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| to be so confused or opaque as to be difficult to understand. |
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words, phrases that appear to make little/no change in the content of a statement when they actually suck out all or most of its content
ex: is----->may/ may be will--->can |
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| extemporaneous justification |
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| attacking a criticism on the spot, as soon as it is said, without thinking about it |
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| unquestionable claims within religion |
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| how to deal with herd instinct/group think |
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-ask why -find out what critics have to say |
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| herd instinct/ group-think |
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| a group believes the same "norms" (values, beliefs, practices) |
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| what do we do about provincialism? |
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gain a more comprehensive perspective: ask -who else will be affected? -how will they be affected? -what do they think about it? -would I be willing to be in their position? |
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| a limited perspective shaped by the ideas, interests, and kinds of behavior favored by the groups with which we identify |
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-informative -directive -expressive |
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| possible relationships between cognitive and emotive meaning |
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-emotive supports cognitive -emotive substitutes all info. -cognitive and emotive contradict each other (cognitive says it's positive, while emotive says it's negative, and vice versa). |
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something is expressed positively, when in reality, it is negative.
postive language----->bad reality |
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Something is expressed negatively, when in reality, it is positive
negative language----->positive reality |
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something is expressed with neutral emotions, when in reality, it is negative
neutral language----->negative reality |
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| ex: war----->"police action" |
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making something positive sound negative
ex: He told the truth----->(+) He finally told the truth----->(-) |
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| an attack on the opponent, rather than the opponent's argument |
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arguing that a slope is slippery without providing good reason
slippery slope argument: states that one small first step will lead to a chain of events resulting in some significant event |
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| drawing a conclusion from relevant, but insignificant evidence |
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| making the conclusion that you are trying to prove into a premise |
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| believing something is true because there is no good evidenct to believe it is false |
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justifying a wrong by pointing to a similar wrong done by others
ex: "You cheated on that test!" "Well, you cheated on the math test last week!" |
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| when evidence contrary to one's position is overlooked |
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| to refute Fallacy of False Dilemma |
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| supply the missing options |
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| positive lesson of Fallacy of False Dilemma |
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| search thoroughly for all possibilities |
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a dilemma is created, when there really is no dilemma
ex: "America, love it or leave it!" I don't have to love it or leave it; I can stay and hate it. |
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| to refute Fallcy of Omitted Info. |
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| positive lesson of Fallacy of Omitted Info. |
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| rational inquiry is sustained until you can make an informed judgment |
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| info is read out of context/ not relevant |
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| positive lesson of Straw Man |
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| critical thinkers find the best arguments and are as persuasive as possible |
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-gross misrepresentation -attacking the weakest argument |
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| positive lesson of inconsistency |
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-place to place -words and actions |
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| calling an argument true involves this |
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| the set of objects to which a property can be meaningfully or sensibly applied |
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| a three-part system consisting of a set of propostions, another proposition, and a chain of reasoning which demonstrates that the conclusion is logically implied by the premises |
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| if these 5 factors changed, you would be different |
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| time period, culture, family, religion, socioeconomic class |
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| self-conscious reconstruction of the self |
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| you evaluate morals, values, etc, to observe what to preserve, trash, and add |
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| rational, human, political/legal |
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| what we label an opinion that results from an informed judgment |
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| the foundational and enduring elements of your system of beliefs |
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| failure to achieve this often initiates a process that can lead to violence |
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| instance-generalizing deductions |
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| deductions with the words "all" or "no" |
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| deductions with the word "some" |
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| premises the audience already knows (premises that don't have to be proven) |
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| the audience relativity of proof |
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| in an argument, when you start with what the audience already knows, and build from there. |
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| a proposition that functions as a premise and a conclusion |
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| an argument is a two-part system consisting of what? |
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| two characteritics of a cogent deductive argument |
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| all true premises, valid argument |
