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.
This was a presentation we used along with \'How to choose your God\' in our Church youth Bible Study group. It presents a logical framework to understand the existence of God and how God reveals Himself thru creation, conscience, communication (over the ages) and ultimately thru Christ.
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.
This was a presentation we used along with \'How to choose your God\' in our Church youth Bible Study group. It presents a logical framework to understand the existence of God and how God reveals Himself thru creation, conscience, communication (over the ages) and ultimately thru Christ.
Ethical ReasoningThere are a number of different types of ethica.docxSANSKAR20
Ethical Reasoning
There are a number of different types of ethical reasoning. If we think about the complexities of our decision-making process, it only makes sense that each of us grounds our thoughts and actions with different priorities in mind. For our purposes, we will be addressing five key concepts in the ethical reasoning realm. Below, you will find a synopsis of each type:
Utilitarian
Description – Ethical concept that deems the right course of action is the one that produces more good than bad for the majority involved.
Cons - So long as a decision creates a benefit for most, Utilitarianism is not concerned with the minority.
Example – I won the lottery. I wanted to take my family on a vacation. I allowed them to have input as to where they would like to go. The majority chose the Bahamas, while one member chose Alaska, as she doesn’t like the hot weather. We ended up going to the Bahamas, which most of us were happy with.
Egoism
Description – Ethical concept that deems the right course of action is the one that produces the greatest benefits for the individual.
Cons – So long as a decision creates a benefit for the individual, Egoism is not concerned with the majority.
Example –I decided to take a new job. My previous employment paid well, but I found the duties boring and tedious. I have a family of four who depends solely on my paycheck. The new job pays considerably less, but I am happier in my work.
Deontology
Description – Ethical concept that deems the right course of action is the one that adheres to the duty, law or rule.
Cons – So long as a decision is made to adhere to duty, law, or rule, Deontology is not concerned with personal or social measures of morality.
Example – I noticed my coworker, John, leaving work 30 minutes before we closed every day, while the rest us stayed until the end of our shift. John explained that he was a single father and needed to pick his children up from school, as there was no one else to help him. I reported John to my boss, as that is what we are told to do when a coworker is violating any of the policies in the employee handbook.
Relativism
Description - Ethical concept that deems the right course of action is relative to the norms of one's culture. That is, whether an action is right or wrong depends on the moral norms of the society in which it is practiced.
Cons – So long as a decision is made to adhere to the culture’s norms, Relativism is not concerned with individual moral beliefs for the social norm.
Example – I drive on the right side of the road in accordance with the law. I went to London and quickly realized that driving on the right side of the road was unacceptable and illegal. What was lawful in the United States was a violation in another country.
Justice
Description – Ethical concept that deems the right course of action is the one that treats everyone fairly unless there is a sufficient reason to treat anyone (or anything) unequally.
Cons – The definitions of fairness are ...
Philosophy 25
Critical Thinking
Chapter 1
Agenda
1) What is Philosophy?
2) What is Critical Thinking?
3) Argument Overview
4) Statements & Truth
HW: P. 23 (Exercise 1.2)
Intro to Critical Thinking
What is Philosophy?
“Love of Wisdom”? (Etymology not helpful)
“Philosophy is thinking really hard about the most important questions and trying to bring analytic clarity both to the questions and the answers.” Marilyn Adams
“Philosophy is 99 percent about critical reflection on anything you care to be interested in.” Richard Bradley
3
Intro to Critical Thinking
What is Philosophy?
Another way to approach defining Philosophy is to think about the questions it asks. Here are three core questions:
Metaphysics: What exists?
Epistemology: What can we know? How can we know what exists?
Ethics: What is right?
4
Intro to Critical Thinking
What is Critical Thinking?
Philosophers use the skill of critical thinking to answer philosophical questions.
Critical Thinking is a set of tools for determining whether we have good reason to believe or accept something.
Connection to Logic: Logic is the study of good reasoning (and it is another branch of Philosophy)
5
Parts of an Argument
Arguments
Premises Conclusion
Statement/Claim Statement/Claim
6
Statements / Claims
Consider the following sentences:
“Grass is Green.”
“Is Grass Green?”
“Yay!!!”
7
Statements / Claims
Consider the following sentences:
“Grass is Green.”
“Is Grass Green?”
“Yay!!!”
8
Statements / Claims
Statements/Claims are sentences that are either true or false.
But what is truth/falsity?
9
Four theories of truth
Correspondence Theory: A statement is true if it corresponds with reality
Coherence Theory: A statement is true if it coheres with our other beliefs
Pragmatic Theory: A statement is true if it is useful for the lives of human beings
Minimalism: A sentence ‘S’ is true if S
Truth is not a substantial property.
10
Correspondence
Correspondence Theory: A statement is true if it corresponds with reality
E.g. The statement “Grass is green” is true because (out there in reality) grass is green.
Pros: it is intuitive –many people find this view of truth commonsensical. It is objective- truth is not an invention of people’s minds.
Cons: 1) It is TOO objective – How can we what reality is like apart from our perceptions? 2) Why should we care about such an objective notion
11
Coherence
CoherenceTheory: A statement is true if it coheres with our other beliefs
E.g. The statement “Grass is green” is true because it does not conflict with other beliefs we hold.
Pros: 1) There is a subjective element to it and it is clear why truth would matter to human beings.
Cons: 1) The ramblings on an insane person can be completely coherent, yet we don’t think they are true. This reveals that there needs to be more to truth than coherence.
12
Pragmatic
Pragmatic Theory: A statement is true if it is useful for the lives of human beings
E.g. The statement “.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
9. Examining Our Beliefs Behavior Actions / Things you do Beliefs and Values Why do you what you do? World-View Basic Assumptions about Reality
10. Examining Our Beliefs Behavior I talk to my friend Beliefs and Values I believe that my friend is real World-View I Exist. Other People Exist.
11. Examining Our Beliefs Behavior I talk to other people Beliefs and Values I believe that my friend is real World-View I Exist. Other People Exist. Descartes
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