This document defines and provides examples of different types of logical fallacies. It discusses formal fallacies that can be identified by examining the structure of an argument, as well as informal fallacies that require examining the argument's content. Specific informal fallacies of relevance, weak induction, presumption, ambiguity, and illicit transference are defined. Detecting fallacies in ordinary arguments can be difficult as variations exist, and people may commit fallacies intentionally, through carelessness, or due to influence of their worldview.
With a view to employing logic appropriately we should be aware of logical fallacies we might commit. Some are common and unintentional , others are deliberate .Some are tricks to win an argument, others are simply immoral and should be avoided.
Chapter 3Evaluating Moral ArgumentsWhat Is Moral Reasoning.docxwalterl4
Chapter 3
Evaluating Moral Arguments
What Is Moral Reasoning?
Moral reasoningis ordinary critical reasoning applied to ethics.
Critical reasoning(also called critical thinking) is the careful, systematic evaluation of statementsand arguments.
Statements
A statement(or claim) is the assertion that something is either true or false. The following are examples of statements:“Murder is wrong.”“1 + 1 = 2”“Shakespeare wrote The Tempest.”
Statements and Arguments –1
When at least one statement attempts to provide reasons for believing another statement, we have an argument—a group of statements, one of which is supposed to be supported by the rest.
Statements and Arguments –2
The supporting statements are called premises.
The statement that is being supported by the others is the conclusion.
Identifying ArgumentsAn argumentis intended to prove something.All arguments share a pattern: at least one premise is required to support a conclusion.A cluster of unsupported claims is not an argument.The most reliable way to identify arguments is to look for the conclusion first.Look for indicator words:terms that often appear in arguments and signal that a premise or conclusion may be nearby.
Some words indicating a conclusion:
Therefore, consequently, hence, it follows that, thus, so, it must be thatSome words indicating a premise:
Because, since, for, given that, due to the fact that, for the reason that, the reason being, assuming that, as indicated by
Two Forms of Argument
A deductive argumentis supposed to give logically conclusivesupport to its conclusion.
An inductive argumentis supposed to offer probablesupport to its conclusion.
Common Deductive Argument FormsValid forms:Denying the antecedentAffirming the consequent Invalid forms:Affirming the antecedent(modus ponens)Denying the consequent(modus tollens)The hypothetical syllogism
Deductive Arguments
A deductive argument isvalidif the premises support the conclusion. That is, the conclusion follows necessarily from the premises. If the premises are true, then the conclusion must be true.
A deductive argument is invalidif the premises do not support the conclusion. That is, the conclusion does not follow necessarily from the premises. If the premises are true, then the conclusion may or may not be true.
A deductive argument is sound if it is valid and all its premises are true.
A deductive argument is unsound if it is invalid and/or any of its premises are false.
Inductive Arguments
An inductive argument is strongif it gives probable support to its conclusion. That is, if its premises are true, its conclusion is also likely to be true.
An inductive argument is weak if it does not give probable support to its conclusion. That is, if its premises are true, its conclusion is not more probable than not to be true.
An inductive argument is cogentif it is strong and all of its premises are true.
An inductive argument is not cogent if it is weakand/or any of.
Evaluate Your Argument on the IssueIn this chapter you will lear.docxgitagrimston
Evaluate Your Argument on the Issue
In this chapter you will learn how to identify and overcome errors in reasoning. This is a special step that applies only to issues because resolving issues involves finding the most reasonable belief.
Two broad kinds of errors are examined—errors affecting the truth of your ideas and errors affecting the quality of your reasoning. A step-by-step approach to evaluate arguments is also included.
Because your main objective in addressing an issue is not to find the most effective action but to determine the most reasonable belief, your main task in refining an issue is to evaluate your argument to be sure that it is free of error. Two broad kinds of error must be considered. The first affects the truth of the argument’s premises or assertions. The second affects the argument’s validity—that is, the legitimacy of the reasoning by which the conclusion was reached. A sound argument is both true and valid.
Errors Affecting Truth
Errors affecting truth are found by testing the accuracy of the premises and the conclusion as individual statements. The first and most common error in this category is simple factual inaccuracy. If we have investigated the issue properly and have taken care to verify our evidence whenever possible, such errors should not be present. We will therefore limit our consideration to the more subtle and common errors:
· Either/or thinking
· Avoiding the issue
· Overgeneralizing
· Oversimplifying
· Double standard
· Shifting the burden of proof
· Irrational appeal
Either/Or Thinking
This error consists of believing that only two choices are possible in situations in which there are actually more than two choices. A common example of either/or thinking occurs in the creationism-versus-evolution debate. Both sides are often guilty of the error. “The biblical story of creation and scientific evolution cannot both be right,” they say. “It must be either one or the other.” They are mistaken. There is a third possibility: that there is a God who created everything but did so through evolution. Whether this position is the best one may, of course, be disputed. But it is an error to ignore its existence.
