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Burke's argument about rhetoric as identification suggests that persuasion occurs through an internal process of audiences internalizing persuasion, not just through external speakers. The idea of rhetoric as identification can also help explain polarization on social media, where groups develop strong internal values. However, when individuals experience ideological dissonance within their own identity group on issues like gun control or LGBT+ rights, they may feel peer pressure from their group. Burke also discusses redemption from guilt, and contemporary examples show both successful and tragic cases of redemption in political and social issues.
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Successphilosophy
This document outlines a philosophical manifesto aimed at helping readers develop their own philosophy through examination of key topics. It provides a 7-step method for philosophical analysis including defining questions, finding starting points, testing intuitions logically, and revising views. Some key topics discussed are knowledge and reality, personal identity, and beliefs about God. The goal is for readers to gain clarity on their core values and beliefs to achieve success and fulfillment through developing a strong sense of self and purpose.
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1. Physical health declines - As people age, they become more susceptible to illnesses, disabilities, and mobility issues that make everyday tasks more difficult.
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This presentation contains two separate sets of slides for the training module series: Bridging the Divide. This training is a part of the Bonner Foundation's Dialogue Across Diversity and Inclusion 4x4 model. The rest of the trainings may be found on this Bonner wiki page: http://bonner.pbworks.com/w/page/119404902/Dialogue%20Across%20Diversity%20and%20Inclusion%20Trainings.
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Slides 14-22 are in conjunction with Session 2: Maintaining Discourse in the Modern Digital Age
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The document summarizes a talk given by Jonathan Haidt at the annual meeting of the Society for Personality and Social Psychology. Some key points:
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- Surveys found almost no openly conservative members in the field or attending the conference. This lack of diversity limits the questions asked and mechanisms studied.
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The Importance of the Principle of Charity
One of the most important ways to grow intellectually (and otherwise) is to actually
listen
to others and seek to understand them as they intend to be understood. Yet it is all too common for people to understand others in ways that do not reflect the best and most fair interpretation of their intended meaning.
Prepare
: Review “Principle of Accuracy and the Principle of Charity” from
Chapter 9, along with the required resources from this week.
Reflect
: Find specific examples in the media or in life in which someone misunderstands someone else. This happens a lot with political and religious arguments, but it also happens in daily life, especially when we find ourselves in conflict with others. Have you interpreted others uncharitably?
Write
: Present a case, either in the media or in your own life, in which someone interpreted another uncharitably. What specifically did the first person say? In what way did the other person understand it? What did the person really mean? Do you think that the misunderstanding was intentional? What were the consequences of the misunderstanding? How might the situation have been better if the person had practiced the principle of charity? Finally, are there areas in which
you
could do more to understand others favorably? How might you be a wiser person if you did so?
DUE: 25 JULY 2019 AT 6 PM EST
.
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The document discusses several complex issues regarding morality, justice, charity, and the role of governments and religions. It makes the following key points:
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Successphilosophy
This document outlines a philosophical manifesto aimed at helping readers develop their own philosophy through examination of key topics. It provides a 7-step method for philosophical analysis including defining questions, finding starting points, testing intuitions logically, and revising views. Some key topics discussed are knowledge and reality, personal identity, and beliefs about God. The goal is for readers to gain clarity on their core values and beliefs to achieve success and fulfillment through developing a strong sense of self and purpose.
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1. Physical health declines - As people age, they become more susceptible to illnesses, disabilities, and mobility issues that make everyday tasks more difficult.
2. Loss of independence - Declining health can lead to a loss of independence and the need for assistance from others.
3. Financial insecurity - Many struggle with living on a fixed income as costs of living increase and healthcare expenses mount.
4. Isolation and loneliness - As friends and family members pass away, older adults can feel more isolated and lonely without a strong social support system.
