Paradox
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A paradox is a statement that seems absurd or self-contradictory but may turn out to be true, such as saying a restaurant is crowded so no one goes there. At its core, a paradox contains two statements that are both true but cannot be true at the same time. One example is someone claiming to be a compulsive liar, which is paradoxical because it contradicts itself.
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The document discusses different types of logical arguments including deductive and inductive arguments. It defines key terms related to deductive arguments like valid, sound, and types of deductive arguments including syllogisms, modus ponens, modus tollens, and disjunctive syllogism. It also discusses inductive arguments and notes they provide probability rather than certainty. Common fallacies and necessary and sufficient conditions are also defined.
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The document discusses different types of logical arguments including deductive and inductive arguments. It defines key terms like valid, sound, premises and conclusion. For deductive arguments it explains syllogisms like modus ponens and modus tollens. Inductive arguments rely on experience but do not guarantee truth, only probability. The document also discusses abductive arguments, fallacies, and necessary and sufficient conditions.
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This document discusses several famous paradoxes throughout history:
1) Paradoxes involve statements that seem self-contradictory or absurd, such as whether an all-powerful God can create a rock too heavy to lift.
2) Examples include Zeno's paradox of never reaching point B due to always being halfway there, and the grandfather paradox of changing one's own past.
3) The liar paradox questions whether a statement claiming to be a lie is true or false, leading to logical contradictions either way.
4) Finally, Russell's paradox examines the statement "This statement is false" and finds it cannot be consistently assigned a truth value.
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14. man vis avis paradox. cura, randley kearl
The document discusses several paradoxes related to logic and philosophy:
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- Double Liar Paradox, where opposite statements are written on each side of a card claiming the other side is true/false.
- Paradoxes related to vagueness, knowledge, and self-reference that challenge basic logical principles.
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The document discusses different types of logical arguments including deductive and inductive arguments. It defines key terms related to deductive arguments like valid, sound, and types of deductive arguments including syllogisms, modus ponens, modus tollens, and disjunctive syllogism. It also discusses inductive arguments and notes they provide probability rather than certainty. Common fallacies and necessary and sufficient conditions are also defined.
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This document discusses several famous paradoxes throughout history:
1) Paradoxes involve statements that seem self-contradictory or absurd, such as whether an all-powerful God can create a rock too heavy to lift.
2) Examples include Zeno's paradox of never reaching point B due to always being halfway there, and the grandfather paradox of changing one's own past.
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The document discusses several paradoxes related to logic and philosophy:
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- Double Liar Paradox, where opposite statements are written on each side of a card claiming the other side is true/false.
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- Various philosophers grappled with these paradoxes as early as the 4th century BC to uncover their deeper implications for concepts like truth, falsity, and the nature of reality. Modern logicians continue exploring these issues.
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PRELIMINARY: LOGIC AND DIALECTIC.
BY the ancients, Logic and Dialectic were used as synonymous terms; although logizesthai, "to think over, to consider, to calculate," and dialegesthai, "to converse," are two very different things.
The name Dialectic was, as we are informed by Diogenes Laertius, first used by Plato; and in the Phaedrus, Sophist, Republic, bk. vii., and elsewhere, we find that by Dialectic he means the regular employment of the reason, and skill in the practice of it. Aristotle also uses the word in this sense; but, according to Laurentius Valla, he was the first to use Logic too in a similar way.1 Dialectic, therefore, seems to be an older word than Logic. Cicero and Quintilian use the words in the same general signification.2
This use of the words as synonymous terms lasted through the Middle Ages into modern times; in fact, until the present day. But more recently, and in particular by Kant, Dialectic has often been employed in a bad sense, as meaning "the art of sophistical controversy"; and hence Logic has been preferred, as of the two the more innocent designation. Nevertheless, both originally meant the same thing; and in the last few years they have again been recognised as synonymous.
It is a pity that the words have thus been used from of old, and that I am not quite at liberty to distinguish their meanings. Otherwise, I should have preferred to define Logic (from logos, "word" and "reason," which are inseparable) as "the science of the laws of thought, that is, of the method of reason"; and Dialectic (from dialegesthai, "to converse" - and every conversation communicates either facts or opinions, that is to say, it is historical or deliberative) as "the art of disputation," in the modern sense of the word. It is clear, then, that Logic deals with a subject of a purely à priori character, separable in definition from experience, namely, the laws of thought, the process of reason or the logos; the laws, that is, which reason follows when it is left to itself and not hindered, as in the case of solitary thought on the part of a rational being who is in no way misled. Dialectic, on the other hand, would treat of the intercourse between two rational beings who, because they are rational, ought to think in common, but who, as soon as they cease to agree like two clocks keeping exactly the same time, create a disputation, or intellectual contest. Regarded as purely rational beings, the individuals would, I say, necessarily be in agreement, and their variation springs from the difference essential to individuality; in other words, it is drawn from experience.
