Facts and Opinions.pdf
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This document discusses the difference between facts and opinions. It states that a fact is a specific detail that can be proven true through objective evidence, while an opinion is a belief or judgment that cannot be verified. Some traits of facts are that they are objective, can be verified, and are presented without bias, while opinions are subjective, interpret reality, and use value words. It provides examples of facts versus opinions and notes that opinions often include biased words or qualifiers. The document advises evaluating statements based on whether they can be proven, observed, or verified through objective sources.
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This document discusses distinguishing facts from opinions. It defines facts as statements that can be proven true through objective evidence, while opinions are beliefs or judgments that cannot be proven. Biased language and qualifiers are signs of an opinion. Facts state realities, can be verified, and use unbiased terms, whereas opinions interpret realities and include value judgments. The document provides examples to demonstrate how to identify facts and opinions and evaluate contexts. It emphasizes that facts are objective statements of truth and opinions are subjective interpretations.
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THE NEED FOR EVIDENCE Almost all reasoning we encounter includes beliefs about the way the world was, is, or is going to be that the communicator wants us to accept as “facts.” These beliefs can be conclusions, reasons, or assumptions. We can refer to such beliefs as factual claims. The first question you should ask about a factual claim is, “Why should I believe it?” Your next question is, “Does the claim need evidence to support it?” If it does, and if there is no evidence, the claim is a mere assertion, meaning a claim that is not backed up in any way. You should seriously question the dependability of mere assertions! If there is evidence, your next question is, “How good is the evidence?” To evaluate reasoning, we need to remember that some factual claims can be counted on more than others. For example, you probably feel quite certain that the claim “most U.S. senators are men” is true, but less certain that the assertion “practicing yoga reduces the risk of cancer” is true. Because it is extremely difficult, if not impossible, to establish the absolute truth or falsity of most claims, rather than asking whether they are true, we prefer to ask whether they are dependable. In essence, we want to ask, “Can we count on such beliefs?” The greater the quality and quantity of evidence supporting a claim, the more we can depend on it, and the more we can call the claim a “fact.” For example, abundant evidence exists that George Washington was the first president of the United States of America. Thus, we can treat that claim as a fact. On the other hand, there is much conflicting evidence for the belief “bottled water is safer to drink than tap water.” We thus can’t treat this belief as a fact. The major difference between claims that are opinions and those that are facts is the present state of the relevant evidence. The more supporting evidence there is for a belief, the more “factual” the belief becomes. Before we judge the persuasiveness of a communication, we need to know which factual claims are most dependable. How do we determine dependability? We ask questions like the following: What is your proof? How do you know that’s true? Where’s the evidence? Why do you believe that? Are you sure that’s true? Can you prove it? You will be well on your way to being among the best critical thinkers when you develop the habit of regularly asking these questions. They require those making arguments to be responsible by revealing the basis for their arguments. Anyone with an argument that you should consider will not hesitate to answer these questions. They know they have substantial support for their claims and, consequently, will want to share their evidence in the hope that you will learn to share their conclusions. When people react to simple requests for evidence with anger or withdrawal, they usually do so because they are embarrassed as they realize that, without evidence, they should have been less assertive about their beliefs. When we regula.
Running Head PhilosophyPhilosophy2PhilosophyName .docx
Running Head: Philosophy
Philosophy 2
Philosophy
Name of Student
Institutional Affiliation
Part A
In the first article, Gallagher tried to expound more on the notion of faith by looking at two characters who had completely view of the notion about faith with one being a staunch believer while the other one basing their arguments on the knowledge about the reality of the situation. Aquinas mainly described the two notions namely, faith and knowledge as being interdependent in that each supported the other. One of the major instances in her cancerous situation, Rose believes that the island has already cured her of her cancer.
However, as much as Bernard might have the knowledge about the beliefs of Rose, he cannot question the beliefs of Rose since she already has so much belief that it influences Bernard’s opinion about her condition. However, Aquinas emphasized on the importance of the view of the two notions from a generalized perspective in that as much one might have as much faith as Rose, it should never supersede the naturalistic reasoning ability. Aquinas is highly supportive of the interdependence between the two since he believes that knowledge is born out of ideas for example the knowledge on the existence of God is normally described from a natural context but for the revelation of the true existence of God there has to be some faith to shed some light.
