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False Dilemma Wikipedia Contents
False dilemma Wikipedia Contents 1 False dilemma 1 1.1 Examples ............................................... 1 1.1.1 Morton's fork ......................................... 1 1.1.2 False choice .......................................... 2 1.1.3 Black-and-white thinking ................................... 2 1.2 See also ................................................ 2 1.3 References ............................................... 3 1.4 External links ............................................. 3 2 Affirmative action 4 2.1 Origins ................................................. 4 2.2 Women ................................................ 4 2.3 Quotas ................................................. 5 2.4 National approaches .......................................... 5 2.4.1 Africa ............................................ 5 2.4.2 Asia .............................................. 7 2.4.3 Europe ............................................ 8 2.4.4 North America ........................................ 10 2.4.5 Oceania ............................................ 11 2.4.6 South America ........................................ 11 2.5 International organizations ...................................... 11 2.5.1 United Nations ........................................ 12 2.6 Support ................................................ 12 2.6.1 Polls .............................................. 12 2.7 Criticism ............................................... 12 2.7.1 Mismatching ......................................... 13 2.8 See also -
Forensic Pattern Recognition Evidence an Educational Module
Forensic Pattern Recognition Evidence An Educational Module Prepared by Simon A. Cole Professor, Department of Criminology, Law, and Society Director, Newkirk Center for Science and Society University of California, Irvine Alyse Berthental PhD Candidate, Department of Criminology, Law, and Society University of California, Irvine Jaclyn Seelagy Scholar, PULSE (Program on Understanding Law, Science, and Evidence) University of California, Los Angeles School of Law For Committee on Preparing the Next Generation of Policy Makers for Science-Based Decisions Committee on Science, Technology, and Law June 2016 The copyright in this module is owned by the authors of the module, and may be used subject to the terms of the Creative Commons Attribution-NonCommercial 4.0 International Public License. By using or further adapting the educational module, you agree to comply with the terms of the license. The educational module is solely the product of the authors and others that have added modifications and is not necessarily endorsed or adopted by the National Academy of Sciences, Engineering, and Medicine or the sponsors of this activity. Contents Introduction .......................................................................................................................... 1 Goals and Methods ..................................................................................................................... 1 Audience ..................................................................................................................................... -
Yesterday's Algorithm: Penrose on the Gödel Argument
Yesterday’s Algorithm: Penrose and the Gödel Argument §1. The Gödel Argument. Roger Penrose is justly famous for his work in physics and mathematics but he is notorious for his endorsement of the Gödel argument (see his 1989, 1994, 1997). This argument, first advanced by J. R. Lucas (in 1961), attempts to show that Gödel’s (first) incompleteness theorem can be seen to reveal that the human mind transcends all algorithmic models of it1. Penrose's version of the argument has been seen to fall victim to the original objections raised against Lucas (see Boolos (1990) and for a particularly intemperate review, Putnam (1994)). Yet I believe that more can and should be said about the argument. Only a brief review is necessary here although I wish to present the argument in a somewhat peculiar form. Let us suppose that the human cognitive abilities that underlie our propensities to acquire mathematical beliefs on the basis of what we call proofs can be given a classical cognitive psychological or computational explanation (henceforth I will often use ‘belief’ as short for ‘belief on the basis of proof’). These propensities are of at least two types: the ability to appreciate chains of logical reasoning but also the ability to recognise ‘elementary proofs’ or, it would perhaps be better to say, elementary truths, such as if a = b and b = c then a = c, without any need or, often, any possibility of proof in the first sense. On this supposition, these propensities are the realization of a certain definite algorithm or program somehow implemented by the neural hardware of the brain. -
The Critical Thinking Toolkit
Galen A. Foresman, Peter S. Fosl, and Jamie Carlin Watson The CRITICAL THINKING The THE CRITICAL THINKING TOOLKIT GALEN A. FORESMAN, PETER S. FOSL, AND JAMIE C. WATSON THE CRITICAL THINKING TOOLKIT This edition first published 2017 © 2017 John Wiley & Sons, Inc. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell. The right of Galen A. Foresman, Peter S. Fosl, and Jamie C. Watson to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
Reasoning in School
Reasoning in School For this I’m indebted to my Dad, who has over the years wisely entertained my impassioned ideas about education, to my Mom, whose empathy I’ve internalized, and to many liberal teachers. Preface A fifth grader taught me the word ‘metacognition’, which, following her, we can take to mean “thinking about thinking”. This is an analogical exercise in metacognition. It is secondarily an introduction to the process of reasoning and primarily an examination of basic notions about that process, especially those that are supposed commonsense and those that are missing from our self-concepts. As it turns out, subjecting popular metacognitive attitudes to even minor scrutiny calls some of them seriously into question. It is my goal to do so, and to form in the mind of the reader better founded beliefs about reasoning and thereby a more accurate, and consequently empowering, self-understanding. I would love to set in motion the mind that frees itself. I am in the end interested in reasoning in school as it relates to the practice of Philosophy for Children (p4c). It is amazing that reasoning is not a part of the K-12 curriculum. That it is not I find plainly unjustifiable and seriously unjust. In what follows I defend this position and consider p4c in light of it. Because I am focused on beliefs about thinking, as opposed to the cognitive psychology of thought, I am afforded some writing leeway. I am not a psychologist, but I have a fair metacognitive confidence thanks to my background in philosophy. -
The 13Th Annual ISNA-CISNA Education Forum Welcomes You!
