Anthony Ferrucci

*NEWEST VERSION OF THIS RESOURCE ONLINE @ Philosop-her dotcom This textbook has developed over the last few years of teaching introductory symbolic logic and critical thinking courses. It has been truly a pleasure to have benefited from such great students and colleagues over the years. As we have become increasingly frustrated with the costs of traditional logic textbooks (though many of them deserve high praise for their accuracy and depth), the move to open source has become more and more attractive. We're happy to provide it free of charge for educational use. With that being said, there are always improvements to be made here and we would be most grateful for constructive feedback and criticism. We have chosen to write this text in LaTex and have adopted certain conventions with symbols. Certainly many important aspects of critical thinking and logic have been omitted here, including historical developments and key logicians, and for that we apologize. Our goal was to create a textbook that could be provided to students free of charge and still contain some of the more important elements of critical thinking and introductory logic. To that end, an additional benefit of providing this textbook as a Open Education Resource (OER) is that we will be able to provide newer updated versions of this text more frequently, and without any concern about increased charges each time. We are particularly looking forward to expanding our examples, and adding student exercises. We will additionally aim to continually improve the quality and accessibility of our text for students and faculty alike. We have included a bibliography that includes many admirable textbooks, all of which we have benefited from. The interested reader is encouraged to consult these texts for further study and clarification. These texts have been a great inspiration for us and provide features to students that this concise textbook does not. We would both like to thank the philosophy students at numerous schools in the Puget Sound region for their patience and helpful suggestions. In particular, we would like to thank our colleagues at Green River College, who have helped us immensely in numerous different ways. Please feel free to contact us with comments and suggestions. We will strive to correct errors when pointed out, add necessary material, and make other additional and needed changes as they arise. Please check back for the most up to date version.

This textbook is not a textbook in the traditional sense. Here, what we have attempted is compile a set of assignments and exercise that may be used in critical thinking courses. To that end, we have tried to make these assignments as diverse as possible while leaving flexibility in their application within the classroom. Of course these assignments and exercises could certainly be used in other classes as well. Our view is that critical thinking courses work best when they are presented as skills based learning opportunities. We hope that these assignments speak to that desire and can foster the kinds of critical thinking skills that are both engaging and fun Please feel free to contact us with comments and suggestions. We will strive to correct errors when pointed out, add necessary material, and make other additional and needed changes as they arise. Please check back for the most up to date version. Rebeka Ferreira and Anthony Ferrucci

Anti-natalism is the view that persons ought morally to refrain from procreation. We offer a new argument for a principled version of anti-natalism according to which it is always impermissible to procreate in the actual world since doing so will violate the right to physical security of future, created persons once those persons exist and have the right. First, we argue that procreators can be responsible for non-trivial harms that befall future persons even if they do not cause them and if the harms are temporally delayed, provided the harms are reasonably foreseeable by procreators. For example, consider a case in which we can create a person in a room that is dangerously aflame. It would be wrong to do so since, once the person exists, they have a right that we avoid being morally responsible for unjust harms to them, and the fire in which we created them is one such unjust harm. Second, we argue that procreators are responsible for unjust harms that befall their children, since many non-trivial physical harms (e.g. broken bones, lower respiratory illnesses) are reasonably foreseeable by procreators. Thus, parents wrong their children by creating them. Third, we argue that procreators are also responsible for the unjust harms their children commit against others, since it is reasonably foreseeable that every person will inflict unjust, non-trivial physical harms on someone else. But this is worse since parents thereby share in their child’s future culpable intent. Finally, we consider a number of objections to anti-natalism and argue that none of them succeed against anti-natalism generally or against our argument grounded in the right to physical security.

In this review, the relative strengths and weaknesses of four recent logic books are presented. This review is organized thematically, where each text is examined under the following metrics: aesthetic qualities, organization, accessibility, problems and exercises, student resources, instructor resources, and price. Instead of examining each textbook one at a time, a comparison by category showcases each book's prominent features and themes within that category. Attention is also given in this review to the needs of logic students at the junior college level, whose diverse backgrounds increasingly factor into textbook decisions. Selecting a logic textbook can seem especially daunting given the abundance of choices on the market. Instructors are increasingly forced to select a textbook with numerous, and even competing, considerations in mind. This review intends to make the often difficult process of selecting between new textbooks on the market a little bit easier.