A Short Course in Logic Answers to Practice
|
|
- Florence Kennedy
- 5 years ago
- Views:
Transcription
1 A Short Course in Logic Answers to Practice Logic is a skill and, like any skill, it s improved with practice. I) Analyzing Arguments Sometimes it can be difficult to identify the ultimate conclusion of an argument, or to distinguish between premises and subconclusions. It s well worth learning how to do this, though, because this skill sharpens comprehension and makes it much easier to follow the complex readings. After all, arguments are all about presenting some ideas as reasons to believe other ides. If you have difficulty seeing when some ideas are being as reasons to believe other ideas, you ll find arguments very difficult to follow; they re liable seem like jumbled up lists of unrelated bits of information. But if you can see when some ideas are being given as reasons to believe other ideas, then you ll see how it all hangs together; you ll see the argument and you ll understand how it works. So, let s practice doing that. For each of the following arguments, determine whether each of the bracketed ideas is the ultimate conclusion, a premise, or a subconclusion. Just for fun, you might want to try to diagram the arguments, too. ) [Learning how to distinguish between premises and subconclusions is important] (ultimate conclusion) because [it helps you to follow complex chains of reasoning] (premise).. Learning how to distinguish between premises and subconclusions is important.. Learning how to distinguish between premises and subconclusion helps you to follow complex chains of reasoning. ) [Being able to follow complex chains of reasoning allows you to understand interesting and sophisticated material] (premise). Therefore [it s worthwhile spend some time on logic exercises] (ultimate conclusion).. It s worthwhile spend some time on logic exercises. Being able to follow complex chains of reasoning allows you to understand interesting and sophisticated material.
2 3) [Unless ideas are communicated to others, they re worthless] (premise). Thus, [communication is the most important subject] (ultimate conclusion).. Communication is the most important subject.. Unless ideas are communicated to others, they re worthless. 4) [Unless ideas are communicated to others, they re worthless] (premise). Thus, [communication is the most important subject] (subconclusion). And therefore [Ann should major in communication] (ultimate conclusion).. Ann should major in communication.. Unless ideas are communicated to others, they re worthless. 3. Communication is the most important subject. 3
3 3 5) [Sam should major in computer science] (ultimate conclusion) because [computer science majors stand the best chance of getting a job] (premise).. Sam should major in computer science.. Computer science majors stand the best chance of getting a job. 6) [Computer science majors stand the best chance of getting a job] (ultimate conclusion), since [every company needs people to maintain its computer system] (premise).. Computer science majors stand the best chance of getting a job.. Every company needs people to maintain its computer system. 7) [Sam should major in computer science] (ultimate conclusion) because [computer science majors stand the best chance of getting a job] (subconclusion), since [every company needs people to maintain its computer system] (premise).. Sam should major in computer science.. Computer science majors stand the best chance of getting a job. 3. Every company needs people to maintain its computer system. 3
4 4 8) [Ellen should go to a university that has a journalism department] (ultimate conclusion) because [she should major in journalism] (premise).. Ellen should go to a university that has a journalism department. She should major in journalism. 9) [Ellen has always been unusually interested in current events] (premise). Thus, [Ellen should major in journalism] (ultimate conclusion).. Ellen should major in journalism.. Ellen has always been unusually interested in current events. 0) [Ellen should major in journalism] (subconclusion) because [she s always been unusually interested in current events] (premise). And since she should major in journalism, [she should go to a university that has a journalism department] (ultimate conclusion).. Ellen should go to a university that has a journalism department.. Ellen should major in journalism. 3. Ellen s always been unusually interested in current events. 3
5 5 ) [Frank is good with animals] (premise) so [he should become a veterinarian] (subconclusion). Because Frank should become a veterinarian, [he needs a good science background] (subconclusion). And since Frank needs a good science background, [he should take biology next semester] (ultimate conclusion).. Frank should take biology next semester.. Frank is good with animals. 3. Frank should become a veterinarian. 4. Frank needs a good science background. 3 4 C ) [Beth should ensure that she has a good math background] (ultimate conclusion) because [she wants to major in chemistry] (premise) and because [chemistry majors need to know a lot of math] (premise).. Beth should ensure that she has a good math background.. She wants to major in chemistry. 3. Chemistry majors need to know a lot of math ) [George wants to major in English] (premise) and [English majors need a good dictionary] (premise). Therefore, [a good dictionary would be perfect gift for George] (ultimate conclusion).. A good dictionary would be perfect gift for George.. George wants to major in English. 3. English majors need a good dictionary. + 3
6 6 4) [Peter should major in psychology] (ultimate conclusion). This is because [he d probably make a good counselor] (subconclusion) since [he s always been a good listener] (premise) and [good listeners usually make good counselors] (premise).. Peter should major in psychology.. He d probably make a good counselor. 3. He s always been a good listener. 4. Good listeners usually make good counselors ) [The only reason Wendy s majoring is business is that her parents want her to] (premise). But [she shouldn t major in something just because her parents want her to] (subconclusion), since [she will be the one taking the classes and getting the job, not her parents] (premise). That s why [Wendy should drop her business major] (ultimate conclusion).. Wendy should drop her business major. The only reason Wendy s majoring is business is that her parents want her to. 3. She shouldn t major in something just because her parents want her to. 4. She will be the one taking the classes and getting the job, not her parents ) [Wendy should keep her business major] (ultimate conclusion) because [her parents want her major in business] (premise) and since [they have more experience than she does] (premise), [they know what s best for her] (subconclusion).. Wendy should keep her business major.. Her parents want her major in business. 3. They have more experience than she does. 4. They know what s best for her
