Term: Yearlong 2019–20, September 3–May 22
Target Grade Levels: Grades 7–9; 10th–12th graders welcome (see placement details below)
Schedule: 2x / week, 60–75 min.
Course Sections (choose one)
Section 1: M/W 9:30 a.m. ET with Mrs. Gerard
T/Th 12:30 p.m. ET with Mr. Schambach (Course Full: Join the Waiting List)
Section 3: T/Th 2:00 p.m. ET with Mrs. White
New Placement Process: Click to Read
- students who are new to Scholé Academy
- students who have not completed the previous course level at Scholé Academy
- students who have not completed the designated prerequisites
- students who need to demonstrate skills and proficiency necessary for course success
- If a placement evaluation has not been administered, withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
- If a placement evaluation has been administered, withdrawals requested before May 1 are granted part of their $75 refund: $35 will be paid to the instructor for the placement evaluation, and the remaining $40 of the original deposit will be refunded.
Middle and high school students will argue (and sometimes quarrel), but they won’t argue well without good training. Students who complete this course will know how to reason with clarity, relevance, and purpose . . . and have fun along the way! They will study and master 28 logical fallacies, which will provide an essential lifetime framework for filtering good and bad reasoning as well as writing and speaking effectively. This mastery of informal logic is a foundational subject by which other subjects are evaluated, assessed, and learned.
In this course, junior high and high school students study how reasoning goes wrong. It takes students through the most common fallacies, classified in 3 major groups: 1) fallacies of relevance, 2) fallacies of presupposition, and 3) fallacies of clarity. Studying with the award-winning text The Art of Argument, students trace the ways fallacies creep into (and sometimes infest) advertising, news reporting, political debate and discussion, and debate about every topic imaginable. After completing the text, students go on to apply their understanding to current events through writing and a final project. The course seeks to impart to students a kind of “logical judo” that helps them detect fallacious reasoning and protect themselves from rampant propaganda. For a closer look at the text used in this course, please follow this link and click “Look Inside”: The Art of Argument.
Placement: Please read about our new process above.
There are no formal prerequisites for this course. When considering whether this course is a good fit for your student, please consider that in addition to readiness for the course content, students should be developmentally prepared to engage in a 7th- to 9th-grade corporate learning environment as well as the online classroom dynamic. Please see the course syllabus (below) for a detailed description of student expectations for this course.
High School Credit: This course is the equivalent of one high school credit in composition, speech and debate, or logic.
Course Syllabus: Click here to view the course syllabus.
At Scholé Academy, we have carefully considered how we should engage our contemporary culture as those who believe that Christ is the Truth (John 14:6), and that all truth has its source in him. We think it is important to provide our upper school students (in grades 7-12) with tools and opportunities for critically examining various cultural trends, issues and mores through the lens of orthodox, Christian beliefs. Being confident in the truth revealed to us in creation, the Scriptures, and the tradition of the church, we are not afraid to follow the truth and its implications nor to address error and falsehood. … Read more about our Faith & Culture.
“I appreciate that the instructors challenge students to think without just teaching facts and processes. They are more concerned with understanding than with simple repetition for the sake of the assignments.” — Scholé Academy Parent
The Art of Argument: An Introduction to the Informal Fallacies
*Required texts are not included in the purchase of the course.
MLA Handbook for Writers of Research Papers
Papers and essays will be submitted using basic MLA formatting guides. This handbook may be a helpful resource.
Emily Gerard is a graduate of Gordon College (BA, political science and philosophy) and the Johns Hopkins University (MA, government). She has taught philosophy, rhetoric, and Latin for the past five years, most recently at a classical school in downtown York, Pennsylvania. Mrs. Gerard currently lives in York with her husband, their young daughter, and a border collie. firstname.lastname@example.org
Jimmy Schambach holds a Master of Divinity from Regent University, and a BA in Theology and Philosophy from Evangel University. Currently, he works as the Executive Director of a faith-based, non-profit organization called M28 Ministry, which operates out of Harrisburg, PA. In his past, Jimmy worked as a Youth and Young Adult Pastor at a large church in Indianapolis, IN. Since his time in college, Jimmy has grown in his love for Philosophy, Logic, and Theology. He has taught in many settings over the years and looks forward to teaching as part of Scholé Academy. Jimmy and his wife, Tristin, live in Camp Hill, PA, where they have a young daughter named Aviana and a dog named Panda. email@example.com
Ash White holds a B.A. in English and theatre from Mary Baldwin University, and has taught literature, writing, and logic at the middle and secondary level for nearly fifteen years. Ash is passionate about classical education and homeschooling, both of which are flourishing in the Shenandoah Valley where she and her husband Jon make their home and perform in the local music and theatre scene. If you visit their house, you’ll find it difficult to determine which is largest: their library or their record collection! firstname.lastname@example.org
Computer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.
High-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.
Headset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm
Zoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.
Read the Student-Parent Handbook.
Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.
Double-check the course section dates and times.
Make sure they don't conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!
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Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.
This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.