Bridging the Divide
This presentation contains two separate sets of slides for the training module series: Bridging the Divide. This training is a part of the Bonner Foundation's Dialogue Across Diversity and Inclusion 4x4 model. The rest of the trainings may be found on this Bonner wiki page: http://bonner.pbworks.com/w/page/119404902/Dialogue%20Across%20Diversity%20and%20Inclusion%20Trainings.
Slides 1-13 are in conjunction with Session 1: Political Discourse for Civic Action.
Slides 14-22 are in conjunction with Session 2: Maintaining Discourse in the Modern Digital Age
Haidt.postpartisan social-psychology
The document summarizes a talk given by Jonathan Haidt at the annual meeting of the Society for Personality and Social Psychology. Some key points:
- Social psychology lacks ideological diversity and tolerates few dissenting views, behaving as a "tribal moral community" rather than a reality-based field.
- Surveys found almost no openly conservative members in the field or attending the conference. This lack of diversity limits the questions asked and mechanisms studied.
- Haidt argues for greater openness to diverse perspectives to improve science and thinking in the field. The field's future could be brighter if it embraced more post-partisan diversity.
The Importance of the Principle of CharityOne of the most import.docx
The Importance of the Principle of Charity
One of the most important ways to grow intellectually (and otherwise) is to actually
listen
to others and seek to understand them as they intend to be understood. Yet it is all too common for people to understand others in ways that do not reflect the best and most fair interpretation of their intended meaning.
Prepare
: Review “Principle of Accuracy and the Principle of Charity” from
Chapter 9, along with the required resources from this week.
Reflect
: Find specific examples in the media or in life in which someone misunderstands someone else. This happens a lot with political and religious arguments, but it also happens in daily life, especially when we find ourselves in conflict with others. Have you interpreted others uncharitably?
Write
: Present a case, either in the media or in your own life, in which someone interpreted another uncharitably. What specifically did the first person say? In what way did the other person understand it? What did the person really mean? Do you think that the misunderstanding was intentional? What were the consequences of the misunderstanding? How might the situation have been better if the person had practiced the principle of charity? Finally, are there areas in which
you
could do more to understand others favorably? How might you be a wiser person if you did so?
DUE: 25 JULY 2019 AT 6 PM EST
.
Political philosophy
The document discusses several complex issues regarding morality, justice, charity, and the role of governments and religions. It makes the following key points:
1) There is a distinction between moral norms of justice and the more robust norms of charity that exceed justice.
2) Governments generally lack the means to meet even basic needs demanded by social justice, and are constrained to providing public order rather than co-opting individual rights and responsibilities.
3) While governments and religions may share desired ends, they differ in their means - governments use coercion while religions do not, and virtues advanced through coercion are not truly charitable.
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This is an overview module defining the main idea and explaining to the reader what the main idea actually is.
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This document discusses political socialization and ideology. It defines key terms like politics, government, and institutions. It then examines the major sources of political views, including social factors like family, religion, education, gender, as well as biological factors like genetics. It explores how these shape people's ideological beliefs, looking specifically at liberalism, conservatism, libertarianism, and populism in the US context. It also analyzes how social cleavages like class, region and age can influence political opinions.
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This document discusses John Locke's philosophy of knowledge and how it relates to morality and divine obligation. It summarizes Locke's empiricist view that all knowledge comes from experience, not from innate ideas. This creates issues for explaining the source and universality of morality. The document also discusses how Locke accounts for morality as being taught and as necessary for social order and cooperation. However, Locke's view has difficulties explaining rare cases like psychopaths and sociopaths who do not seem to adhere to moral rules. The document examines how Locke's philosophy both allows for and struggles to explain these anomalies in moral behavior.
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This document discusses political ideology and the role of government. It defines political ideology as a set of beliefs about the role of government that forms an overall philosophy. It emphasizes understanding competing ideologies in American politics and how terms can be interpreted differently or distorted. The key question at the heart of competing ideologies is what the proper role and size of government should be, in terms of laws, policies, level of power, and resources. The document directs the reader to a video lecture in three parts that introduces political ideologies and the political spectrum.
