Common Fallacies
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Argumentation and Fallacies in Creationist Writings Against Evolutionary Theory Petteri Nieminen1,2* and Anne-Mari Mustonen1
Nieminen and Mustonen Evolution: Education and Outreach 2014, 7:11 http://www.evolution-outreach.com/content/7/1/11 RESEARCH ARTICLE Open Access Argumentation and fallacies in creationist writings against evolutionary theory Petteri Nieminen1,2* and Anne-Mari Mustonen1 Abstract Background: The creationist–evolutionist conflict is perhaps the most significant example of a debate about a well-supported scientific theory not readily accepted by the public. Methods: We analyzed creationist texts according to type (young earth creationism, old earth creationism or intelligent design) and context (with or without discussion of “scientific” data). Results: The analysis revealed numerous fallacies including the direct ad hominem—portraying evolutionists as racists, unreliable or gullible—and the indirect ad hominem, where evolutionists are accused of breaking the rules of debate that they themselves have dictated. Poisoning the well fallacy stated that evolutionists would not consider supernatural explanations in any situation due to their pre-existing refusal of theism. Appeals to consequences and guilt by association linked evolutionary theory to atrocities, and slippery slopes to abortion, euthanasia and genocide. False dilemmas, hasty generalizations and straw man fallacies were also common. The prevalence of these fallacies was equal in young earth creationism and intelligent design/old earth creationism. The direct and indirect ad hominem were also prevalent in pro-evolutionary texts. Conclusions: While the fallacious arguments are irrelevant when discussing evolutionary theory from the scientific point of view, they can be effective for the reception of creationist claims, especially if the audience has biases. Thus, the recognition of these fallacies and their dismissal as irrelevant should be accompanied by attempts to avoid counter-fallacies and by the recognition of the context, in which the fallacies are presented. -
Couch's “Physical Alteration” Fallacy: Its Origins And
COUCH’S “PHYSICAL ALTERATION” FALLACY: ITS ORIGINS AND CONSEQUENCES Richard P. Lewis,∗ Lorelie S. Masters,∗∗ Scott D. Greenspan*** & Chris Kozak∗∗∗∗ I. INTRODUCTION Look at virtually any Covid-19 case favoring an insurer, and you will find a citation to Section 148:46 of Couch on Insurance.1 It is virtually ubiquitous: courts siding with insurers cite Couch as restating a “widely held rule” on the meaning of “physical loss or damage”—words typically in the trigger for property-insurance coverage, including business- income coverage. It has been cited, ad nauseam, as evidence of a general consensus that all property-insurance claims require some “distinct, demonstrable, physical alteration of the property.”2 Indeed, some pro-insurer decisions substitute a citation to this section for an actual analysis of the specific language before the court. Couch is generally recognized as a significant insurance treatise, and courts have cited it for almost a century.3 That ∗ Partner, ReedSmith LLP, New York. ∗∗ Partner, Hunton Andrews Kurth LLP, Washington D.C. *** Senior Counsel, Pillsbury Winthrop Shaw Pittman LLP, New York. ∗∗∗∗ Associate, Plews Shadley Racher & Braun, LLP, Indianapolis. 1 10A STEVEN PLITT, ET AL., COUCH ON INSURANCE 3D § 148:46. As shown below, some courts quote Couch itself, while others cite cases citing Couch and merely intone the “distinct, demonstrable, physical alteration” language without citing Couch itself. Couch First and Couch Second were published in hardback books (with pocket parts), in 1929 and 1959 respectively. As explained below (infra n.5), Couch 3d, a looseleaf, was first published in 1995.. 2 Id. (emphasis added); Oral Surgeons, P.C. -
Section 6: Reporting Likelihood Ratios Components
Section 6: Reporting Likelihood Ratios Components • Hierarchy of propositions • Formulating propositions • Communicating LRs Section 6 Slide 2 Likelihood Ratio The LR assigns a numerical value in favor or against one propo- sition over another: Pr(EjHp;I) LR = ; Pr(EjHd;I) where Hp typically aligns with the prosecution case, Hd is a reasonable alternative consistent with the defense case, and I is the relevant background information. Section 6 Slide 3 Setting Propositions • The value for the LR will depend on the propositions chosen: different sets of propositions will lead to different LRs. • Choosing the appropriate pair of propositions can therefore be just as important as the DNA analysis itself. Section 6 Slide 4 Hierarchy of Propositions Evett & Cook (1998) established the following hierarchy of propositions: Level Scale Example III Offense Hp: The suspect raped the complainant. Hd: Some other person raped the complainant. II Activity Hp: The suspect had intercourse with the complainant. Hd: Some other person had intercourse with the complainant. I Source Hp: The semen came from the suspect. Hd: The semen came from an unknown person. 0 Sub-source Hp: The DNA in the sample came from the suspect. Hd: The DNA in the sample came from an unknown person. Section 6 Slide 5 Hierarchy of Propositions • The offense level deals with the ultimate issue of guilt/ innocence, which are outside the domain of the forensic scientist. • The activity level associates a DNA profile or evidence source with the crime itself, and there may be occasions where a scientist can address this level. • The source level associates a DNA profile or evidence item with a particular body fluid or individual source. -
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 -
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. -
An Overview of Logic, Proofs, Set Theory, and Functions Contents
