure for a particular assignment.
o lowering of a grade, failure and/or dismissal from the course.
The Division Dean or Campus Administrator responsible for the student’s curriculum may impose harsher
measures within the context of the seminary such as:
o disciplinary probation may include a limitation on credits, mandatory repeat of a course, etc.
o suspension from a curriculum.
Class Schedule
Dates
Class-content
1) Sept 1
Introduction to
Logic and Rhetoric
2) Sept 8
Course-syllabus
Preparation: read and prepare for a quiz
Download (and print if needed) the course-syllabus notes and articles
for reading
 Read for quiz 1: James Sire, “Jesus the Reasoner” from Habits of the
Mind, pp. 178-204.
3) Sept 15
4) Sept 22
Course-syllabus
Course-syllabus

Read for quiz 2: Dallas Willard, “Jesus the Logician,” Christian
Scholar's Review, 1999, Vol. XXVIII, #4, pp. 605-614.
5) Sept 29
6) Oct 6
Course-syllabus
Course-syllabus

7) Oct 13
Course-syllabus

8) Oct 20
Course-syllabus

Read for quiz 3: Gene Edward Veith Jr., “Christianity as an
Intellectual Framework” & “Loving God With All Your Mind” in
Loving God with All Your Mind: Thinking as a Christian in the
Postmodern World. Wheaton: Crossway Books, 2003, pp. 137-155.
Read for quiz 4: Os Guinness, “Let My People Think” Fit bodies, Fat
Minds: Why evangelicals don’t think and what to do about it. Baker,
1994, pp. 132-152.
Read for quiz 5: Linda Elder & Richard Paul, The Thinker’s Guide to
Analytic Thinking: How to Take Thinking Apart and What to Look for
When You Do. Dillon Beach, CA: The Foundation for Critical
Thinking, 2007, pp. 1-52.
9) Oct 27
10) Nov 3
Course-syllabus
Course-syllabus

11) Nov 10
Course-syllabus

12) Nov 17
Course-syllabus

Nov 21
Nov 23-28
13) Dec 1
Read for quiz 6: Gordon Clark, “Why Study Logic” and “Informal
Fallacies,” Logic. Jefferson, MD: The Trinity Foundation, 1995, pp. v
-27.
Book review due
Read for quiz 7: J.P. Moreland & William Lane Craig, “Knowledge
and Rationality,” Philosophical Foundations for a Christian
Worldview, pp. 71-89
FALL SEMINAR: MARRIAGE AND FAMILY (required attendance)
FALL THANKSGIVING BREAK ! (required absence)
Course-syllabus
 Reading % Sheet due (see last page)
 Final Exam on course-content (see course syllabus)
PH 415 Logic and Rhetoric FTS, Fall, 2011 — 3 | P a g e
Reading % Sheet: Due on Dec 1, 2015
for PH 2113 Reason[Logic] and Rhetoric
Student name is signature: .
I honestly read without cramming the following percentages of:
that
1. James Sire, “Jesus the Reasoner” from Habits of the Mind, pp. 178-204. (26 pages)
%.
2. Dallas Willard, “Jesus the Logician,” Christian Scholar's Review, 1999, Vol. XXVIII, #4, pp. 605-614. (9
pages)
%.
3. Gene Edward Veith Jr., “Christianity as an Intellectual Framework” & “Loving God With All Your Mind”
in Loving God with All Your Mind: Thinking as a Christian in the Postmodern World. Wheaton: Crossway
Books, 2003, pp. 137-155. (18 pages)
%.
4. Os Guinness, “Let My People Think” Fit bodies, Fat Minds: Why evangelicals don’t think and what to do
about it. Baker, 1994, pp. 132-152. (20 pages)
%.
5. Linda Elder & Richard Paul, The Thinker’s Guide to Analytic Thinking: How to Take Thinking Apart and
What to Look for When You Do. Dillon Beach, CA: The Foundation for Critical Thinking, 2007, pp. 1-52.
(52 pages)
%.
6. Gordon Clark, “Why Study Logic” and “Informal Fallacies,” Logic. Jefferson, MD: The Trinity Foundation,
1995, pp. v -17. (17 pages)
%.
7. J.P. Moreland & William Lane Craig, “Knowledge and Rationality,” Philosophical Foundations for a
Christian Worldview, pp. 71-89. (18 pages)
%.
8. The course syllabus-handout notes by STH in-class survey together (100 pages).
%
Total pages (apx 260):
Submit copy of this page to Professor Stephen T. Hague
at Faith Theological Seminary, 529 Walker Avenue, Baltimore, MD, USA
PH 415 Logic and Rhetoric FTS, Fall, 2011 — 4 | P a g e
%