7 7 7) [You never see want-ads for philosophers] (premise), so [philosophy majors won t be able to get jobs] (subconclusion). Besides, [philosophy is a painful waste of time] (subconclusion) because [philosophy classes ask people to think hard about questions to which they ll never get any answers] (premise). Therefore, [nobody should major in philosophy] (ultimate conclusion).. Nobody should major in philosophy.. You never see want-ads for philosophers. 3. Philosophy majors won t be able to get jobs. 4. Philosophy is a painful waste of time. 5. Philosophy classes ask people to think hard about questions to which they ll never get any answers. 5 C 3 4 B D 8) [Philosophy is a great major] (ultimate conclusion)! For one thing, [philosophy hones people s critical thinking and communication skills] (premise), and [employers really value such skills] (premise). Thus, [philosophy majors are actually very employable] (subconclusion). For another thing, [philosophy classes are fun] (subconclusion), because [philosophy classes deal with interesting questions like Is anything really right or wrong? and Is there a God? ] (premise) and [it s fun to deal with interesting questions] (premise).. Philosophy is a great major.. Philosophy hones people s critical thinking and communication skills 3. Employers really value such skills. 4. Philosophy majors are actually very employable 5. Philosophy classes are fun. 6. Philosophy classes deal with interesting questions like Is anything really right or wrong? and Is there a God? 7. It s fun to deal with interesting questions C 4 5 B D
8 8 II) Evaluating Arguments Evaluate each of the following arguments and decide what attitude we should adopt toward the ultimate conclusion on the basis of each argument. ) Logic has no bearing upon anything else you ll be doing in this class or outside of it. Therefore, studying logic is a waste of time.. Studying logic is a waste of time.. Logic has no bearing upon anything else you ll be doing in this class or outside of it. This argument is bad because the premise is false. Because the argument is bad, it tells us nothing about the ultimate conclusion. We should neither believe nor disbelieve the ultimate conclusion on the basis of this argument. ) Logic is frequently helpful because it s often useful.. Logic is frequently helpful.. Logic is often useful. This argument is bad because the premise is can only be believed by someone who already believes the ultimate conclusion. Because the argument is bad, it tells us nothing about the ultimate conclusion. We should neither believe nor disbelieve the ultimate conclusion on the basis of this argument. 3) Many people find logic a bit difficult at first, so no good professor would require anyone to study it.
9 9. No good professor would require anyone to study logic.. Many people find logic a bit difficult at first. This argument is bad because the inference is weak. Because the argument is bad, it tells us nothing about the ultimate conclusion. We should neither believe nor disbelieve the ultimate conclusion on the basis of this argument. 4) In order to evaluate an inference, we have to pretend that we believe the idea at the top of the inference arrow, even if we think it s false. Hence, evaluating inferences improves our ability to understand people who think differently than we do.. Evaluating inferences improves our ability to understand people who think differently than we do.. In order to evaluate an inference, we have to pretend that we believe the idea at the top of the inference arrow, even if we think it s false. This argument is good because the premise and inference are both good. Because the argument is good, we should be inclined to believe the ultimate conclusion.
10 0 III) More Abstract Arguments A) The God Debate: Some Arguments Most of the arguments that we ve considered so far have had a relatively familiar and concrete subject, like the choice of a major. Philosophical arguments, however, usually address more abstract and tricky material, like the existence of God. For example, let s take a look at the following conversation between five people, each of whom is offering an argument to support his or her opinion. As you read each argument, determine whether each of the bracketed ideas is the ultimate conclusion, a premise, or a subconclusion. Just for fun, you might want to try to diagram and evaluate the arguments, too. ) Linda: Sure [God exists] (ultimate conclusion)! After all, [some people have recovered from very serious illnesses after being prayed for] (premise), and [the only way this could happen is if God exists] (premise).. God exists.. Some people have recovered from very serious illnesses after being prayed for. 3. The only way this could happen is if God exists. + 3 Although I think that premise is true and inference A is strong, I think that premise 3 is false. Maybe the recoveries were simply coincidental. This leads me to conclude that the entire argument is bad, but because I know that bad arguments can have true conclusions, I don t decide that the ultimate conclusion is false.
11 ) Bill: You re right, Linda. Besides, [the Bible is the word of God] (premise) and [God always tells the truth] (premise) so [everything the Bible says is true] (subconclusion). And [the Bible says that God exists] (premise), so [God must exist] (ultimate conclusion).. God must exist.. The Bible is the word of God. 3. God always tells the truth. 4. Everything the Bible says is true. 5. The Bible says that God exists It seems to me that inferences A and B are both fine and that premise 5 is good. However, premises and 3 are both bad because neither one of them can be believed by someone who doesn t already believe that the ultimate conclusion is true. This leads me to decide that the argument is bad, but because bad arguments can have true conclusions, I don t decide that the ultimate conclusion is false. 3) Susan: As far as I m concerned, [religion is just another kind of superstition] (ultimate conclusion). Think about it! [Some distinguished scientists don t believe in God] (premise). Consequently, [God doesn t exist] (subconclusion).. Religion is just another kind of superstition.. Some distinguished scientists don t believe in God 3. God doesn t exist. 3 Although it s true that some distinguished scientists don t believe in God, I don t see how it follows from this that God doesn t exist. This makes inference A bad, and that, in turn, makes the argument bad. Because bad arguments can have true conclusions and false conclusions, this argument tells me nothing about whether or not God exists.