13th Annual ISNA Education Forum April 6th -8th, 2011 The 13th Annual ISNA-CISNA Education Forum Welcomes You! The ISNA-CISNA Education Forum, which has fostered professional growth and development and provided support to many Islamic schools, is celebrating its 13-year milestone this April. We have seen accredited schools sprout from grassroots efforts across North America; and we credit Allah, subhanna wa ta‘alla, for empowering the many men and women who have made the dreams for our schools a reality. Today the United States is home to over one thousand weekend Islamic schools and several hundred full-time Islamic schools. Having survived the initial challenge of galvanizing community support to form a school, Islamic schools are now attempting to find the most effective means to build curriculum and programs that will strengthen the Islamic faith and academic excellence of their students. These schools continue to build quality on every level to enable their students to succeed in a competitive and increasingly multicultural and interdependent world. The ISNA Education Forum has striven to be a major platform for this critical endeavor from its inception. The Annual Education Forum has been influential in supporting Islamic schools and Muslim communities to carry out various activities such as developing weekend schools; refining Qur‘anic/Arabic/Islamic Studies instruction; attaining accreditation; improving board structures and policies; and implementing training programs for principals, administrators, and teachers. Thus, the significance of the forum lies in uniting our community in working towards a common goal for our youth. Specific Goals 1. Provide sessions based on attendees‘ needs, determined by surveys. -
In Defence of a Princess Margaret Premise
Fabrice Pataut: “In Defence of a Princess Margaret Premise,” Introductory chapter to Truth, Objects, Infinity – New Perspectives on the Philosophy of Paul Benacerraf, Fabrice Pataut, editor. Springer International Publishing, Logic, Epistemology, and the Unity of Science, vol. 28, Switzerland, 2016, pp. xvii-xxxviii. ISBN 978-3-319-45978-3 ISSN 2214-9775 ISBN 978-3-319-45980-6 (eBook) ISSN 2214-9783 (electronic) DOI 10.1007/978-3-319-45980-6 Library of Congress Control Number : 2016950889 © Springer International Publishing Swtizerland 2016 1 IN DEFENCE OF A PRINCESS MARGARET PREMISE Fabrice Pataut 1. Introductory remarks In their introduction to the volume Benacerraf and his Critics, Adam Morton and Stephen Stich remark that “[t]wo bits of methodology will stand out clearly in anyone who has talked philosophy with Paul Benacerraf”: (i) “[i]n philosophy you never prove anything; you just show its price,” and (ii) “[f]ormal arguments yield philosophical conclusions only with the help of hidden philosophical premises” (Morton and Stich 1996b: 5). The first bit will come to some as a disappointment and to others as a welcome display of suitable modesty. Frustration notwithstanding, the second bit suggests that, should one stick to modesty, one might after all prove something just in case one discloses the hidden premises of one’s chosen argument and pleads convincingly in their favor on independent grounds. I would like to argue that a philosophical premise may be uncovered — of the kind that Benacerraf has dubbed “Princess Margaret Premise” (PMP)1 — that helps us reach a philosophical conclusion to be drawn from an argument having a metamathematical result as one of its other premises, viz. -
LECTURE 2 Propositional Logic
