Author’s Note: I’m sort of on hiatus at the moment for various reasons – the main being that I’m in a writing slump. In the meantime, enjoy this tidbit of logic and language.

Recently, I taught my sophomores about qualification – the practice of using certain words to qualify generalizations, such as probably, generally, perhaps, etc. Qualifiers, in my opinion, are eminently important since they are the best way to avoid error (such as suggesting that all swans are white) and still make strong evidentiary claims.

But today I ran into an example of overqualification – that is, qualification where none is needed:

Very few of you [in the audience] has [sic] a coin in your pocket with only one side.

Cases such as this where qualifying a claim would indicate that a logical contradiction is possible show how qualification can sometimes end up in absurdity. No one needs to qualify claims about one-sided coins anymore than claims about being able to draw square circles or be married bachelors. If a statement is tautologous, then there is clearly no reason to qualify it.

Spurred by my recent foray into ideas for increasing critical thinking, here’s an idea that I think combines a lot of different ideas, including critical thinking and logical inference, into a skill-building activity that engages a virtually universal student interest: music.

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I got the latest edition of English Journal this week, and while I have been remiss in keeping up with past issues, I jumped for joy to see this one, which centers on one of my favorite areas of study: Logic and Critical Reasoning. I try to teach critical thinking to all of my classes, and I was excited to see what ideas were included to reinforce this absolutely vital universal subdiscipline.

I am happy to announce that I have not yet been disappointed.

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Forgive me, dear reader(s), for my absence; as I noted in an earlier post, I’ve been busy selling a house (which we sold in only about 2 weeks after putting it on the market ourselves), moving into a new house (which is bigger and only one story), and preparing for where I am currently – the Teaching East Asian Literature in the High School conference at Indiana University in Bloomington, IN. So far, the week has been amazing, and I have learned sooooo much about East Asian history and literature.

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Having kids has given me an acquaintance with health care that I virtually would have never thought possible. My boys are not the unhealthiest of children, but their conditions (severe autism and apraxia for my elder son, slightly less severe autism and mild hypotonia for my younger) have required some further investigation.

We had one of these investigative moments this past year with my younger son, specifically regarding the possibility of a metabolic disorder causing his hypotonia (and perhaps contributing to his autism and global delays as well). To get more clues, blood work was needed to test for the level of certain amino acids and other chemical markers. One of these markers was lactic acid: elevated levels might indicate a metabolic disorder and provide something for a geneticist to work with.

There was a problem with this, however: lactic acid levels tend to rise with muscle exertion, so the blood needed to be drawn from my 18-month-old son without causing him to exert himself while we were trying to get blood.

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I never thought that teaching would feel like Freddy Krueger.

By which I mean: It’s infecting even my dreams!

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One of the most interesting years of my life is coming to end now: the posting of final grades this morning marked the near-official end of my first year of teaching. It has been quite a ride, and I have learned more than I ever thought possible. Despite not keeping up with my reflections like I had hoped (sadly), it’s time again to reflect back on what went well, what went wrong, and what went…well, crazy.
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