Abstract

This essay is basically divided into two parts. The first deals with the similarities between reductio ad absurdum arguments and slippery slope arguments. The chief example comes from Thomas Hobbes’s Leviathan, which advances an argument for the necessity of government for humane living. The second addresses some pedagogical concerns centered around another pair of arguments: the argument by complete enumeration and the argument by inductive generalization. The illustration for this pair comes from the arts. I finish with a suggestion that pairs like the above can be as effectively used in shorter, non-regular critical reasoning or introductory logic courses as those in mid-term or summer courses. Such pairing can demonstrate a good use of mixing and matching deductive and non-deductive arguments in teaching logic.