12 4) Mike: Furthermore, [when I was 8, I didn t get the bicycle that I prayed for] (premise). [God, if he existed, would have given me the bicycle] (premise). Therefore, [God doesn t exist] (ultimate conclusion).. God doesn t exist.. When I was 8, I didn t get the bicycle that I prayed for. 3. God, if he existed, would have given me the bicycle. + 3 It seems to me that 3 is false and this is enough to make the argument bad. (Although it s not enough to make inference A bad. Inference A is perfect because someone who believes and 3 would be forced to believe.) Since bad arguments can have true conclusions, this argument tells us nothing about whether or not God exists. 5) Leslie: That s right. [God doesn t exist] (ultimate conclusion). [Belief in God is nothing more than a form of mental illness] (subconclusion), since [there are similarities between religious experiences and schizophrenic hallucinations] (premise). Besides, [if God existed then there d be evidence of his existence] (subconclusion) because [if God existed, he d want people to believe in him] (premise). And [there isn t any evidence that God exists] (premise).. God doesn t exist.. Belief in God is nothing more than a form of mental illness. 3. There are similarities between religious experiences and schizophrenic hallucinations. 4. If God existed then there d be evidence of his existence. 5. If God existed, he d want people to believe in him. 6. There isn t any evidence that God exists. 3 5 C B D I don t know if premise 3 is true, but even if it is true I don t think that subconclusion follows. Consequently, it seems to me that inference A is weak. This is enough to make the first line of reasoning bad, but it isn t enough to undermine the argument as a whole because the second line of reasoning might be good.
13 3 Turning to that line of reasoning, it seems to me that reasonable people could disagree with inference C and premise 6. Perhaps God would want us to believe in him on the basis of faith, and perhaps there is evidence for God s existence after all. Because I don t think that either line of reasoning holds up, I don t think that this argument establishes the truth of the ultimate conclusion. Of course, whether or not the ultimate conclusion is true is another matter altogether. B) The God Debate: The Bearing of Arguments on Ultimate Conclusions Now that you ve thought about the arguments in the previous conversation, consider the comments of the following listeners and answer the questions below. Mary: I like Linda s point when she says that people recover from serious illnesses after being prayed for and that this could only happen if God existed. I think this is a really good argument for the existence of God! ) Can you conclude from this that Mary believes in God? Yes. Mary thinks that an Linda s argument for the existence of God is good, so she s led to accept the conclusion of that argument the claim that God exists. George: I can t believe that Mike s an atheist just because he didn t the bike he prayed for. What a lousy argument against the existence of God! ) Can you conclude from this that George believes in God? No. Mike is criticizing an argument, which tells us nothing about his attitude toward the conclusion of the argument. C) The God Debate: Pin the Tail on the Donkey It s useful to be able to identify the part of an argument that s targeted by an objection. I think of these as Pin the Tail on the Donkey exercises because you pin the objection on the diagram. I ll present you with two arguments, followed by criticisms of the argument. For each criticism, see if you can identify the part of the argument (the premise or the inference) that it criticizes. You can check you answer by resting the mouse over the name of the person leveling the objection. The Teleological Argument for God s Existence: God must exist. After all, natural objects are very well put together. (The human eye, for example, adjusts to let in the right amount of light for vision.) We know that many objects like watches are very well put together because intelligent beings created them. It s reasonable to conclude, therefore, that natural objects have been created by an intelligent being. Therefore there must be a God.
14 4. There must be a God.. Natural objects are very well put together. 3. We know that many objects like watches are very well put together because intelligent beings created them. 4. Natural objects have been created by an intelligent being ) Elliot: I don t think that natural objects are very well put together. Plants and animals are breaking down all the time! Elliot is criticizing premise. ) Francis: Sure, natural objects are put together well. And it s true that objects like watches are very well put together because intelligent beings created them. But those are artifacts. It doesn t follow from this that natural objects were created by an intelligent being. Francis is criticizing inference A. 3) Ann: Mightn t natural objects have been created by an intelligent being other than God, maybe really smart aliens? Ann is criticizing inference B. A Response to the Teleological Argument: Evolution is the right explanation for why natural objects are very well put together. Therefore, the teleological argument for God s existence doesn t work. But the teleological argument is the best argument we have for God s existence and so no argument for God s existence will be very good. Therefore we shouldn t believe in God.. We shouldn t believe in God.. Evolution is the right explanation for why natural objects are very well put together. 3. The teleological argument for God s existence doesn t work. 4. The teleological argument is the best argument we have for God s existence. 5. No argument for God s existence will be very good
15 5 C 4) Roberta: I m not so sure that evolution is correct. The fossil record is pretty weak in some areas. Roberta is criticizing premise. 5) Zach: I think that some versions of the teleological argument presuppose the truth of evolution. The point is why are various natural laws the way the are, the way that allows for evolution? Zach is criticizing inference A. 6) Chris: Aren t other arguments for God s existence better than the teleological argument? Chris is questioning premise 4. 7) Sally: I think we should believe in God on the basis of faith, not argument. Sally is criticizing inference C.
HANDBOOK (New or substantially modified material appears in boxes.)
1 HANDBOOK (New or substantially modified material appears in boxes.) I. ARGUMENT RECOGNITION Important Concepts An argument is a unit of reasoning that attempts to prove that a certain idea is true by
More informationHANDBOOK (New or substantially modified material appears in boxes.)
