Goals:
Define categorical proposition and identify its parts;
Discuss the matter and form of a proposition;
Learn the distinctions among the four types of categorical propositions; and
Learn how to reduce a proposition to its logical form.
Logic, Categorical Propositions.
All of the used themes from above presentation was from Microsoft, likewise I do not own the said themes.
Goals:
Define categorical proposition and identify its parts;
Discuss the matter and form of a proposition;
Learn the distinctions among the four types of categorical propositions; and
Learn how to reduce a proposition to its logical form.
Logic, Categorical Propositions.
All of the used themes from above presentation was from Microsoft, likewise I do not own the said themes.
I share with anyone competing in a hackathon concrete, hand's on tips, for delivering a winning pitch. Consider what story you want to convey to the judges as you demo the value, and technical achievement, of your hackathon creation.
I first presented this to an audience at the HackDFW 2015 event. All pictures you see were taken by me as I advised and supported the teams as a volunteer.
Good luck to you! Reach out to me on Twitter @KenTabor.
BerkeleyPrinciplesSelections. Ppt outsidethe mind will teach usMuhummadsaad1
George Berkeley was born in 1685 in Ireland and died in 1753 (in Oxford, England, while visiting his son). • He is, a great Irish philosopher and a member of the Church of Ireland• Toward the end of his life he was appointed Bishop of Cloyne (which is now in the Republic of Ireland).
2 Divided Minds and the Nature of Persons Derek Parf.docxfelicidaddinwoodie
2
Divided Minds and the Nature of
Persons
Derek Parfit
Derek Parfit, who was born in 1942, has been a philosopher at All Souls
Coilege, Oxjord for many years. He has also taught frequently in the United
States. The main subjeas on which he has worked have been rationality,
morality, personal identity, and juture generations. These are the subjeas of
his book Reasons and Persons, publis hed by Oxford University Press in
1984.
It was the split-brain cases which drew me into philosophy. Our
knowledge of these cases depends on the rcsults of various psychological
tests, as described by Donald MacKay.! These tests made use of two
facts. We control each of our arms, and see what is in each half of our
visual fields, with only one of Ollr hemispheres. When someone's
hemispheres have been disconnected, psychologists can thus present to
this person two different written questions in the two halves of his visual
field, and can receive two different answers written by this person's two
hands.
Here is a simplified imaginary version of the kind of evidence that such
tests provide. One of these people looks fixedly at the centre of a wide
screen, whose left half is red and right half is blue. On each half in a
darker shade arc the words, 'How many colours can you see?' With both
hands the person writes, 'Only one'. The words are now changed to read,
'Which is the only colour that you can see?' With one of his hands the
person writes 'Red', with the other he writes 'Blue'.
If this is how such a person responds, I would conclude that he is
having two visual sensations - that he does, as he claims, see both red and
blue. But in seeing each colour he is not aware of seeing the other. He has
two streams of consciousness, in each of which he can see only one
colour. In one stream he sees red, and at the same time, in his other
stream, he sees blue. More generally, he could be having at the same time
two series of thoughts and sensations, in having each of which he is
unaware of having the other.
This conclusion has been questioned. It has been claimed by some that
there are not two streams of consciousness, on the ground that the sub-
dominant hemisphere is a part of the brain whose functioning involves no
The Daibutsu (Great Buddha) at Kamakura, Japan, construded in 1252, Derek Parfit s denial of
the concept of a person is remarkably similar to a central tenet of Buddhist philosophy (photograph by
Colin Blakemore),
20 Persons
consciousness. If this were true, these cases would lose most of their
interest. I believe that it is not true, chiefly because, if a person's
dominant hemisphere is destroyed, this person is able to react in the way
in which, in the split-brain cases, the sub-dominant hemisphere reacts,
and we do not believe that such a person is just an automaton, without
consciousness. The sub-dominant hemisphere is, of course, much less
developed in certain ways, typically having the linguistic ...