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Rethorical Assigment # 5 – Response to visual media
This week we are watching a movie. It is called Recount. The movie talks about the presidential election in 2000 between the democrat candidate Al Gore and George W. Bush on the republican side.
Your assignment is simple. Choose one of the following thesis:
1. Al Gore rightfully won the election.
2. George Bush rightfully won the election.
That should be your lead sentence and then you will develop that central point, based on the movie. Just explain and give examples of the central idea. This assignment must be based on the movie, no research.
This is another 1-page essay. Double space, 12 Times New Roman, Align left. One single paragraph essay.
1st line: name
2nd line: Rethorical Assigment # 5 …
3rd line: leave it in blank
4th line: hit tab start writing until the end of the page.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hes ...
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2. This racial bias has led to a stigma that African Americans have a predisposition for criminal behavior. White privilege in the justice system persists because private prisons benefit financially from cheap inmate labor.
3. The author believes certain sports like football and basketball encourage non-whites more due to perceptions of physicality, while golf encourages whites more. Racial stereotypes influence the sports different groups are encouraged to pursue.
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R ecently, we’ve watched the country’s leaders and lawmakers slog through some pretty heavy rhetoric as they dealt with health care reform, reform of the
fi nancial system, and the midterm elections of federal and
state officials. We’ve also heard some pretty good arguments
and seen some pretty good evidence—mainly in the form
of studies we believe were done in a professional manner
by trustworthy people—that such reforms are needed. But
determining which information is “good”—something we,
of course, must do to participate successfully in a democ-
racy—can be difficult amidst the clatter and bang of warring
political parties, adversarial media personalities, rantings
(and sometimes unreliable information) from the blogo-
sphere, and shouting in the streets. In fact, the emotional
tone of public discussion and debate has lately reached lev-
els we haven’t seen since the 1960s, and the rhetoric often
seems more gratuitously misleading now than it did in those
days. (It may be that your authors were simply too young to
recognize it back then, of course. Ahem.)
As it becomes more difficult to fi nd serious discussions
of important issues, it gets easier and easier to fi nd examples
of rhetorical devices designed to provoke emotional, knee-
jerk reactions. Unfortunately (for us as individuals as well
as for public policy), it can be altogether too easy to allow
Students will learn to . . .
1. Recognize and name fallacies that
appeal directly to emotion
2. Recognize and name fallacies that
appeal to psychological elements
other than emotion
6 More Rhetorical Devices Psychological and Related Fallacies
184
moo38286_ch06_184-209.indd 184 12/9/10 1:34 PM
FALLACIES THAT INVOLVE APPEALS TO EMOTION 185
emotional responses to take the place of sound judgment and careful think-
ing. In this chapter, we’ll target some specifi c devices designed to prompt ill-
considered reactions rather than sound judgment—devices that go beyond the
rhetorical coloration we talked about in the last chapter. The stratagems we’ll
discuss sometimes masquerade as arguments, complete with premises and
conclusions and language that would suggest argumentation. But while they
may be made to look or sound like arguments, they don’t provide legitimate
grounds for accepting a conclusion. In place of good reasons for a conclusion,
most of the schemes we’ll look at in this chapter offer us considerations that
are emotionally or psychologically linked to the issue in question. The support
they may appear to offer is only pretended support; you might think of them as
pieces of pretend reasoning, or pseudoreasoning.
The devices in this chapter thus all count as fallacies (a fallacy is a mis-
take in reasoning). The rhetorical devices we discussed in the last chapter—
euphemisms, innuendo, and so forth—aren’t fallacies. Of course, we commit a
fallacy if we think a claim has been supported when the “support” is nothing
mo ...
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Rethorical Assigment # 5 – Response to visual media
This week we are watching a movie. It is called Recount. The movie talks about the presidential election in 2000 between the democrat candidate Al Gore and George W. Bush on the republican side.