1 HANDBOOK (New or substantially modified material appears in boxes.) I. ARGUMENT RECOGNITION Important Concepts An argument is a unit of reasoning that attempts to prove that a certain idea is true by
More informationCritical Thinking. The Four Big Steps. First example. I. Recognizing Arguments. The Nature of Basics
Critical Thinking The Very Basics (at least as I see them) Dona Warren Department of Philosophy The University of Wisconsin Stevens Point What You ll Learn Here I. How to recognize arguments II. How to
More informationA Short Course in Logic Example 3
A Short Course in Logic Example 3 I) Recognizing Arguments III) Evaluating Arguments II) Analyzing Arguments Bad Argument: Bad Inference Identifying the Parts of the Argument Premises Inferences Diagramming
More informationCRITICAL THINKING: THE VERY BASICS - HANDBOOK
1 CRITICAL THINKING: THE VERY BASICS - HANDBOOK Dona Warren, Philosophy Department, The University of Wisconsin Stevens Point I. RECOGNIZING ARGUMENTS An argument is a unit of reasoning that attempts to
More informationEXERCISES, QUESTIONS, AND ACTIVITIES
1 EXERCISES, QUESTIONS, AND ACTIVITIES Exercises From the Text 1) In the text, we diagrammed Example 7 as follows: Whatever you do, don t vote for Joan! An action is ethical only if it stems from the right
More informationHANDBOOK. IV. Argument Construction Determine the Ultimate Conclusion Construct the Chain of Reasoning Communicate the Argument 13
1 HANDBOOK TABLE OF CONTENTS I. Argument Recognition 2 II. Argument Analysis 3 1. Identify Important Ideas 3 2. Identify Argumentative Role of These Ideas 4 3. Identify Inferences 5 4. Reconstruct the
More informationCHAPTER 9 DIAGRAMMING DEBATES. What You ll Learn in this Chapter
1 CHAPTER 9 DIAGRAMMING DEBATES What You ll Learn in this Chapter So far, we ve learned how to analyze and evaluate arguments as they stand alone. Frequently, however, arguments are interrelated, with
More informationReligious belief, hypothesis and attitudes
Michael Lacewing Religious belief, hypothesis and attitudes THE STATUS OF THE RELIGIOUS HYPOTHESIS A hypothesis is a proposal that needs to be tested (and confirmed or rejected) by experience. We use experience
More informationEXERCISES, QUESTIONS, AND ACTIVITIES My Answers
EXERCISES, QUESTIONS, AND ACTIVITIES My Answers Diagram and evaluate each of the following arguments. Arguments with Definitional Premises Altruism. Altruism is the practice of doing something solely because
More informationEXERCISES, QUESTIONS, AND ACTIVITIES My Answers
EXERCISES, QUESTIONS, AND ACTIVITIES My Answers Exercises Argument Forms I For each of the following arguments, determine the form of the inference and decide whether or not the inference is valid. ).
More informationEXTRACTING (I.E. ANALYZING) ARGUMENTS. Dona Warren UW Stevens Point
EXTRACTING (I.E. ANALYZING) ARGUMENTS Dona Warren UW Stevens Point The Pedagogical Challenge Arguments can be difficult for students to follow because following an argument requires students track the
More informationThe Cosmological Argument
The Cosmological Argument Reading Questions The Cosmological Argument: Elementary Version The Cosmological Argument: Intermediate Version The Cosmological Argument: Advanced Version Summary of the Cosmological
More informationA short introduction to formal logic
A short introduction to formal logic Dan Hicks v0.3.2, July 20, 2012 Thanks to Tim Pawl and my Fall 2011 Intro to Philosophy students for feedback on earlier versions. My approach to teaching logic has
More informationEXERCISES, QUESTIONS, AND ACTIVITIES. 1) Aluminum is a limited and valuable natural resource. Therefore it s important to recycle aluminum cans.
Critical Thinking, Chapter 0 Arguments in Numbered-Line Form EXERCISES, QUESTIONS, AND ACTIVITIES Exercises Convert the following diagrams to numbered-line form. ) Aluminum is a limited and valuable natural
More informationA level Religious Studies at Titus Salt
Component 2 Philosophy of Religion Theme 1: Arguments for the existence of God inductive This theme considers how the philosophy of religion has, over time, influenced and been influenced by developments
More informationEVALUATING ARGUMENTS. Dona Warren UW Stevens Point
EVALUATING ARGUMENTS Dona Warren UW Stevens Point The Pedagogical Challenge Arguments can be difficult for students to evaluate because evaluating an argument involves asking targeted questions of different
More information1/19/2011. Concept. Analysis
Analysis Breaking down an idea, concept, theory, etc. into its most basic parts in order to get a better understanding of its structure. This is necessary to evaluate the merits of the claim properly (is
More informationINTELLIGENT DESIGN: FRIEND OR FOE FOR ADVENTISTS?
The Foundation for Adventist Education Institute for Christian Teaching Education Department General Conference of Seventh-day Adventists INTELLIGENT DESIGN: FRIEND OR FOE FOR ADVENTISTS? Leonard Brand,
More informationPhilosophy Introduction to Philosophy Jeff Speaks What is philosophy?
Philosophy 10100 Introduction to Philosophy Jeff Speaks jspeaks@nd.edu What is philosophy? What is philosophy? Philosophy comes from the ancient Greek φιλοσοφία philosophia. philosophia = philo + sophia
More informationKeeping Your Kids On God s Side - Natasha Crain
Foreword J Warner Wallace 1. As a new youth pastor, Wallace said I had them, helped them form in our youth group, and maybe even inspired them to be better. But I hadn t given them sufficient to Christianity
More informationCriticizing Arguments
Kareem Khalifa Criticizing Arguments 1 Criticizing Arguments Kareem Khalifa Department of Philosophy Middlebury College Written August, 2012 Table of Contents Introduction... 1 Step 1: Initial Evaluation
More informationPortfolio Project. Phil 251A Logic Fall Due: Friday, December 7
Portfolio Project Phil 251A Logic Fall 2012 Due: Friday, December 7 1 Overview The portfolio is a semester-long project that should display your logical prowess applied to real-world arguments. The arguments
More informationHere s a very dumbed down way to understand why Gödel is no threat at all to A.I..