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So far we’ve learned to…
appreciate the importance of critical thinking standards such as clarity, precision, accuracy, consistency, and fairness
distinguish arguments from non-arguments
identify premises and conclusions
recognize hidden assumptions and implied premises and conclusions
distinguish deductive from inductive arguments
assess the logical validity or strength of arguments
distinguish relevant from irrelevant reasons
identify common logical fallacies
Chapter 8: Evaluating Arguments and Truth Claims
Now, we will focus on the question, “When is an argument a good one?”
(I just saw an advanced screening of The World’s End, so you’ll be seeing a lot of references as we go along )
A good argument does NOT
Mean “Agrees with My Views”
Mean “Persuasive Argument”
Mean “Well-Written or Well-Spoken Argument”
You can tell a good argument when …
all the premises are true and the premises provide good reason to accept the conclusion
It is either deductively sound or inductively cogent.
BUT!!!
“it is not enough for an argument to be deductively sound or inductively cogent. It must also satisfy (at least up to a certain threshold) the key critical thinking standards discussed in Chapter 1.”
Key critical thinking standards
Clarity
Precision
Accuracy
Relevance
Consistency
Logical Correctness
Completeness
Fairness
Most Important
Accuracy: Are all the premises true?
Logical correctness: Is the reasoning correct? Is the argument deductively valid or inductively strong?
But other critical thinking standards must also be taken into account, as well.
And now for something English…
Monty Python Bonus Extravaganza!
Due via email on Friday by 7pm
1-2 bonus points added to your lowest grade!
Make a PowerPoint presentation outlining the argument given for discovering whether this woman is or is not a witch. Name the premises and conclusion, show whether it is deductive or inductive, etc. Basically, is it a good argument or a bad argument, why or why not? Be sure to show your work!
Extra points for creativity!
http://www.youtube.com/watch?v=H9PY_3E3h2c
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From last time
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Is the reasoning correct? Is the argument deductively valid or inductively strong?
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General Guidelines…
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BY the ancients, Logic and Dialectic were used as synonymous terms; although logizesthai, "to think over, to consider, to calculate," and dialegesthai, "to converse," are two very different things.
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'Understanding arguments, reasoning and hypotheses' is the first in a series of 5 short courses, covering introduction courses to various aspects of methodology in research, from the use of grounded theory in discovery research, to hypothesis testing and sampling in more experimental research.
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About arguments
- what we mean by an argument
- how to identify a valid/invalid argument
- what we mean by premises
- what validity and soundness of arguments mean
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- what is deductive reasoning and where do we use it
- what is inductive reasoning and where do we use it
- what is abductive reasoning and where do we use it
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1. Theories based on religion, majority approval, feelings, consequences, or commands are problematic for reasons like circularity, subjectivity, and avoiding the real question of what is good.
2. A Humanist theory is proposed - something is good or right if it is objectively good or right. While this may seem circular, the document argues it is not and experience allows humans to know good directly.
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Critical Reasoning
Week 8: Class 1
So far we’ve learned to…
appreciate the importance of critical thinking standards such as clarity, precision, accuracy, consistency, and fairness
distinguish arguments from non-arguments
identify premises and conclusions
recognize hidden assumptions and implied premises and conclusions
distinguish deductive from inductive arguments
assess the logical validity or strength of arguments
distinguish relevant from irrelevant reasons
identify common logical fallacies
Chapter 8: Evaluating Arguments and Truth Claims
Now, we will focus on the question, “When is an argument a good one?”
(I just saw an advanced screening of The World’s End, so you’ll be seeing a lot of references as we go along )
A good argument does NOT
Mean “Agrees with My Views”
Mean “Persuasive Argument”
Mean “Well-Written or Well-Spoken Argument”
You can tell a good argument when …
all the premises are true and the premises provide good reason to accept the conclusion
It is either deductively sound or inductively cogent.
BUT!!!
“it is not enough for an argument to be deductively sound or inductively cogent. It must also satisfy (at least up to a certain threshold) the key critical thinking standards discussed in Chapter 1.”
Key critical thinking standards
Clarity
Precision
Accuracy
Relevance
Consistency
Logical Correctness
Completeness
Fairness
Most Important
Accuracy: Are all the premises true?
Logical correctness: Is the reasoning correct? Is the argument deductively valid or inductively strong?
But other critical thinking standards must also be taken into account, as well.
And now for something English…
Monty Python Bonus Extravaganza!
Due via email on Friday by 7pm
1-2 bonus points added to your lowest grade!
