No day passes by that we do not think of right or wrong. Perhaps this is a necessity for the world in which we live in, but how many of us think of the reasons behind right and wrong? How many of us care to, or dare to, think of alternatives for what is perceived to be good? I hope many of us do, and that is why this book was written. Those who care and dare thinking about the pursuit of what is right differently, especially students and the new generation, need to know about what has been thought before them. That, dear readers, is the main reason for and the general description of the...

This handbook is mostly designed to be a simple guideline for those of the younger generation who wish to start learning more about logic. It could also be used as a small workshop for schools and teachers in order to get the next generation closer to a rational understanding of the world. The second edition changes: Two new fallacies have been added, mistakes of the previous edition have been corrected, some of the examples have been replaced with better ones.

No matter where they are, from Africa to the Middle East and from Asia to the Americas, and no matter what they are learning, students always have one question to ask: "Why are we learning this? What is it good for?" Many teachers respond by saying the material taught in schools are of use later, which is very much true: This is how the majority of educational systems in the world work to advance science and technology. Some say that learning by itself is a virtue. That it deciphers the beauty of the world. These are all good answers, but they do not mean the concepts we learn are without use...