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| building blocks of arguments |
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| the relationship between the premises and the conclusion of a valid deductive argument |
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| an argument that has an intermediate conclusion for its conclusion |
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| requires something to exist for it to be true |
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| wereas deductive validity is an all-or-nothing matter, inductive strength is this |
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| no inductive argument is this |
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| indvctive reasoning, unlike deductive reasoning, leads to this |
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| this is the essential idea involved in inductive reasoning |
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| this is not susceptible to additional info |
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| this is susceptible to additional info. |
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| this is not context relative |
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| the relationship between the premises and conclusion in an inductive argument |
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| this form of reasoning, when it is good, leads to certain conclusions, given the truth of the premises |
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P-Q-P+Q ------- T-T-T T-F-F F-T-F F-F-F |
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| If P and Q are true, then P+Q is true |
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-If P+Q is true, then P is true -If P+Q is true, then Q is true |
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| you can have P or Q, but not both |
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P-Q-PvQ ------- T-F-T F-T-T T-T-T F-F-F |
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| non-exclusive sense of "or" |
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| you can have P or Q or both |
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PvQ PvQ -P -Q ----- ----- Q P |
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P-Q-P----->Q T-T-T T-F-F F-T-T F-F-F |
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| fallacy of denying the antecedent |
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| fallacy of affiring the consequent |
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| the law of non-contradiction |
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| No properties can be both true and false |
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| the law of an excluded middle |
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| every proposition must be either true or false |
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| what is true is true; what is false is false |
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| when no object in a given class can have more than one given property |
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| mutually exclusive properties |
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| when every object in a class has at least one of a set of properties |
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| jointly exhaustive properties |
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| biconditional proposition truth table |
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P-Q-P<----->Q T-T-T F-F-T T-F-F F-T-F |
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ends: what do we want? means: how do we get there? |
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| why is appeal to tradition wrong? |
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| to refute appeal to popularity |
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analogy
ex: "I believe_____because lots of people believe it" "Well, lots of people believed the world was flat, but they were wrong." |
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| positive lesson to appeal to popularity |
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| popularity is not evidence |
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| positive lessons of appeal to authority |
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1. Think things through for myself whenever possible 2. Make sure subject matter is appropriate 3. Make sure expert is appropriate |
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| how to choose an expert to appeal to authority |
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1. genuine expertise in relevant area 2. disinterested----->no personal gain 3. trustworthy 4. history of excellence in judgment on the subject |
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| to refute appeal to authority |
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1. you can't rely on an expert 2. that expert is no good |
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| when to appeal to authority |
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1. I don't have the time/ability to judge for myself 2. There is shared view among experts 3. Appropriate subject matter-it isn't something I should judge for myself, like moral issues or political questions 4. Appropriate subject matter-it isn't bogus; there is actually knowledge about it. |
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| being convinced by an argument that isn't cogent |
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| things to assess for in conductive cogency |
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1. relevance 2. truth 3. completeness 4. coherence 5. weight of premises 6. defensibility 7. implications and presuppositions 8. relative cogency |
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| 4 ways to respond to a counter premise |
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1. irrelevant 2. false 3. actually a proconsideration 4. insufficient/insignificant |
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| countervailing considerations |
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| we get all info. before us, and it doesn't all point the same way |
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| possibilities of a conductive argument |
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| defensible or indefensible |
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| releationship between premises in a conductive argument |
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| preponderance of the evidence |
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| questions to ask for inductive cogency |
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Definition
1. was the sample large enough 2. was the sample representative? 3. is the argument strong? 4. has anything relevant happened or changed that could affect data? |
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| ways an inductive generalization could go wrong |
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1. sample is insufficient 2. sample is unrepresentative 3. could be biased 4. something could have changed |
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| 73% of Americans oppose the government bailout of banks |
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| The upcoming concert by Paramore will be good, since the last 5 times I saw them in concert, they were good. |
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___________,therefore___________
ex: He is a politician, therefore, he is very probably a liar. |
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