The relationship between beliefs and knowledge is investigated by looking at the ideologies of Hume, Charlie, James and Plato who have a number of suggestions regarding the validity of a belief based on the availability of the justifications. They mainly suggest that a rumor or rather a testimony cannot be considered to be knowledge if it is not properly justified. However, Philosophers like James believe that in the absence of evidence to support testimonies, the consequences of those knowledge ought to be analyzed to determine the truth in them. The main idea behind the suggestion is that some ideas though true to some extent might be hard to prove.
In the third essay, the main character being analyzed is House who depicts the same ideology as Socrates where they believe that an examined life meaning a life where one seeks the truth from the various ideas developed brings out the meaning of life. He even goes to an extent of temporarily killing himself to prove that there is no afterlife hence whatever is done on earth ends here. He maintains that living a life of reason is what makes life have a meaning since by reasoning you get to evaluate the consequences.
Part B
Hume believed that the validity of a testimony was mainly based on the experience of a person himself and also that the various truths that were presented in form of testimonies would be very hard to be considered as being true. The notion is highly suggestive of the fact that some level of accuracy concerning the testimonies could be attained through the relation of those testimonies with the experie ...
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Running Head PhilosophyPhilosophy2PhilosophyName .docx
Running Head: Philosophy
Philosophy 2
Philosophy
Name of Student
Institutional Affiliation
Part A
In the first article, Gallagher tried to expound more on the notion of faith by looking at two characters who had completely view of the notion about faith with one being a staunch believer while the other one basing their arguments on the knowledge about the reality of the situation. Aquinas mainly described the two notions namely, faith and knowledge as being interdependent in that each supported the other. One of the major instances in her cancerous situation, Rose believes that the island has already cured her of her cancer.
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The relationship between beliefs and knowledge is investigated by looking at the ideologies of Hume, Charlie, James and Plato who have a number of suggestions regarding the validity of a belief based on the availability of the justifications. They mainly suggest that a rumor or rather a testimony cannot be considered to be knowledge if it is not properly justified. However, Philosophers like James believe that in the absence of evidence to support testimonies, the consequences of those knowledge ought to be analyzed to determine the truth in them. The main idea behind the suggestion is that some ideas though true to some extent might be hard to prove.
In the third essay, the main character being analyzed is House who depicts the same ideology as Socrates where they believe that an examined life meaning a life where one seeks the truth from the various ideas developed brings out the meaning of life. He even goes to an extent of temporarily killing himself to prove that there is no afterlife hence whatever is done on earth ends here. He maintains that living a life of reason is what makes life have a meaning since by reasoning you get to evaluate the consequences.
Part B
Hume believed that the validity of a testimony was mainly based on the experience of a person himself and also that the various truths that were presented in form of testimonies would be very hard to be considered as being true. The notion is highly suggestive of the fact that some level of accuracy concerning the testimonies could be attained through the relation of those testimonies with the experie ...
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essay
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This document provides steps for making inferences from fiction and nonfiction texts. It discusses inferring about character traits in fiction by looking at character actions, dialogue and relationships. For nonfiction, inferences can be made about facts presented in the text. Readers are instructed to underline facts, generate possible inferences, and look for evidence in the text to support those inferences. The document uses examples and visuals to demonstrate making inferences from photographs and oil spill facts. Overall, it outlines a process for carefully analyzing texts to make supported inferences.
Understanding arguments, reasoning and hypotheses
As researchers working in government, influencing service design, we need to know that our research is methodologically sound, our research findings are grounded in empirical data and our recommendations are logically derived.
'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.
In this course, you'll learn:
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
About reasoning
- 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
About hypotheses
- what is a hypotheses and a null hypothesis
- how do we test them
How do we know what we know about History? Primary and Secondary Sources
This document discusses the difference between primary and secondary sources for learning about history. It defines primary sources as first-hand accounts from those present at an event, and secondary sources as accounts created by others not present that obtain information from primary sources. Examples of primary sources include diaries, letters, historical documents, newspapers, photos, and objects from a time period. Secondary sources are described as textbooks, biographies, encyclopedias, and documentaries created by historians using primary sources. The document emphasizes that primary sources provide first-hand insights while secondary sources analyze and interpret events.