Comments on Godel by Faustus from the Philosophy Forum Here s a very dumbed down way to understand why Gödel is no threat at all to A.I.. All Gödel shows is that try as you might, you can t create any
More informationTen questions about teaching evolution in the classroom
Ten questions about teaching evolution in the classroom Nothing in Biology Makes Sense Except in the Light of Evolution Teaching evolution in the classroom can pose pitfalls for a teacher. What follows
More informationThe Power of Critical Thinking Why it matters How it works
Page 1 of 60 The Power of Critical Thinking Chapter Objectives Understand the definition of critical thinking and the importance of the definition terms systematic, evaluation, formulation, and rational
More informationA Warning about So-Called Rationalists
A Warning about So-Called Rationalists Mark F. Sharlow Have you ever heard of rationalism and rationalists? If so, have you wondered what these words mean? A rationalist is someone who believes that reason
More information507 Advanced Apologetics BEAR VALLEY BIBLE INSTITUTE 3 semester hours Thomas Bart Warren, Instructor
507 Advanced Apologetics BEAR VALLEY BIBLE INSTITUTE 3 semester hours Thomas Bart Warren, Instructor Course Description: COURSE SYLLABUS In order to defend his faith, the Christian must have a thorough
More informationThe midterm will be held in class two weeks from today, on Thursday, October 9. It will be worth 20% of your grade.
The design argument First, some discussion of the midterm exam. The midterm will be held in class two weeks from today, on Thursday, October 9. It will be worth 20% of your grade. The material which will
More informationIn a previous lecture, we used Aristotle s syllogisms to emphasize the
The Flow of Argument Lecture 9 In a previous lecture, we used Aristotle s syllogisms to emphasize the central concept of validity. Visualizing syllogisms in terms of three-circle Venn diagrams gave us
More informationScience and the Christian Faith. Brent Royuk June 11, 2006
Science and the Christian Faith Brent Royuk June 11, 2006 The Plan Week 1: The Nature of Science Week 2: Ways to Relate S&R Week 3: Creation/Evolution Week 4: We ll see Why science in a Bible class? God
More informationRelativism and Objectivism about Truth
Relativism and Objectivism about Truth Mark Douglas Warren Truth, some say, is relative. Sharon believes in God; Todd s an atheist. Monique believes the official story about 9/11; Dan thinks it was an
More information1/18/2009. Signatories include:
We are skeptical of claims for the ability of the action of an invisible force operating at a distance to account for dynamics. Careful examination of the evidence for the Newtonian Theory should be encouraged.
More informationGod: the Next Version. Mark F. Sharlow
Mark F. Sharlow Copyright 2009 Mark F. Sharlow. This is the second version of this document. ii Contents 1. Forget Everything You Know about God 1 2. What God Really Means 4 3. The Creation Mistake 11
More informationSome Templates for Beginners: Template Option 1 I am analyzing A in order to argue B. An important element of B is C. C is significant because.
Common Topics for Literary and Cultural Analysis: What kinds of topics are good ones? The best topics are ones that originate out of your own reading of a work of literature. Here are some common approaches
More informationBCC Papers 5/2, May
BCC Papers 5/2, May 2010 http://bycommonconsent.com/2010/05/25/bcc-papers-5-2-smithsuspensive-historiography/ Is Suspensive Historiography the Only Legitimate Kind? Christopher C. Smith I am a PhD student
More informationHoltzman Spring Philosophy and the Integration of Knowledge
Holtzman Spring 2000 Philosophy and the Integration of Knowledge What is synthetic or integrative thinking? Of course, to integrate is to bring together to unify, to tie together or connect, to make a
More informationEXERCISES, QUESTIONS, AND ACTIVITIES My Answers
EXERCISES, QUESTIONS, AND ACTIVITIES My Answers Exercises Drinking Age ) Although some laws appear unmotivated, many laws have obvious justifications. For instance, driving while under the influence is
More informationPHILOSOPHY AND ETHICS
ATAR course examination, 2017 Question/Answer booklet PHILOSOPHY AND ETHICS Please place your student identification label in this box Student number: In figures In words Time allowed for this paper Reading
More informationPRELIMINARY QUIZ OPTIMISTS AND PESSIMISTS OPTIMISTS AND PESSIMISTS THE REACTIVE ATTITUDES OPTIMISTS AND PESSIMISTS 10/18/2016
PHILOSOPHY A294/H295: FREE WILL IN THOUGHT AND ACTION DR. BEN BAYER Day 10-11: Strawson s Reactive Attitudes Compatibilism PRELIMINARY QUIZ Graded iclicker QUIZ: : Select the best single answer (1) Which
More informationTitle II: The CAPE International Conferen Philosophy of Time )
Against the illusion theory of temp Title (Proceedings of the CAPE Internatio II: The CAPE International Conferen Philosophy of Time ) Author(s) Braddon-Mitchell, David Citation CAPE Studies in Applied
More informationOverview: Application: What to Avoid:
UNIT 3: BUILDING A BASIC ARGUMENT While "argument" has a number of different meanings, college-level arguments typically involve a few fundamental pieces that work together to construct an intelligent,
More informationIllustrating Deduction. A Didactic Sequence for Secondary School
Illustrating Deduction. A Didactic Sequence for Secondary School Francisco Saurí Universitat de València. Dpt. de Lògica i Filosofia de la Ciència Cuerpo de Profesores de Secundaria. IES Vilamarxant (España)
More informationPHILOSOPHY OF KNOWLEDGE & REALITY W E E K 4 : I M M A T E R I A L I S M, D U A L I S M, & T H E M I N D - B O D Y P R O B L E M
PHILOSOPHY OF KNOWLEDGE & REALITY W E E K 4 : I M M A T E R I A L I S M, D U A L I S M, & T H E M I N D - B O D Y P R O B L E M AGENDA 1. Quick Review 2. Arguments Against Materialism/Physicalism (continued)
More informationChapter Six. Aristotle s Theory of Causation and the Ideas of Potentiality and Actuality
Chapter Six Aristotle s Theory of Causation and the Ideas of Potentiality and Actuality Key Words: Form and matter, potentiality and actuality, teleological, change, evolution. Formal cause, material cause,
More informationHas Nagel uncovered a form of idealism?