LECTURE 2 Propositional logic EGG 2019 | Introduction to Semantics | Elizabeth Coppock Boolean I connectives BOOLEAN CONNECTIVES o and - ∧ o or - ∨ o not - ¬ George Boole (1815-1864) BOOLEAN SEARCH DISJUNCTION An “or” statement is called a disjunction. The statements that are disjoined are called the disjuncts. CONJUNCTION An “and” statement is called a conjunction. The statements that are conjoined are called the conjuncts. NEGATION A “not” statement is called a negation. Not is a unary connective, because it only applies to a single statement. Conjunction and disjunction are binary connectives. SCOPE AMBIGUITY WITH NEGATION & CONJUNCTION Antonio didn’t take Phonology and Syntax. p = Geordi consulted Troi r = Geordi consulted Worf Reading 1: Conjunction scoping over negation (& > ¬) ¬p & ¬r Reading 2: Negation scoping over conjunction (¬ > &) ¬(p & r) SCOPE AMBIGUITY WITH NEGATION & CONJUNCTION Antonio didn’t take Phonology and Syntax. p = Antonio took Phonology q = Antonio took Syntax Reading 1: Conjunction scoping over negation (& > ¬) ¬p & ¬r Reading 2: Negation scoping over conjunction (¬ > &) ¬(p & r) SCOPE AMBIGUITY WITH NEGATION & CONJUNCTION Antonio didn’t take Phonology and Syntax. p = Antonio took Phonology q = Antonio took Syntax Reading 1: Conjunction of negations [¬p & ¬q] Reading 2: Negation scoping over conjunction (¬ > &) ¬(p & r) SCOPE AMBIGUITY WITH NEGATION & CONJUNCTION Antonio didn’t take Phonology and Syntax. p = Antonio took Phonology q = Antonio took Syntax Reading 1: Conjunction of negations [¬p & ¬q] Reading 2: Negation of a conjunction ¬[p & q] Suppose he took both ✓ [¬p & ¬q] ✓ ✓ ¬[p & q] ✓ Suppose he took both ✓ [¬p & ¬q] - false ✓ ✓ ¬[p & q] - false ✓ Suppose he took neither ✓ [¬p & ¬q] ✓ ✓ ¬[p & q] ✓ Suppose he took neither ✓ [¬p & ¬q] - true ✓ ✓ ¬[p & q] - true ✓ Suppose he took only one ✓ [¬p & ¬q] ✓ ✓ ¬[p & q] ✓ Suppose he took only one ✓ [¬p & ¬q] - false ✓ ✓ ¬[p & q] - true ✓ SCOPE AMBIGUITY WITH NEGATION & CONJUNCTION Antonio didn’t take Phonology and Syntax. -
Leading Logical Fallacies in Legal Argument – Part 1 Gerald Lebovits
University of Ottawa Faculty of Law (Civil Law Section) From the SelectedWorks of Hon. Gerald Lebovits July, 2016 Say It Ain’t So: Leading Logical Fallacies in Legal Argument – Part 1 Gerald Lebovits Available at: https://works.bepress.com/gerald_lebovits/297/ JULY/AUGUST 2016 VOL. 88 | NO. 6 JournalNEW YORK STATE BAR ASSOCIATION Highlights from Today’s Game: Also in this Issue Exclusive Use and Domestic Trademark Coverage on the Offensive Violence Health Care Proxies By Christopher Psihoules and Jennette Wiser Litigation Strategy and Dispute Resolution What’s in a Name? That Which We Call Surrogate’s Court UBE-Shopping and Portability THE LEGAL WRITER BY GERALD LEBOVITS Say It Ain’t So: Leading Logical Fallacies in Legal Argument – Part 1 o argue effectively, whether oral- fact.3 Then a final conclusion is drawn able doubt. The jury has reasonable ly or in writing, lawyers must applying the asserted fact to the gen- doubt. Therefore, the jury hesitated.”8 Tunderstand logic and how logic eral rule.4 For the syllogism to be valid, The fallacy: Just because the jury had can be manipulated through fallacious the premises must be true, and the a reasonable doubt, the jury must’ve reasoning. A logical fallacy is an inval- conclusion must follow logically. For hesitated. The jury could’ve been id way to reason. Understanding falla- example: “All men are mortal. Bob is a entirely convinced and reached a con- cies will “furnish us with a means by man. Therefore, Bob is mortal.” clusion without hesitation. which the logic of practical argumen- Arguments might not be valid, tation can be tested.”1 Testing your though, even if their premises and con- argument against the general types of clusions are true. -
MATH 9: ALGEBRA: FALLACIES, INDUCTION 1. Quantifier Recap First, a Review of Quantifiers Introduced Last Week. Recall That
MATH 9: ALGEBRA: FALLACIES, INDUCTION October 4, 2020 1. Quantifier Recap First, a review of quantifiers introduced last week. Recall that 9 is called the existential quantifier 8 is called the universal quantifier. We write the statement 8x(P (x)) to mean for all values of x, P (x) is true, and 9x(P (x)) to mean there is some value of x such that P (x) is true. Here P (x) is a predicate, as defined last week. Generalized De Morgan's Laws: :8x(P (x)) $ 9x(:P (x)) :9x(P (x)) $ 8x(:P (x)) Note that multiple quantifiers can be used in a statement. If we have a multivariable predicate like P (x; y), it is possible to write 9x9y(P (x; y)), which is identical to a nested statement, 9x(9y(P (x; y))). If it helps to understand this, you can realize that the statement 9y(P (x; y)) is a logical predicate in variable x. Note that, in general, the order of the quantifiers does matter. To negate a statement with multiple predicates, you can do as follows: :8x(9y(P (x; y))) = 9x(:9y(P (x; y))) = 9x(8y(:P (x; y))): 2. Negations :(A =) B) $ A ^ :B :(A $ B) = (:A $ B) = (A $ :B) = (A ⊕ B) Here I am using = to indicate logical equivalence, just because it is a little less ambiguous when the statements themselves contain the $ sign; ultimately, the meaning is the same. The ⊕ symbol is the xor logical relation, which means that exactly one of A, B is true, but not both. -