1 LECTURE NOTESExplanation of the Reading HUME (pages.docxhoney725342
1
LECTURE NOTES/Explanation of the Reading: HUME (pages 9-37; 39-42)
(As you are reading these notes and the text, you will find that they are wordy, and
somehow, they make the same point over and over again. This is done for emphasis and
understanding—that is, if you did not get it the first time, may you will the second or third
time.)
Hume was an empiricist. This means that he believed that all substantive knowledge comes
primarily from the senses. This also means that every kind of knowledge can be proved or verified
empirically by the senses. Hume believes that we have reason and that humans can use their
rational abilities to prove some kind of knowledge. Such knowledge, such as 2+2=4, is usually
obvious or self-evident. Moreover, after one acquires knowledge from the senses, it can be
manipulated by reason and our imagination.
SECTION II: Of the Origin of Ideas
To demonstrate that all forms of substantive knowledge come from experience, he wants to
explore the origin of human ideas, that is, where ideas come from.
He says everyone will agree that there is a difference between, (1) what one perceives with the
mind when one immediately feels pain, excessive heat, cold and so on, and (2) when, perhaps,
some moments later on, one recalls from and to memory such sensations of pain, heat or cold, or
when one imagines such sensations. What we perceive immediately he calls SENSATION, and
what the mind remembers or imagines, he calls THOUGHT.
He says the mind or THOUGHT (via memory and imagination) may copy or mimic what the
senses perceive, but such copy can never have the same kind of force, energy, clarity,
sharpness, strength, and vibrancy as what the senses perceive immediately. What one perceives
with the senses immediately represents the objects that cause them in a lively manner. We
usually are able to distinguish between what is seen immediately and what we imagine or
remember based on their liveliness and vibrancy. Thus he says that the MOST LIVELY
THOUGHT is inferior or not as strong as the DULLEST SENSATION.
For instance, when we reflect on our past feelings and emotions of love or anger, they usually
mirror very closely, copy or represent the objects that gave rise to them. But they are usually not
as sharp as the original feeling or emotion. We usually know clearly the difference between them.
Hume then distinguishes between IDEAS, which are the products or content of THOUGHT (the
mind via memory and imagination), and IMPRESSIONS, which are the products or contents of
SENSATION (what we immediately perceive from the senses). The major difference between
IDEAS and IMPRESSION is the difference in their degree of liveliness, sharpness, and clarity.
Hume indicates that the mind is unrestrained in its power to think of or imagine things. But it is
impossible for the mind to think of, make up, or imagine things that we have never seen or heard.
For instance, the mind can think of mo ...
WESTERN CIVILIZATION this the book Answer each question in the .docxphilipnelson29183
WESTERN CIVILIZATION this the book
Answer each question in the space listed below, please write in complete 10 sentences for etch questions
What led to the start of world war1 ? There are multiple reasons, discuss ALL of them)
1. which countries made up the Triple Alliance? Which countries made up the Triple Entente? What are the other names for these two groups?
3. What were the terms of the Treaty of Versailles?
4. Why did the United States enter world war? (Multiple reasons, discuss ALL of them).
WESTERN CIVILIZATION
this the book
Answer each question in the space listed below,
please
write in complete
10
sentences for etch
questions
What led to the start of
w
orld
wa
r1
? There are multipl
e reasons, discuss ALL of them)
1.
which countries made up the Triple
A
lliance
?
Which countries made up the Triple
Entente?
What are the ot
her names for these two groups?
3. What were the terms of the Treaty of Versailles?
4. Why did the United States enter w
orld
war
?
(Multiple reasons, discuss ALL of them).
WESTERN CIVILIZATION this the book
Answer each question in the space listed below, please write in complete 10 sentences for etch
questions
What led to the start of world war1 ? There are multiple reasons, discuss ALL of them)
1. which countries made up the Triple Alliance? Which countries made up the Triple
Entente? What are the other names for these two groups?