Either/or thinking undoubtedly occurs because, in controversy, the spotlight is usually on the most obvious positions, those most clearly in conflict. Any other position, especially a subtle one, is ignored. Such thinking is best overcome by conscientiously searching out all possible views before choosing one. If you find either/or thinking in your position on an issue, ask yourself, “Why must it be one view or the other? Why not both or neither?”
Avoiding the Issue
The attorney was just beginning to try the case in court when her associate learned that their key witness had changed his mind about testifying. The associate handed the attorney this note: “Have no case. Abuse the other side.” That is the form avoiding the issue often takes: deliberately attacking the person with the opposing view i ...
Case Study 10.1 Introduction to the Case Study Introduction to.docxtidwellveronique
Case Study / 10.1 Introduction to the Case Study
Introduction to the Case Study
This last chapter is different from the others. Instead of introducing a new area of critical thinking, it is a capstone activity in which you will apply the skills you've learned to one contemporary, controversial issue.
The topic for this case study is global climate change. Because it is beyond the scope of this course to thoroughly evaluate a complex scientific topic, you will not be expected to form a position or offer your opinion on this topic. Rather, the material in this chapter is presented for you to practice evaluating arguments, identifying fallacies, and questioning sources—with the hope that you will continue to apply these skills whenever you encounter material aimed to persuade.
This chapter won't present any new exposition. Instead, we provide some relevant review notes that have been excerpted from the earlier chapters. You can consult these notes if you need a refresher as you work through the final videos, articles, and questions in the course.
REVIEW NOTES
Arguments
To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus all arguments consist of at least two parts:
1. premise – one or more reasons to support the claim
2. conclusion – the claim being supported
Common Fallacies
Fallacy:a type of flawed reasoning
1. Begging the question: fallacy where the argument relies on a premise that resembles the conclusion, depends on the conclusion, or is as controversial as the conclusion.
2. Appeal to popularity: fallacy where the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
3. Post hoc ergo propter hoc: fallacy where the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
4. Appeal to ignorance: fallacy where the arguer claims that because something cannot be proven false, it must be true unless the opponent can disprove the conclusion.
5. Appeal to emotion: fallacy where the arguer tries to persuade the audience by arousing feelings such as pity, fear, patriotism, flattery, etc. in lieu of presenting rational arguments.
6. Unqualified authority: fallacy where the arguer tries to get people to agree by appealing to the reputation of someone who is not an expert in the field or otherwise qualified to prove that something is true.
7. Ad hominem: fallacy where the arguer attacks his or her opponent's personal characteristics, qualifications, or circumstances instead of the argument presented. The phrase is Latin for "to the man."
8. False dichotomy: fallacy where the arguer inaccurately portrays a circumstance as having a limited number of possible outcomes, thus setting up an either-or situation with the intent of prese ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. Fallacies: Making Bad Arguments Appear Good.
◦ They are the products of either a mistake in reasoning or
the creation of an illusion.
2. Formal Fallacies may be identified by merely
examining the form or structure of an argument.
An example of a form is:
All a are b.
All c are b.
All a are c.
3. Informal Fallacies can be detected only by
examining the content of the argument.
Consider this example:
The Brooklyn Bridge is made of atoms.
Atoms are invisible.
Therefore, the Brooklyn Bridge is invisible.
4. Logical Irrelevance vs. Psychological Relevance:
◦ The conclusion seems to follow from the premises, even
though it does not follow logically.
5. Specific Fallacies of Relevance:
◦ Appeal to Force:
This always involves a threat by the arguer to the physical or
psychological well-being of the listener or reader, whether an
individual or a group of people.
6. ◦ Appeal to Pity:
The arguer attempts to support a conclusion by evoking pity
from the reader or listener, whether directed toward the
arguer or toward some third party.
7. ◦ Appeal to the People, Direct vs. Indirect:
The arguer uses the reader or listener’s desire for love,
esteem, admiration, value, and similar emotions to get the
reader or listener to accept a conclusion.
The direct approach occurs when an arguer, addressing a
large group of people, excites the emotions and enthusiasm
of the crowd.
In the indirect approach, the arguer aims his or her appeal at
one or more individuals in the crowd, focusing on some
aspect of the relationship to the crowd.
8. ◦ Arguments Against the Person:
In the ad hominem abusive, the second person responds to
the first person’s argument by verbally abusing the first
person.
In the ad hominem circumstantial, the respondent attempts
to discredit the opponent’s argument by alluding to the
opponent’s circumstances. The respondent hopes to show
that the opponent is predisposed to argue the way he or she
does and should therefore not be taken seriously.