A Searchable Bibliography of Fallacies – 2016
A Searchable Bibliography of Fallacies – 2016 HANS V. HANSEN Department of Philosophy University of Windsor Windsor, ON CANADA N9B 3P4 [email protected] CAMERON FIORET Department of Philosophy University of Guelph Guelph, ON CANADA N1G 2W1 [email protected] This bibliography of literature on the fallacies is intended to be a resource for argumentation theorists. It incorporates and sup- plements the material in the bibliography in Hansen and Pinto’s Fallacies: Classical and Contemporary Readings (1995), and now includes over 550 entries. The bibliography is here present- ed in electronic form which gives the researcher the advantage of being able to do a search by any word or phrase of interest. Moreover, all the entries have been classified under at least one of 45 categories indicated below. Using the code, entered as e.g., ‘[AM-E]’, one can select all the entries that have been des- ignated as being about the ambiguity fallacy, equivocation. Literature about fallacies falls into two broad classes. It is either about fallacies in general (fallacy theory, or views about fallacies) or about particular fallacies (e.g., equivocation, appeal to pity, etc.). The former category includes, among others, con- siderations of the importance of fallacies, the basis of fallacies, the teaching of fallacies, etc. These general views about fallacies often come from a particular theoretical orientation about how fallacies are best understood; for example, some view fallacies as epistemological mistakes, some as mistakes in disagreement resolution, others as frustrations of rhetorical practice and com- munication. Accordingly, we have attempted to classify the en- © Hans V. Hansen & Cameron Fioret. -
On Computer-Based Assessment of Mathematics
ON COMPUTER-BASED ASSESSMENT OF MATHEMATICS DANIEL ARTHUR PEAD, BA Thesis submitted to the University of Nottingham for the degree of Doctor of Philosophy December 2010 Abstract This work explores some issues arising from the widespread use of computer based assessment of Mathematics in primary and secondary education. In particular, it considers the potential of computer based assessment for testing “process skills” and “problem solving”. This is discussed through a case study of the World Class Tests project which set out to test problem solving skills. The study also considers how on-screen “eAssessment” differs from conventional paper tests and how transferring established assessment tasks to the new media might change their difficulty, or even alter what they assess. Once source of evidence is a detailed comparison of the paper and computer versions of a commercially published test – nferNelson's Progress in Maths - including a new analysis of the publisher's own equating study. The other major aspect of the work is a design research exercise which starts by analysing tasks from Mathematics GCSE papers and proceeds to design, implement and trial a computer-based system for delivering and marking similar styles of tasks. This produces a number of insights into the design challenges of computer-based assessment, and also raises some questions about the design assumptions behind the original paper tests. One unanticipated finding was that, unlike younger pupils, some GCSE candidates expressed doubts about the idea of a computer-based examination. The study concludes that implementing a Mathematics test on a computer involves detailed decisions requiring expertise in both assessment and software design, particularly in the case of richer tasks targeting process skills.