Has Nagel uncovered a form of idealism? Author: Terence Rajivan Edward, University of Manchester. Abstract. In the sixth chapter of The View from Nowhere, Thomas Nagel attempts to identify a form of idealism.
More informationWorld-Wide Ethics. Chapter One. Individual Subjectivism
World-Wide Ethics Chapter One Individual Subjectivism To some people it seems very enlightened to think that in areas like morality, and in values generally, everyone must find their own truths. Most of
More information24.09 Minds and Machines Fall 11 HASS-D CI
24.09 Minds and Machines Fall 11 HASS-D CI perception Image by MIT OpenCourseWare. 1 reminder from first lecture: course overview 1. can computers think? 2. from dualism to functionalism a survey of theories
More informationIntroduction to Philosophy Fall 2018 Test 3: Answers
Introduction to Philosophy Fall 2018 Test 3: Answers 1. According to Descartes, a. what I really am is a body, but I also possess a mind. b. minds and bodies can t causally interact with one another, but
More informationI think, therefore I am. - Rene Descartes
CRITICAL THINKING Sitting on top of your shoulders is one of the finest computers on the earth. But, like any other muscle in your body, it needs to be exercised to work its best. That exercise is called
More informationContemporary Theology I: Hegel to Death of God Theologies
Contemporary Theology I: Hegel to Death of God Theologies ST503 LESSON 19 of 24 John S. Feinberg, Ph.D. Experience: Professor of Biblical and Systematic Theology, Trinity Evangelical Divinity School. In
More informationPHIL 251 Varner 2018c Final exam Page 1 Filename = 2018c-Exam3-KEY.wpd
PHIL 251 Varner 2018c Final exam Page 1 Your first name: Your last name: K_E_Y Part one (multiple choice, worth 20% of course grade): Indicate the best answer to each question on your Scantron by filling
More informationI-Search: Are Religion and Science Compatible? with them. This would all change with the pursuit of a higher education.
Leung 1 Darius Leung Professor Minamide English 100 27 July 2009 I-Search: Are Religion and Science Compatible? Throughout my life, I distanced myself from debates as I wanted nothing to do with them.
More informationFinal grades will be determined by 6 components: Midterm 20% Final 20% Problem Sets 20% Papers 20% Quizzes 10% Section 10%
course phil 610: Philosophy & Science, Spring 2018 instructors J. Dmitri Gallow ( : jdmitrigallow@pitt.edu) Adam Marushak ( : adshak@gmail.com) lecture times Tuesdays and Thursdays, 14:00 14:50 Room 324,
More informationLecture 1: Validity & Soundness
Lecture 1: Validity & Soundness 1 Goals Today Introduce one of our central topics: validity and soundness, and its connection to one of our primary course goals, namely: learning how to evaluate arguments
More informationKeeping Your Kids On God s Side - Natasha Crain
XXXIII. Why do Christians have varying views on how and when God created the world? 355. YEC s (young earth creationists) and OEC s (old earth creationists) about the age of the earth but they that God
More informationSTUDY GUIDES - IS THERE A GOD?
STUDY GUIDES - IS THERE A GOD? There s not just any God, people talk about all sorts of Gods but there is only one God, one true God and I believe it to be the God of the Bible. Ken Ham Founder & CEO,
More informationSYSTEMATIC RESEARCH IN PHILOSOPHY. Contents
UNIT 1 SYSTEMATIC RESEARCH IN PHILOSOPHY Contents 1.1 Introduction 1.2 Research in Philosophy 1.3 Philosophical Method 1.4 Tools of Research 1.5 Choosing a Topic 1.1 INTRODUCTION Everyone who seeks knowledge
More informationMackie s Error Theory of Moral Judgments
Mackie s Error Theory of Moral Judgments Moral Facts and Mind-Independence Harman Mackie Moral goodness The Argument from Relativity The Argument from Queerness For Next Time: Check the website for assignment
More informationThis handout discusses common types of philosophy assignments and strategies and resources that will help you write your philosophy papers.