9. In the tu quoque (“you too”) fallacy, the second arguer
attempts to make the first appear to be hypocritical or
arguing in bad faith.
10. ◦ Accident: this fallacy is committed when a general rule is
applied to a specific case it was not intended to cover.
11. ◦ Straw Man: this fallacy is committed when an arguer
distorts an opponent’s argument for the purpose of
attacking it more easily, demolishes the distorted
argument, and then concludes that the opponent’s real
argument has been demolished.
12. ◦ Missing the Point: this fallacy occurs when the premises
of an argument support one particular conclusion, but
then a different conclusion, often vaguely related to the
correct conclusion, is drawn.
13. ◦ Red Herring: this fallacy is committed when the arguer
diverts the attention of the reader or listener by changing
the subject to a different but sometimes subtly related
one. Either a conclusion is then drawn about this
different issue or it is simply presumed that a conclusion
has been established.
14. Relevant but Weak Premises:
◦ The connection between premises and conclusion is not
strong enough to support the conclusion.
Specific Fallacies of Weak Induction:
◦ Appeal to Unqualified Authority: the cited authority or
witness lacks credibility.
15. ◦ Appeal to Ignorance: this occurs when the premises of
an argument state that nothing has been proved one way
or the other about something, and the conclusion then
makes a definite assertion about that thing.
17. ◦ False Cause: this fallacy occurs whenever the link
between premises and conclusion depends on some
imagined causal connection that probably does not
exist.
Post Hoc Ergo Propter Hoc: This variety of the fallacy
presupposes that just because one event precedes
another event, the first event causes the second.
18. Non Causa Pro Causa: This fallacy is committed when what
is taken to be the cause of something is not really the cause
at all and the mistake is based on something other than
mere temporal succession.
19. Oversimplified Cause: this occurs when a multitude of
causes is responsible for a certain effect but the arguer
selects just one of these causes and represents it as if it
were the sole cause.
Gambler’s Fallacy: this is committed whenever the
conclusion of an argument depends on the supposition that
independent events in a game of chance are causally
related.
20. ◦ Slippery Slope: this is a variety of the false cause fallacy.
It occurs when the conclusion of an argument rests on an
alleged chain reaction, for which there is insufficient
reason to think will actually take place.
21. ◦ Weak Analogy: this fallacy, which affects inductive
arguments from analogy, is committed when the analogy
is not strong enough to support the conclusion.
22. Fallacies of Presumption assume that which
needs to be proven:
◦ The fallacy of Begging the Question is committed
whenever the arguer creates the illusion that inadequate
premises provide adequate support for the conclusion.
23. ◦ Complex Question: this is committed when two (or more)
questions are asked in the guise of a single question and
a single answer is then given to both of them.
24. ◦ False Dichotomy: this is committed when a disjunctive
(“either . . . or . . .”) premise presents two unlikely
alternatives as if they were the only ones available, and
the arguer then eliminates the undesirable alternative,
leaving the desirable one as the conclusion.
25. ◦ Suppressed Evidence: this fallacy occurs when in an
inductive argument, the arguer ignores important
evidence that outweighs the presented evidence and
entails a very different conclusion.
26. Fallacies of Ambiguity: these rely upon shifts in
meaning between the premise and conclusion.
◦ Equivocation: this fallacy occurs when the conclusion of
an argument depends on the fact that a word or phrase
is used, either explicitly or implicitly, in two different
senses in the argument.
27. ◦ Amphiboly: this fallacy is committed when occurs when
the arguer misinterprets an ambiguous statement and
then draws a conclusion based on this faulty
interpretation.
28. Fallacies of Illicit Transference: these fallacies rely
upon a deceptive similarity in linguistic structure.
◦ Composition: this fallacy is committed when the
conclusion of an argument depends on the erroneous
transference of an attribute from the parts to the whole.
◦ Division: this fallacy is the exact reverse of composition.
As composition goes from parts to whole, division goes
from whole to parts.
29. Detecting Fallacies: the informal fallacies
addressed here have been clear-cut, easily
recognizable instances of specific mistakes.
But when fallacies occur in ordinary usage, they
are rarely clear-cut or easily recognizable.
There are many, many ways of making
mistakes in arguing, and variations upon those
mistakes.
30. Avoiding Fallacies: there is no single, simple,
straightforward reason as to why people commit
fallacies.
◦ Intentional commission: these arguers often know full well that
their reasoning is defective but they do it anyway because of the
perceived, and perhaps real, benefits for themselves or others.
◦ Mental carelessness: this happens when arguers have
emotionals reason to favor or oppose some person or thing.
They know better, but they allow their feelings to overrule their
intellect.
◦ Influence of “Worldview”: this determines how we apprise the
world in which we and shapes what we find reasonable or not to
believe.