Your assignment is simple. Choose one of the following thesis:
1. Al Gore rightfully won the election.
2. George Bush rightfully won the election.
That should be your lead sentence and then you will develop that central point, based on the movie. Just explain and give examples of the central idea. This assignment must be based on the movie, no research.
This is another 1-page essay. Double space, 12 Times New Roman, Align left. One single paragraph essay.
1st line: name
2nd line: Rethorical Assigment # 5 …
3rd line: leave it in blank
4th line: hit tab start writing until the end of the page.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hes ...
Ethical Relativism
The document discusses ethical relativism and argues that it is a sound theory. It states that for an argument to be valid, the structure must be logically sound even if the premises are false. It then examines an argument for ethical relativism, which claims that morality is relative to one's culture. The document analyzes the premises and determines that they appear to be true and accurately describe how moral behaviors differ between societies. Therefore, the argument for ethical relativism is deemed to be both valid and sound, with a true conclusion, even though one of the premises could hypothetically be countered with a different example.
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1. White privilege emerged in the 18th century through racial consciousness among whites and slave codes, and still exists today in the criminal justice system. Non-whites are more likely to be convicted of crimes and receive harsher sentences than whites for the same crimes.
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3. The author believes certain sports like football and basketball encourage non-whites more due to perceptions of physicality, while golf encourages whites more. Racial stereotypes influence the sports different groups are encouraged to pursue.
R ecently, we’ve watched the country’s leaders and lawmakers s.docx
R ecently, we’ve watched the country’s leaders and lawmakers slog through some pretty heavy rhetoric as they dealt with health care reform, reform of the
fi nancial system, and the midterm elections of federal and
state officials. We’ve also heard some pretty good arguments
and seen some pretty good evidence—mainly in the form
of studies we believe were done in a professional manner
by trustworthy people—that such reforms are needed. But
determining which information is “good”—something we,
of course, must do to participate successfully in a democ-
racy—can be difficult amidst the clatter and bang of warring
political parties, adversarial media personalities, rantings
(and sometimes unreliable information) from the blogo-
sphere, and shouting in the streets. In fact, the emotional
tone of public discussion and debate has lately reached lev-
els we haven’t seen since the 1960s, and the rhetoric often
seems more gratuitously misleading now than it did in those
days. (It may be that your authors were simply too young to
recognize it back then, of course. Ahem.)
As it becomes more difficult to fi nd serious discussions
of important issues, it gets easier and easier to fi nd examples
of rhetorical devices designed to provoke emotional, knee-
jerk reactions. Unfortunately (for us as individuals as well
as for public policy), it can be altogether too easy to allow
Students will learn to . . .
1. Recognize and name fallacies that
appeal directly to emotion
2. Recognize and name fallacies that
appeal to psychological elements
other than emotion
6 More Rhetorical Devices Psychological and Related Fallacies
184
moo38286_ch06_184-209.indd 184 12/9/10 1:34 PM
FALLACIES THAT INVOLVE APPEALS TO EMOTION 185
emotional responses to take the place of sound judgment and careful think-
ing. In this chapter, we’ll target some specifi c devices designed to prompt ill-
considered reactions rather than sound judgment—devices that go beyond the
rhetorical coloration we talked about in the last chapter. The stratagems we’ll
discuss sometimes masquerade as arguments, complete with premises and
conclusions and language that would suggest argumentation. But while they
may be made to look or sound like arguments, they don’t provide legitimate
grounds for accepting a conclusion. In place of good reasons for a conclusion,
most of the schemes we’ll look at in this chapter offer us considerations that
are emotionally or psychologically linked to the issue in question. The support
they may appear to offer is only pretended support; you might think of them as
pieces of pretend reasoning, or pseudoreasoning.
The devices in this chapter thus all count as fallacies (a fallacy is a mis-
take in reasoning). The rhetorical devices we discussed in the last chapter—
euphemisms, innuendo, and so forth—aren’t fallacies. Of course, we commit a
fallacy if we think a claim has been supported when the “support” is nothing
mo ...
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