3. What were the terms of the Treaty of Versailles?
4. Why did the United States enter world war? (Multiple reasons, discuss ALL of them).
1
LECTURE NOTES/Explanation of the Reading: HUME (pages 9-37; 39-42)
(As you are reading these notes and the text, you will find that they are wordy, and
somehow, they make the same point over and over again. This is done for emphasis and
understanding—that is, if you did not get it the first time, may you will the second or third
time.)
Hume was an empiricist. This means that he believed that all substantive knowledge comes
primarily from the senses. This also means that every kind of knowledge can be proved or verified
empirically by the senses. Hume believes that we have reason and that humans can use their
rational abilities to prove some kind of knowledge. Such knowledge, such as 2+2=4, is usually
obvious or self-evident. Moreover, after one acquires knowledge from the senses, it can be
manipulated by reason and our imagination.
SECTION II: Of the Origin of Ideas
To demonstrate that all forms of substantive knowledge come from experience, he wants to
explore the origin of human ideas, that is, where ideas come from.
He says everyone will agree that there is a difference between, (1) what one perceives with the
mind when one immediately feels pain, excessive heat, cold and so on, and (2) when, perhaps,
some moments later on, one recalls from and to memory such sensations of pain, heat or cold, or
when one imagines such sensations. What we perceive immediately he .
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
HANUMAN STORIES: TIMELESS TEACHINGS FOR TODAY’S WORLDLearnyoga
Hanuman Stories: Timeless Teachings for Today’s World" delves into the inspiring tales of Hanuman, highlighting lessons of devotion, strength, and selfless service that resonate in modern life. These stories illustrate how Hanuman's unwavering faith and courage can guide us through challenges and foster resilience. Through these timeless narratives, readers can find profound wisdom to apply in their daily lives.
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
Tarot for Your Self A Workbook for Personal Transformation Second Edition (M...
Nature of the idea
1. NATURE OF THE IDEA
Ideas are the building blocks of knowledge. They
are the elements that constitute judgments and
judgments express either truth or error.
Ideas must be thoroughly understood because
no building can be solid unless its foundation is
solid.
2. FORMATION OF IDEAS
All knowledge starts with the senses. Generally
speaking, nothing is in the mind unless it passes thru
the senses. Are there exceptions?
Examples: sugar as an object of perception to
the various senses. The image of sugar
is retained even after the object itself
is removed because I can recall the
sugar’s image in my senses.
Based on the above example I have an idea of sugar.
This image of the imagination is the first step in the
formation of an idea.
Cite other examples.
3. Man does not stop at the mere reproduction of the
image. He begins to think. It does this by the
process of abstraction.
Through sense experience we encounter many
beings whom we designate by the name “man”. But
we found out from sense experience that are great
differences among men.
Comparing these differences some of them change
while others disappear. The intellect also perceives
that there are characters that remain intact thru all
the changes.
4. 1. Man must have a body.
2. Man must be alive.
3. Man must be sentient.
4. Man must be a substance.
5. Man must be rational.
Man must be a rational, sentient, living, bodily
substance in order to be a man. The absence of
any of these - man ceases to be a man. They are
therefore the essential elements that make a man a
man and not something else. Other characteristics
of man are non-essentials.
5. The intellect strips the individual of all the non-
essential qualities and retains only the essential
attributes and forms them into one intellectual
image - man is a rational, sentient, living, bodily
substance – and since a sentient, living, bodily
substance is called an animal , man is therefore a
rational animal. This intellectual image of man is
our idea of man.
6. COMPREHENSION AND EXTENSION IDEAS
Comprehension and Extension are the logical
qualities of an idea.
Comprehension – is the sum total of all the
attributes that constitute an idea in its
representation of a thing.
Extension – expresses the application of these
attributes to individuals and groups to which they
are found.
7. Comprehension Extension
1. School
2. Catholic School
3. Catholic schools in Cebu
4. Catholic schools in Cebu run by
women religious.