The Writing Center Philosophy Like 2 people like this. What this handout is about This handout discusses common types of philosophy assignments and strategies and resources that will help you write your
More informationG.E. Moore A Refutation of Skepticism
G.E. Moore A Refutation of Skepticism The Argument For Skepticism 1. If you do not know that you are not merely a brain in a vat, then you do not even know that you have hands. 2. You do not know that
More informationNew Chapter: Philosophy of Religion
Intro to Philosophy Phil 110 Lecture 6: 1-25 Daniel Kelly I. Mechanics A. Upcoming Readings 1. Today we ll discuss a. Dennett, Show Me the Science b. Hume, Dialogues Concerning Natural Religion (10) c.
More informationComments on Lasersohn
Comments on Lasersohn John MacFarlane September 29, 2006 I ll begin by saying a bit about Lasersohn s framework for relativist semantics and how it compares to the one I ve been recommending. I ll focus
More informationThere is a bit of ground clearance needed, it seems to me. This particular corner of the field is overgrown with every sort of confusion.
9.45am and 11.15am Sermon series 15 September 2013 St Michael s Acts 17:22-31; John 1: 14-18 I believe in God. You might say that the great religious division between human beings lies exactly here, between
More informationCRITICAL THINKING (CT) MODEL PART 1 GENERAL CONCEPTS
Fall 2001 ENGLISH 20 Professor Tanaka CRITICAL THINKING (CT) MODEL PART 1 GENERAL CONCEPTS In this first handout, I would like to simply give you the basic outlines of our critical thinking model
More informationA Case against Subjectivism: A Reply to Sobel
A Case against Subjectivism: A Reply to Sobel Abstract Subjectivists are committed to the claim that desires provide us with reasons for action. Derek Parfit argues that subjectivists cannot account for
More informationIntroduction to Logic
University of Notre Dame Fall, 2015 Arguments Philosophy is difficult. If questions are easy to decide, they usually don t end up in philosophy The easiest way to proceed on difficult questions is to formulate
More informationRussell s Problems of Philosophy
Russell s Problems of Philosophy UNIVERSALS & OUR KNOWLEDGE OF THEM F e b r u a r y 2 Today : 1. Review A Priori Knowledge 2. The Case for Universals 3. Universals to the Rescue! 4. On Philosophy Essays
More informationIntroduction to Ethics Summer Session A
Introduction to Ethics Summer Session A Sam Berstler Yale University email: sam.berstler@yale.edu phone: [removed] website: campuspress.yale.com/samberstlerteaching/ Class time: T/Th 9 am-12:15 pm Location
More informationThe Debate Between Evolution and Intelligent Design Rick Garlikov
The Debate Between Evolution and Intelligent Design Rick Garlikov Handled intelligently and reasonably, the debate between evolution (the theory that life evolved by random mutation and natural selection)
More informationPhilosophy of Science. Ross Arnold, Summer 2014 Lakeside institute of Theology
Philosophy of Science Ross Arnold, Summer 2014 Lakeside institute of Theology Philosophical Theology 1 (TH5) Aug. 15 Intro to Philosophical Theology; Logic Aug. 22 Truth & Epistemology Aug. 29 Metaphysics
More informationThe New Atheism. Part 1 of 2: Engaging the New Atheism
Part 1 of 2: Engaging the New Atheism with,, Release Date: December 2013 Welcome to The Table, where we discuss issues of God and Culture and today, our topic is the new Atheism, and I m Darrel Bock, Executive
More informationWhat is Atheism? How is Atheism Defined?: Who Are Atheists? What Do Atheists Believe?:
1 What is Atheism? How is Atheism Defined?: The more common understanding of atheism among atheists is "not believing in any gods." No claims or denials are made - an atheist is any person who is not a
More informationThe General Argument for Christianity
6 The General Argument for Christianity {Follow up on the class assignment from last week. Talk about the discussions that the class members had with skeptical friends, acquaintances, or family members.
More informationAfter Eden Chapter 2 Science Falsely So Called By Greg Neyman Answers In Creation First Published 11 August 2005 Answers In Creation Website www.answersincreation.org/after_eden_2.htm When I read the title
More informationExemplars. AS Religious Studies: Paper 1 Philosophy of Religion
Exemplars AS Religious Studies: Paper 1 Philosophy of Religion AS Religious Studies Exemplars: Paper 1 Philosophy of Religion Contents Introduction 1 Question 1 2 Question 2 7 Question 3 14 Question 4a
More informationThe knowledge argument
Michael Lacewing The knowledge argument PROPERTY DUALISM Property dualism is the view that, although there is just one kind of substance, physical substance, there are two fundamentally different kinds
More informationPHILOSOPHY OF KNOWLEDGE & REALITY W E E K 3 D A Y 2 : I M M A T E R I A L I S M, D U A L I S M, & T H E M I N D - B O D Y P R O B L E M
PHILOSOPHY OF KNOWLEDGE & REALITY W E E K 3 D A Y 2 : I M M A T E R I A L I S M, D U A L I S M, & T H E M I N D - B O D Y P R O B L E M AGENDA 1. Quick Review 2. Arguments Against Materialism/Physicalism
More informationEvolution: The Darwinian Revolutions BIOEE 2070 / HIST 2870 / STS 2871
Evolution: The Darwinian Revolutions BIOEE 2070 / HIST 2870 / STS 2871 DAY & DATE: Wednesday 27 June 2012 READINGS: Darwin/Origin of Species, chapters 1-4 MacNeill/Evolution: The Darwinian Revolutions
More informationDepartment of Philosophy TCD. Great Philosophers. Dennett. Tom Farrell. Department of Surgical Anatomy RCSI Department of Clinical Medicine RCSI
Department of Philosophy TCD Great Philosophers Dennett Tom Farrell Department of Philosophy TCD Department of Surgical Anatomy RCSI Department of Clinical Medicine RCSI 1. Socrates 2. Plotinus 3. Augustine
More informationThe Clock without a Maker
The Clock without a Maker There are a many great questions in life in which people have asked themselves. Who are we? What is the meaning of life? Where do come from? This paper will be undertaking the
More informationLogical behaviourism
Michael Lacewing Logical behaviourism THE THEORY Logical behaviourism is a form of physicalism, but it does not attempt to reduce mental properties states, events and so on to physical properties directly.