Make a PowerPoint presentation outlining the argument given for discovering whether this woman is or is not a witch. Name the premises and conclusion, show whether it is deductive or inductive, etc. Basically, is it a good argument or a bad argument, why or why not? Be sure to show your work!
Extra points for creativity!
http://www.youtube.com/watch?v=H9PY_3E3h2c
What is a NOT a good argument?
What IS a good argument?
From last time
Are the premises true?
Is the reasoning correct? Is the argument deductively valid or inductively strong?
Does the arguer commit any logical fallacies?
General Guidelines…
Does the arguer express his or her points clearly and precisely?
Are the premises relevant to the conclusion?
Are the arguer’s claims logically consist.
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Brief PPT on Logic Fallacies in relation to writing and defending the Christian faith intelligently.
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1. Philosophers emphasize determining truth through careful examination and justification rather than just belief. They subject their own knowledge and assumptions to doubt in order to learn.
2. For a statement to be considered true, it must be justified or proven through evidence, agreed upon as factual, and able to be applied and tested in the real world.
3. Philosophers distinguish truth from opinion by examining arguments closely for logical fallacies or biases that could undermine the reasoning. A variety of common fallacies and biases that weaken arguments are discussed.
The easiest ways to lose a debate
Using ad hominem attacks against an opponent strays from the main debate topic and makes you appear insecure and unprepared, allowing the opponent to exploit this weakness. Falling back on tradition without credible sources to back up claims leaves arguments open to counterarguments that the tradition may not be universally accepted. Being too self-deprecating can undermine credibility and give momentum to the opponent. Making up information is never acceptable in a debate and damages credibility, so it is important to stay on topic using facts even when feeling cornered.
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The document describes a society that has regressed from a previously advanced technological state to a more primitive one, relying on superstition, magic, and tribal clans rather than logic and science. Technology is no longer used and medicine is now considered magic. The people have developed myths explaining the remnants of the old civilization as the work of "gods." The setting has been divided into territories belonging to different clans, with some areas forbidden due to association with the old ruins.
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The document describes a society that has regressed from a previously advanced technological state to a more primitive one, relying on superstition, magic, and tribal clans rather than logic and science. Technology is no longer used and medicine is now considered magic. The people have developed myths explaining the remnants of the old civilization as the work of "gods." The setting has been divided into territories belonging to different clans, with some areas forbidden due to association with the former advanced society.
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Drama and Death of a Salesman
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What is intelligence
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Why write 1984
George Orwell wrote 1984 in 1949, influenced by several events of the early 20th century. Totalitarian dictators like Stalin who ruled through terror and executed millions contributed to Orwell's dystopian vision of the future. He was concerned about privacy issues like government surveillance, corporations collecting consumer data, and employers monitoring employees. Orwell depicted extreme forms of psychological manipulation and physical control by the ruling party in 1984 to gain absolute power, including constant reminders of being watched, endless propaganda, rewriting history, and torture.
Foreshadowing
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Allusions
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Tone and Mood
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The stranger part ii
Meursault is on trial for murder. He does not believe in religious concepts like God or an afterlife. The magistrate questions Meursault about his lack of beliefs and gets upset, shouting that everyone must believe in God or their life has no meaning. Meursault is indifferent to social structures like marriage that other people find meaningful. In prison, he is restricted by rules enforcing social hierarchies like favoring married relationships over unmarried ones. At the end, Meursault reflects that life is meaningless but death is inevitable, so one must accept life as it is rather than seeking meaning elsewhere.
Fight Club
The document discusses the themes of meaninglessness and absurdity in the movie Fight Club. It notes that the main character starts an illegal fight club because he is so bored with his meaningless life. Once he believes life has no meaning or purpose, he feels free to do whatever he wants. The document then poses a series of questions about the meaning of life and our existence and asks how the main character of Fight Club would answer them based on his nihilistic worldview. It concludes by asking the reader to compare the main character of Fight Club to the protagonist in The Stranger in terms of their views of life and actions.
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The document summarizes key aspects of Albert Camus' novel The Stranger. It discusses Camus' philosophy of the absurd and examines themes like indifference, emotional detachment, and the lack of inherent meaning in the world through analysis of characters like Meursault and Salamano. It also analyzes Meursault's interactions with Marie and his boss to show how his perspective clashes with societal expectations around love, marriage, and ambition.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
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Chapter 6
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Paradox
- 1. a statement or proposition that, despite sound (or apparently sound) reasoning from acceptable premises, leads to a conclusion that seems senseless, logically unacceptable, or self-contradictory. a seemingly absurd or self-contradictory statement or proposition that when investigated or explained may prove to be well founded or true.
- 2. At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. i.e. No one goes to that restaurant because it is always crowded.
- 3. Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.