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Baloney
This document discusses ways to distinguish science from pseudoscience by asking questions about claims. It outlines 10 questions one can ask to "detect baloney", such as whether a claim has been verified by independent sources, fits with established knowledge, and considers evidence that contradicts the claim. These questions help determine the reliability of sources, identify biases, and establish the validity of evidence. The questions also help solve the "boundary problem" of determining where to draw the line between science and pseudoscience when exploring borderline cases.
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Chapter 4
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Chapter 5
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Chapter 6
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Facts and Opinions.pdf
- 2. What is FACT and OPINION? ➢ A FACT is a specific detail that can be proven as true based on objective evidence. ➢ An OPINION is a feeling, judgement, belief, or conclusion that cannot be proven true by objective evidence. ➢ Objective Proof can be one or more of the following: physical evidence, an eyewitness account, or the result of an accepted scientific method.
- 3. Separating Fact from Opinion ✓ Know the traits of facts and opinions. FACT: Spinach is a source of iron. OPINION: Spinach tastes awful.
- 13. Facts and Opinion FACT ✓Objective ✓States reality ✓Can be verified ✓Presented with unbiased words “Spinach is a form of iron” OPINION ✓Subjective ✓Interprets reality ✓Can NOT be verified ✓Presented with value words “Spinach tastes awful”
- 14. Ask Questions to Identify Facts: ➢ Can the statement be proved or demonstrated to be true? ➢ Can the statement be observed in practice or operation? ➢ Can the statement be verified by witness, manuscript or documents?
- 15. Fact or Opinion? 1. A spinning class is a group exercise program of about 45 minutes riding on a stationary bike. (FACT : It can be verified by going to class.) 2. A spinning class is a form of torture. (OPINION: Some people may enjoy the class. )
- 16. NOTE: Biased Words to Identify Opinions: ➢ Look for biased words. They express opinions, value judgements and interpretations and are often loaded with emotion. BIASED WORDS • Awful • Amazing • Better • Best • Bad • Beautiful • Favorite • Frightful • Exciting • Fun • Horrible • Believe • Disgusting • Miserable • Never • Probably • Think • Smart
- 17. NOTE: Qualifiers to Identify Opinions ➢ Beware of false facts, or statements presented as facts that are actually untrue. ➢ A qualifier may express an absolute, unwavering opinion using words like always or never. Example: - “Exercise is the only sure way to lose weight” “Only” is a qualifier and makes this statement an opinion.
- 18. Think Carefully about Supposed “Facts” ➢ Beware of opinions stated to sound like facts. Note: Phrases like “in truth” “the truth of the matter” or “in fact” are examples. Example: - “In truth, the earliest humans lived at the same time as dinosaurs.” Explanation: Fossil records and scientific research have proved this to be a false fact.
- 19. Evaluate the Context of the Passage: 1. Alexander the Great was one of the greatest military leaders in world of history. (F/O – His name and title are factual but the value word greatest is an opinion) 2. He was born in Pella, Macedonia. (F – This statement can be verified in historical records) 3. The exact date of his birth was probably July 20 or 16, 356 B.C. (O – The word probably makes this a statement of opinion) 4. Shortly before his 33rd birthday, Alexander the Great died. (F – This statement can be checked and verified as true. 5. The cause of his death remains unknown. (F – This is a factual statement that something isn’t known.
- 20. Evaluate the Context of the Author: ➢ An informed opinion is developed by gathering and analyzing evidence. ➢ An expert opinion is developed through much training and extensive knowledge in a given field. Examples: Informed Opinion: ✓ Shopping around for a car ✓ Researching an essay for a college class Expert Opinion: ✓ Doctor’s diagnosis of an illness ✓ Economic professor’s lecture on the economy
- 21. Evaluate the Context of the Source: Examples of good factual sources: ➢ Medical dictionary ➢ English handbook ➢ World Atlas
- 22. END OF ENGLISH REVIEW DISCUSSION. THANK YOU! EN110