More informationThe Great God Debate: 1995
The Great God Debate: 1995 Marc Edward DiPaolo (May 25, 2008) Does God exist? A great topic for a philosophical debate. Here was my attempt to argue for the existence of God in a college classroom. Page
More informationThe cosmological argument (continued)
The cosmological argument (continued) Remember that last time we arrived at the following interpretation of Aquinas second way: Aquinas 2nd way 1. At least one thing has been caused to come into existence.
More informationDR. LEONARD PEIKOFF. Lecture 3 THE METAPHYSICS OF TWO WORLDS: ITS RESULTS IN THIS WORLD
Founders of Western Philosophy: Thales to Hume a 12-lecture course by DR. LEONARD PEIKOFF Edited by LINDA REARDAN, A.M. Lecture 3 THE METAPHYSICS OF TWO WORLDS: ITS RESULTS IN THIS WORLD A Publication
More informationMathPath 2013 Closing Ceremony Address by Executive Director. Students, parents, staff and faculty:
MathPath 2013 Closing Ceremony Address by Executive Director Students, parents, staff and faculty: After the Bible, it is hard to find anything in Western literature that contains so much in so short a
More informationFLAME TEEN HANDOUT Week 18 Religion and Science
FLAME TEEN HANDOUT Week 18 Religion and Science What you believe How do you define religion? What is religion to you? How do you define science? What have you heard about religion and science? Do you think
More informationCHRISTIANITY AND THE NATURE OF SCIENCE J.P. MORELAND
CHRISTIANITY AND THE NATURE OF SCIENCE J.P. MORELAND I. Five Alleged Problems with Theology and Science A. Allegedly, science shows there is no need to postulate a god. 1. Ancients used to think that you
More informationSYLLABUS. Department Syllabus. Philosophy of Religion
SYLLABUS DATE OF LAST REVIEW: 02/2013 CIP CODE: 24.0101 SEMESTER: COURSE TITLE: Department Syllabus Philosophy of Religion COURSE NUMBER: PHIL 200 CREDIT HOURS: 3 INSTRUCTOR: OFFICE LOCATION: OFFICE HOURS:
More informationWho or what is God?, asks John Hick (Hick 2009). A theist might answer: God is an infinite person, or at least an
John Hick on whether God could be an infinite person Daniel Howard-Snyder Western Washington University Abstract: "Who or what is God?," asks John Hick. A theist might answer: God is an infinite person,
More informationToday we begin our discussion of the existence of God.
Aquinas Five Ways Today we begin our discussion of the existence of God. The main philosophical problem about the existence of God can be put like this: is it possible to provide good arguments either
More informationThe Science of Creation and the Flood. Introduction to Lesson 7
The Science of Creation and the Flood Introduction to Lesson 7 Biological implications of various worldviews are discussed together with their impact on science. UNLOCKING THE MYSTERY OF LIFE presents
More informationSHARPENING THINKING SKILLS. Case study: Science and religion (* especially relevant to Chapters 3, 8 & 10)
SHARPENING THINKING SKILLS Case study: Science and religion (* especially relevant to Chapters 3, 8 & 10) Case study 1: Teaching truth claims When approaching truth claims about the world it is important
More informationGetting To God. The Basic Evidence For The Truth of Christian Theism. truehorizon.org
Getting To God The Basic Evidence For The Truth of Christian Theism truehorizon.org A True Worldview A worldview is like a set of glasses through which you see everything in life. It is the lens that brings
More informationIs Evolution Incompatible with Intelligent Design? Outline
Is Evolution Incompatible with Intelligent Design? Edwin Chong Mensa AG, July 4, 2008 MensaAG 7/4/08 1 Outline Evolution vs. Intelligent Design (ID) What are the claims on each side? Sorting out the claims.
More informationThere are a number of writing problems that occur frequently enough to deserve special mention here:
1. Overview: A. What is an essay? The primary focus of an essay is to explain and clarify your understanding of and opinion about a particular topic, much like an editorial or essay article in a newspaper
More informationChristian Apologetics The Classical Arguments
I. Introduction to the Classical Arguments A. Classical Apologetics Christian Apologetics The Classical Arguments Lecture II September 24, 2015 1. An approach to apologetics based upon attempted deductive
More informationDiscussion Questions Confident Faith, Mark Mittelberg. Chapter 9 Assessing the Six Faith Paths
Chapter 9 Assessing the Six Faith Paths 113. Extra credit: What are the six faith paths (from memory)? Describe each very briefly in your own words. a. b. c. d. e. f. Page 1 114. Mittelberg argues persuasively
More informationIntroduction to Logic
University of Notre Dame Spring, 2017 Arguments Philosophy has two main methods for trying to answer questions: analysis and arguments Logic is the the study of arguments An argument is a set of sentences,
More informationEvolution, Creationism, and Fairness: Equal Time in the Biology Classroom?
305 Evolution, Creationism, and Fairness: Equal Time in the Biology Classroom? Bryan R. Warnick The Ohio State University Controversy continues to rage about the place of creationism in science classrooms.
More information