5. Catholic schools in Cebu run by
women religious and offer
masscom program
8. STAGES OF LIFE
TEENS
You have all the time and energy but no money.
WORKERS
You have the money and energy but no time.
OLDIES
You have all the time and money but no more
energy.
9. Maestra: uy, Jose nganong na late man ka?
Jose: Kuan man gud ma’am … (nangalot sa ulo)
M: unsay kuan? Nganong na late lagi ka?
Jose: Kuan man gud ma’am. Gibunalan man gud ma’am
ni tatay ang akong manghod kay nagpabadlong man
siya.
M: aber, unsa may labot ana sa imong pagka late beh?
Jose: kuan man gud ma’am ang ako mang sapatos and
gigamit ni tatay sa pagbunal sa akong manghod.
Toink!
10. KINDS OF IDEAS
Ideas According to Origin
Intuitive (or immediate) ideas are those which are
formed as the result of the direct perception of
things.
Abstractive (or mediate) ideas are formed by some
means other than their immediate perception.
11. All ideas of persons, events and things which I
acquire not from personal experience but thru
books, newspapers, TV, radio, etc. are of this type.
Ideas arrived at by deduction are of this type.
From the effects of heat, light , power I can
conclude there is electricity. If the electric fan and
the computer suddenly shuts down, you can
conclude that . . . ?
In logic we have induction and deduction as
tools arriving at an inferential judgment.
12. KINDS OF IDEAS
Ideas According to their Relation
Ideas from the standpoint of mutual relation are
either connex or disparate. They are connex
when one idea necessarily either includes or
excludes the other.
Examples: father – child, husband – wife, teacher –
student, man – rational, light – darkness
13. Ideas are disparate when one idea neither
necessarily includes nor necessarily excludes the
other.
Examples: man – black, wise – good, iron –
wheel, wise – good
Ideas are either identical or diverse. They are
identical when their comprehension is the same
such as man – rational animal, water –
H2O, sodium chloride – salt
14. Ideas are diverse when their comprehension is
different such as man – brute, tree – dog, house –
car.
What about the ideas house – home. Are they
identical or diverse? Based upon your intuitive idea
is your house a home? Or is it merely a house and
not a home? Or are both ideas identical?
15. A HOUSE IS NOT A HOME
ORIGINAL VERSION BY DIONNE WARWICK
“A chair is still a chair even when there’s no one
sitting there. But a chair is not a house and a house
is not a home when there’s no on there to hold you
tight, and no one there you can kiss good night”.
“A room is still a room even when there’s nothing
there but gloom. But a room is not a house and a
house is not a home when the two of us are far
apart and one of us has a broken heart”.
16. Diverse ideas are either compatible or
incompatible. They are compatible when the
attributes of the comprehension of both can be
united and give birth into another (third) idea.
Example: man – white, mind – sound
Incompatible when the attributes of the
comprehension of one idea excludes the
comprehension of the other idea.
Example: vice – virtue, wisdom – folly, light –
darkness
17. THE REPUGNANCE OF IDEAS
Forms the basis of their incompatibility. This gives
rise to contradictory, privative, contrary and relative
ideas.
Contradictory ideas are two ideas in which one
expresses the simple denial of the other.
Examples: thing – nothing, good – not good, equal
– unequal
Privative ideas are two ideas of which one signifies
a perfection while the other denies the perfection in
a subject which ought to possess it.
18. Examples: sight – blindness, sanity – insanity, living
– dead
Contrary ideas represent two extremes among
objects belonging to the same class.
Examples: good – bad , kind – cruel, pleasant –
painful
Relative ideas are two incompatible ideas united in
such a way that one cannot be understood with out
the other.
Examples: master – servant , left – right , cause –
effect
19. Lisod mo sultig “sori”.
Lisod mo sultig “gimahal ko ikaw”.
Lisod mo sultig “gikinahanglan ko ikaw.
Pero nahibaloan ko and pinakalisod isulti mao man
“RURAL RULER ROYAL”
10 x i – try bi