The case for teaching syllogistic logic to philosophy
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This document discusses the case for teaching syllogistic logic to philosophy students. It contains examples of valid syllogistic arguments using terms like "All," "Some," and "No." It also discusses the inability to demonstrate the existence of God through deductive reasoning alone, as the premises would need to be certain a priori propositions, but the existence of God is not a tautology or logical certainty. It provides examples of different types of categorical propositions like contradictories, contraries, and sub-contraries to illustrate logical concepts.
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The case for teaching syllogistic logic to philosophy students
The document discusses the case for teaching syllogistic logic to philosophy students. It argues that syllogistic logic allows students to understand logical validity and deduction. Examples are provided of valid syllogistic arguments in the forms of All A are B, Some A are B, No A are B, using terms like Ms, Ws, Xs, Ys. The document also discusses how syllogistic logic can be used to analyze arguments regarding the existence of God and empirical vs. a priori propositions.
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The case for teaching syllogistic logic to philosophy students
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3) Representations in mathematics are valuable not just for presenting information but for being manipulated, as inferences can be drawn through performing actions on diagrams, graphs, and other representations.
Matheamtical cutlures (bath june 15)
This document summarizes three conferences on mathematical cultures organized by Dr. Brendan Larvor of the University of Hertfordshire. The first conference focused on diversity in mathematical cultures and included talks on topics like mathematics in ancient China, the Russian tradition of mathematics, and mathematical practices in Brazilian engineering schools. The second conference centered on values in mathematics, with talks addressing concepts like purity, explanation, rigor and generality. The third conference covered additional topics related to mathematical cultures, such as mathematics in fiction, morality and mathematics, and mathematics education for indigenous communities in Western Canada.
Apmp brazil oct 2017
This document discusses informal mathematical proofs that appeal to diagrams and mental models. It proposes criteria for when such proofs can be considered rigorous: (1) the diagram must accurately portray the structure of the mathematical object, (2) the information in the diagram must not be metric, and (3) the inferences must be systematically related to other mathematical practices. The document also discusses how Manders' analysis of proofs in Euclidean geometry may provide a model for understanding contemporary proofs involving diagrams, but notes some challenges for philosophers in analyzing modern mathematical reasoning.
Philosophy and history (lodge07)
The document discusses different conceptions of history and its relationship to philosophy. It argues that focusing solely on formal logic leaves out important non-logical aspects of mathematics, including its social and historical dimensions. A new epistemology of mathematics should recognize the temporal nature of rationality and appeal to intellectual and social contexts rather than only general principles. Such an approach follows Bernard Williams' conception of history of philosophy as philosophically motivated rather than relying on rigid distinctions between the two fields.
Manifesto
Higher education aims to teach students values through reasoned discussion rather than just giving students what they want, as every model of education reflects assumptions about human nature and should be judged accordingly. While students may not fully understand higher education's purpose, its goal is to provide a common space for developing reason and imparting values that are necessary for further economic and career aims imposed by outside forces.
Is it irrational to be moved by the
We can feel genuine sadness and emotions in response to fictional stories and characters, even though we know they are not real. This seems paradoxical, as we do not truly believe anyone has suffered. Hume argued these emotions are pleasurable and come from our engagement with the author's artistry. However, Radford cannot reconcile how we can feel involuntary emotions for fictional things we know don't exist. He concludes our emotional responses to fiction involve an inconsistency.
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skeleton System.pdf (skeleton system wow)
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โ โุฅุถุบ ุจูู ุฅูุฏููู
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3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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The case for teaching syllogistic logic to philosophy
- 1. The case for teaching syllogistic logic to philosophy students Brendan Larvor University of Hertfordshire
- 2. E.g. All manxome things whiffle. The Jabberwock is manxome. ๏ The Jabberwock whiffles. E.g. All Ms are Ws The J is an M ๏ The J is a W E.g. All Xs are Ys The Z is an X ๏ The Z is a Y
- 3. There is no possibility of demonstrating the existence of god. From a set of tautologies nothing but a further tautology can be validly deduced. We cannot deduce the existence of god from an โa prioriโ proposition. Only โa prioriโ propositions are logically certain. If the conclusion that a god exists is to be demonstrably certain, then the premises [from which it follows] must be certain.โA prioriโ propositions are tautologies. The existence of god is not a tautology. No empirical proposition can ever be more than probable. All propositions are either empirical or โa prioriโ.
- 4. Two tests for validity All Sheep are Pedants
- 5. Historical Character of Philosophical Training
- 6. Benefits of Comparison E.g. Existential Import ๏จ ๏ฉPxSxx ๏ฎ๏ข All trespassers will be shot All S are P All towels will be returned
- 7. Live Questions All S are P Some S are not PSome S are P No S are P (All S are P) or (No S are P) (Some S are P) and (Some S are not P) Contradictories Contraries Sub-Contraries Entailment