Logic For All

Teacher Camp, New England, June 29 - July 3

Hermione Granger got it right when, facing the potion-master's test, she said: "This isn't magic - it's logic - a puzzle. A lot of the greatest wizards haven't got an ounce of logic; they'd be stuck here forever." - Harry Potter and The Sorcerer's Stone



Logic is fundamental to almost everything our students do.

  • What they study. Computer science, mathematics, the natural sciences, the social sciences, the humanities, the arts, medicine, law all require students to read, write, and think critically.

  • What they believe. Advertisers, politicians, companies, and organizations, your friends, family, and experts in a field - all at some time want students to buy their products, vote for them, or support what they believe and want to do. Logic helps them spot the hype, the nonsense, who is wrong and who is right.

  • How they think and communicate. Students use the language of logic to state observations, define concepts, and form theories. They use Logic to reach conclusions and solve problems all the time. They use logic to explain their thoughts to others.
Quotes from students who have taken the course:

"Whether I am on a soccer field or at a robotics competition, I face a lot of situations where logic is necessary to make decisions."

"I have always loved puzzles and math and like to solve challenging problems."

"Math classes aren't the only classes that require logic; In AP United States History I am often called upon to recognize patterns and cycles spanning over four centuries, while in English classes I need to write persuasive essays by reasoning through source material and supporting my theses."


  • Innovation: Stanford has developed an innovative approach to introducing logic (based on "Herbrand" semantics), which makes the subject accessible to high school students.

  • Educational Requirements. The content of the course meets at least two of the standards for mathematical practice required by Common Core. And it has been approved for credit at multiple schools in California in support of UC's g requirement for Mathematics and Computer Science.

  • Online Materials: All materials are available online for free, for both teachers and students, and will remain available in perpetuity. See http://intrologic.stanford.edu.

  • Diverse Materials. The course includes video, lectures, notes, automatically graded exercises, supplementary problems, an interactive glossary, and challenging puzzles and games, allowing different students to take the paths through the materials that suits their preferred learning styles.
Puzzles Students learn to solve:

FOREIGN POLICY INVASION PUZZLE: The world has two types of nations: strong and weak. If a strong nation invades a weak nation, it will annex the weak nation (and become bigger) but it will itself become weak for some period of time. Strong nations never try to invade other strong nations. A weak nation can be invaded by only one strong nation. If more than one strong nation chooses to invade a weak nation, the strong nations flip a coin to determine who may invade. Each nation wants to be as big as possible, but nations do NOT want to be invaded; they would rather stay the same size than be annexed. Assume that the leaders of all the nations are completely rational. There are five strong nations and one weak nation. Will the weak nation be invaded? Explain why or why not.

SAFECRACKING PUZZLE: There is a combination safe with four switches on the front, each with three positions (low, medium, and high). If the switches are set into an opening combination, then when you try to open the safe, it will open; otherwise, no dice. In general, there are 3^4 = 81 possible combinations. However, this is a cheap safe; and only two of the switches actually matter; if you set those two switches right, the safe will open. Unfortunately, you do not know which are the important switches or which positions work. What is the minimum number of combinations you must try that will *guarantee* to open the safe? What is your plan?


  • Instructors. An award-winning high school teacher and a Stanford Computer Science professor (who literally wrote the book on Logic).

  • Limited Enrollment. Since we're targeting registration of just 18 teachers, you will benefit from individual attention and small class size.

  • Location: The campus of the University of Massachusetts Lowell.

  • Immersive Schedule: Weekdays 9:00 AM - 4:00 PM from June 29 - July 3.

  • Certification: Certificate of Completion and (if desired) listing in our public directory of teachers who have completed the training.


Robert Luciano is the computer science teacher at Pocono Mountain East high school, a lower socio-economic school in northeast PA. He has been a public school teacher for 29 years. Twenty years ago Robert took over the computer science courses at Pocono Mountain East. Prior to Robert taking over the computer science classes no student had ever passed the AP Computer Science exam at his school. The last 4 years more than 20 students annually have passed the AP Computer Science exam at his school. Robert was recently honored for his outstanding teaching. He was one of 10 teachers worldwide to receive the 2017 Award for Excellence in Teaching Computer Science. The award was sponsored by Infosys, ACM, and CSTA.
Michael Genesereth is a professor in the Computer Science Department at Stanford University. He is best known for his work on computational logic and its applications in enterprise computing, computational law, and general game playing. He has taught logic for 30 years at Stanford and offers an annual massive open online course, or MOOC, on logic. Professor Genesereth directs the Logic Group at Stanford and is the founder and research director of CodeX (The Stanford Center for Legal Informatics). He is also an avid sailor and a private pilot.


Fred Martin is professor of computer science and associate dean for teaching, learning, and undergraduate studies for the Kennedy College of Sciences at UMass Lowell. Fred's research group, the Engaging Computing Group, develops and studies novel environments for constructionist learning about computing and data. Fred served on Massachusetts' Digital Literacy and Computer Science Standards Panel, which crafted state-wide standards for K-12 launched in 2016. Fred was introduced to the dice game WFF 'N PROOF by his high school math teacher, and didn't realize until much later that he was learning about formal grammars.
Jay McCarthy is an associate professor of computer science at UMass Lowell. He has conducts research in formal verification, programming language design and implementation, and cryptographic protocol analysis. He is one of the principal developers of the Racket programming language, recipient of the 2018 SIGPLAN Programming Languages Software Award. Not just a researcher, he is an active creator of and contributor to open source projects, with over 150 repositories on GitHub, over 500 stars, and over 250 followers. His favorite logics, in order, are constructive, linear, and CTL*. His least favorite axiom is choice, while his favorite axiom is reflexivity.
Matteo Cimini is an assistant professor of Computer Science at University of Massachusetts Lowell. His research aims at helping programmers build secure and reliable software, as well as helping programming language designers create provably correct languages. Prior to joining UMass Lowell, he was a postdoctoral researcher at Indiana University and INRIA, France. He also has received his Ph.D. in Computer Science from Reykjavik University, Iceland. Matteo Cimini's work has been reported in top level conferences such as POPL and ICFP, and journals such as Theoretical Computer Science and Mathematical Structures in Computer Science. He regularly teaches courses on computability theory and programming languages. One of his favorite books on logic themes is "Godel, Escher, Bach: An Eternal Golden Braid". He is also extremely fond of the Curry-Howard correspondence, a delightful connection between logic and programming languages design.


To be eligible for the course, teachers must be:

  • teaching students in grade 9, 10, 11, or 12
  • approved to teach a course on Logic or to incorporate Logic into an existing course

Each teacher must bring a laptop or tablet running a recent version of Safari or Chrome or Firefox.


Tuition for five days of training is $750. Tuition includes course materials, lunch, snacks, and special events. (Laptops or tablets are required but are not provided.) Limited financial aid is available and is awarded (based on the need) to eligible teachers who would not otherwise be able to attend the camp. Teachers interested in availing themselves of our tuition abatement program should include in their essays their plans to incorporate logic into their teaching at their schools and verify the unavailability of funding from their school districts.


Application for Logic For All must be completed by May 31, 2020. Admission to this camp is on a rolling basis with a target of 18 teachers. Though we've established May 31, 2020 as the cutoff date for applying, we will review application forms as soon as they are filed; and we will continue to review them until we fill all the available places. We encourage you to apply early so that you won't be waitlisted.

Apply now

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