1. Question 1.1. (TCO 1) “Thinking about thinking” is the definition of what? 2. Question 2.2. (TCO 1, 2, 4) In Chapter 1, we learned the definition of the term issue. The principle concern whe n handling an issue is whether or not 3. Question 3.3. (TCOs 1, 2, 3) In Chapter 1, we learned the definition of the term argument. The purpose of an argument is to 4. Question 4.4. (TCOs 2, 3) In Chapter 2, we learned the meaning of inductive arguments. The support that the premises provide for the c...

PHIL-447N Week 5 Discussion Question 1 – Working With Categorical Syllogisms (graded) Chapter 7 Written Response Translating into Categorical Propositions I) Terms Without nouns 1. Is th is sentence in standard form? “Some elephants are large.” Yes No 2. Rewrite it in standard form here: Or translated: “Some elephants are large animals” II) Nonstandard Verbs: “will”, “would” 1. Are these sentences in standard form? Yes No “Some people would rather flunk than study.” “All ...

PHIL 447N Week 5 Quiz (MCQs) 1. Question : (TCOs 1 & 2) Categorical logic originated with the work of Aristotle, and it is based on information group ed in classes based upon which pair of logical principles? Student Answer: Inclusion and proportion Exclusion and translation Exclusion and discrimination Inclusion and exclusion Instructor Explanation: Chapter 8 Points Received: 4 of 4 Comments: 2. Question : (TCO 4) Each of the four standard-form categorical claims in categorical logic can be dis...

Post 1 I decided to sway a bit away from the typical fallacies and go with "Argument" from outrage fallacy. Our book defines "Argument" from outrage as an appeal-to-emotion fallacy that occurs when a speaker or writer “supports” a contention by trying to make us angry rather than by producing a real argument (Moore, 2014, p.442). For example, I would like to use the recent deaths of the men by the hands of police officers. I have noticed that instead of producing hard facts the media lik...

1. (TCO 6) In Chapter 4, we learned how to assess the credibility of a claim. Consider the following passage: “On Thanksgiving Day 1990, an image said by some to resemble the Virgin Mary was obser ved in a stained glass window of St. Dominic's Church in Colfax, California. A physicist asked to investigate said the image was caused by sunlight shining through the window and reflecting from a newly installed hanging light fixture. Others said the image was a miracle.” Whose explanation is mos...

Truth function claims are composed of simple claims in which the claims are linked or related by logical operators. For example - the simple claim "Jack fell down the hill" has a truth value - it i s either true or false. It is a simple truth-functional claim. Truth-functional arguments, however, are formed with compound claims. Compound claims are simple claims that are joined by an operator. There are four types of truth-functional claims: negation, conjunction, disjunction, and conditional....

Critical Thinking o After reading the required resources for this week and participating in the discussion, how do you define critical thinking? You will want to carry this definition with you, s o keep it brief – perhaps 4 to 6 lines. You will find many definitions online – don't be tempted to just quickly copy one; try to form your own so that it is meaningful to you. Critical thinking to me is define as in-depth realm of though. Having ability to think beyond what we know as “common th...

Let's spend some time sorting out the premises and conclusions in some examples. Choose one of the statements below. Your task is to identify the premise(s) and the conclusion(s) of your example an d to negotiate among yourselves if you disagree. Additionally, discuss whether the premises or conclusions are valid. This exercise works best if students do not all choose the first example. If one example has been well discussed, choose a different example to discuss. Here are the examples: 1. Chan...

Week 1: Claims and Reasons Using the textbook, what is the difference between a statement that is just a claim and one that is used in an argument? What makes some claims reasons and others conclus ions? Using the text or other source(s), provide a simple argument, and identify the claims, the reason(s), and why you would call it an argument. Grading This activity will be graded using the Discussion Grading Rubric. Please review the following link: According to our textbook, "an argument is a s...

Review the section of Chapter 1 on Cognitive Biases (p. 17-22). Find an example of one of the biases, identify the bias, and explain the distortion it causes. You may choose your example from personal experience, something you have read, heard on the radio, or seen on TV or the Internet. Be sure to cite your source if needed. Respond This section lists options that can be used to view responses. Collapse All Print View Show Options Responses are listed below in the following order: response, aut...