Reflect back on what you have learned in this course about how to .docxlorent8
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Reflect back on what you have learned in this course about how to construct high-quality arguments for positions. ârefer to the attached reading chapter for helpâ
· Give an example of how the ability to think logically and to construct good arguments could help you in your career and in your daily life?
· In what ways the skill of being able to evaluate the quality of reasoning on all sides will better enable you to discover what is true and to make better choices?
· Finally, consider the argument you have been developing for your writing assignments. How has fairly considering multiple points of view helped you clarify your own perspective?
· What advice would you give to people to help them understand issues more clearly and objectively while being fair to all sides? Feel free to comment on any other values you have gained from this course so far.
Your journal entry must be at least 250 words. You do not need to follow APA style for this journal entry, but you should proofread your work to eliminate errors of grammar and spelling.
3
Deductive Reasoning
White cups stacked with one red cup in the middle.
moodboard/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
Define basic key terms and concepts within deductive reasoning.
Use variables to represent an argumentâs logical form.
Use the counterexample method to evaluate an argumentâs validity.
Categorize different types of deductive arguments.
Analyze the various statementsâand the relationships between themâin categorical arguments.
Evaluate categorical syllogisms using the rules of the syllogism and Venn diagrams.
Differentiate between sorites and enthymemes.
By now you should be familiar with how the field of logic views arguments: An argument is just a collection of sentences, one of which is the conclusion and the rest of which, the premises, provide support for the conclusion. You have also learned that not every collection of sentences is an argument. Stories, explanations, questions, and debates are not arguments, for example. The essential feature of an argument is that the premises support, prove, or give evidence for the conclusion. This relationship of support is what makes a collection of sentences an argument and is the special concern of logic. For the next four chapters, we will be taking a closer look at the ways in which premises might support a conclusion. This chapter discusses deductive reasoning, with a specific focus on categorical logic.
3.1 Basic Concepts in Deductive Reasoning
As noted in Chapter 2, at the broadest level there are two types of arguments: deductive and inductive. The difference between these types is largely a matter of the strength of the connection between premises and conclusion. Inductive arguments are defined and discussed in Chapter 5; this chapter focuses on deductive arguments. In this section we will learn about three central concepts: validity, soundness, and deduction.
.
Deductive Reasoning
moodboard/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
1. Define basic key terms and concepts within deductive reasoning.
2. Use variables to represent an argumentâs logical form.
3. Use the counterexample method to evaluate an argumentâs validity.
4. Categorize different types of deductive arguments.
5. Analyze the various statementsâand the relationships between themâin categorical arguments.
6. Evaluate categorical syllogisms using the rules of the syllogism and Venn diagrams.
7. Differentiate between sorites and enthymemes.
By now you should be familiar with how the field of logic views arguments: An argument is just a collection of sentences, one of which is the conclusion and the rest of which, the premises, provide support for the conclusion. You have also learned that not every collection of sentences is an argument. Stories, explanations, questions, and debates are not arguments, for example. The essential feature of an argument is that the premises support, prove, or give evidence for the conclusion. This relationship of support is what makes a collection of sentences an argument and is the special concern of logic. For the next four chapters, we will be taking a closer look at the ways in which premises might support a conclusion. This chapter discusses deductive reasoning, with a specific focus on categorical logic.3.1 Basic Concepts in Deductive Reasoning
As noted in Chapter 2, at the broadest level there are two types of arguments: deductive and inductive. The difference between these types is largely a matter of the strength of the connection between premises and conclusion. Inductive arguments are defined and discussed in Chapter 5; this chapter focuses on deductive arguments. In this section we will learn about three central concepts: validity, soundness, and deduction.
Validity
Deductive arguments aim to achieve validity, which is an extremely strong connection between the premises and the conclusion. In logic, the word valid is only applied to arguments; therefore, when the concept of validity is discussed in this text, it is solely in reference to arguments, and not to claims, points, or positions. Those expressions may have other uses in other fields, but in logic, validity is a strict notion that has to do with the strength of the connection between an argumentâs premises and conclusion.
To reiterate, an argument is a collection of sentences, one of which (the conclusion) is supposed to follow from the others (the premises). A valid argument is one in which the truth of the premises absolutely guarantees the truth of the conclusion; in other words, it is an argument in which it is impossible for the premises to be true while the conclusion is false. Notice that the definition of valid does not say anything about whether the premises are actually true, just whether the conclusion could be false if the premises were true. As an example, here is a silly but valid ar.
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
15. Thatâs Right!! The sentences are facts. You can prove these sentences are TRUE by using an encyclopedia, a dictionary, or your own experience. GO Back