An Overview of Logic, Proofs, Set Theory, and Functions aBa Mbirika and Shanise Walker Contents 1 Numerical Sets and Other Preliminary Symbols3 2 Statements and Truth Tables5 3 Implications 9 4 Predicates and Quantifiers 13 5 Writing Formal Proofs 22 6 Mathematical Induction 29 7 Quick Review of Set Theory & Set Theory Proofs 33 8 Functions, Bijections, Compositions, Etc. 38 9 Solutions to all exercises 42 Index 51 Preface: This handout is meant primarily for those students who are already familiar with most of the subject matter contained within (that is, those who have taken a proofs class before). Its purpose is to provide a foundation as a proofs refresher when taking classes like Real Analysis I or II, Abstract Algebra I or II, Number Theory, Discrete Mathematics, Linear Algebra, etc. LICENSE Creative Commons License (CC BY-NC-SA): This text, including the art and illustrations, are available under the Creative Commons license (CC BY-NC- SA), allowing anyone to reuse, revise, remix and redistribute the text. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/ Section 1 NUMERICAL SETS AND OTHER PRELIMINARY SYMBOLS Page 3 1 Numerical Sets and Other Preliminary Symbols The following are numerical sets that you should familiarize yourself with: natural numbers 1 N = f1; 2; 3;:::g integers Z = f:::; −3; −2; −1; 0; 1; 2; 3;:::g a rational numbers Q = b j a; b 2 Z and b 6= 0 real numbers R = frational and irrational numbersg p complex numbers C = fa + bi j a; b 2 R and i = −1g p Gaussian integers Z[i] = fa + bi j a; b 2 Z and i = −1g 2πi Eisenstein integers Z[ρ] = fa + bρ j a; b 2 Z and ρ = e 3 g even integers 2Z = f2k j k 2 Zg odd integers 2Z + 1 = f2k + 1 j k 2 Zg arithmetic progression aZ + b = fak + b j k 2 Zg where a; b fixed CULTURAL QUESTION 1: Why are the integers denoted Z? ANSWER: The German word for \numbers" is Zahlen. -
Gordon, Specious Arguments
Specious Arguments Dr. T. David Gordon Professor of Greek, Humanities, and Religion Grove City College Introduction Although we commonly use the term “argument” to describe a rather unprofitable, angry exchange of viewpoints, the term has also been used to describe the reasons advanced for embracing a particular viewpoint. This is how I will use the term here. As such, arguments are, of course, vital to the human race. When a particular neurosurgeon “argues” for treating a given patient a given way, he or she is not being argumentative; but rather is contending for a procedure which, it is hoped, will restore the patient to health. The argument is designed to promote life. In a similar way, arguments are vital to advancing the Christian faith. Paul spoke of the “warfare” of the Christian religion in this way: “for the weapons of our warfare are not merely human, but they have divine power to destroy strongholds. We destroy arguments and every proud obstacle raised up against the knowledge of God, and we take every thought captive to obey Christ” (2 Cor. 10:4). Negatively, the Christian faith wages war against false arguments. This explains Paul’s instruction to Titus about bishops: “He must have a firm grasp of the word…, so that he may be able both to preach with sound doctrine and to refute those who contradict it” (Titus 1:9). But positively, the faith is also propagated by setting forth correct and true arguments. The apostle Peter, for instance, “…testified with many other arguments and exhorted them, saying, ‘Save yourselves from this corrupt generation’” (Acts 2:40). -
10 Fallacies and Examples Pdf
10 fallacies and examples pdf Continue A: It is imperative that we promote adequate means to prevent degradation that would jeopardize the project. Man B: Do you think that just because you use big words makes you sound smart? Shut up, loser; You don't know what you're talking about. #2: Ad Populum: Ad Populum tries to prove the argument as correct simply because many people believe it is. Example: 80% of people are in favor of the death penalty, so the death penalty is moral. #3. Appeal to the body: In this erroneous argument, the author argues that his argument is correct because someone known or powerful supports it. Example: We need to change the age of drinking because Einstein believed that 18 was the right age of drinking. #4. Begging question: This happens when the author's premise and conclusion say the same thing. Example: Fashion magazines do not harm women's self-esteem because women's trust is not damaged after reading the magazine. #5. False dichotomy: This misconception is based on the assumption that there are only two possible solutions, so refuting one decision means that another solution should be used. It ignores other alternative solutions. Example: If you want better public schools, you should raise taxes. If you don't want to raise taxes, you can't have the best schools #6. Hasty Generalization: Hasty Generalization occurs when the initiator uses too small a sample size to support a broad generalization. Example: Sally couldn't find any cute clothes in the boutique and couldn't Maura, so there are no cute clothes in the boutique. -
ANTONY ANTONIOU (OSINT Security Analyst)
EUROPEAN INTELLIGENCE ACADEMY (EIA) E-BOOK No. 1, MAY 2013 ANTONY ANTONIOU (OSINT Security Analyst) OPEN SOURCE INFORMATION, THE FUTURE OF INTELLIGENCE Copyright: Research Institute for European and American Studies (RIEAS) EUROPEAN INTELLIGENCE ACADEMY E-BOOK No. 1 MAY 2013 OPEN SOURCE INFORMATION, THE FUTURE OF INTELLIGENCE ANTONY ANTONIOU (OSINT Security Analyst) Preface. People from ancient times to our days had understood the importance of information and the significant role that valid information can play in all fields of human activities (politics, economy, during wars etc). References to spies, and their methods – techniques and means that they used can be found in historical texts from antiquity until today, also known theorists of war have addressed and reported (in their writings), the importance of information and the necessity of an enemy misinformation (we will mention two of them of Carl Von Clausewitz1 and Sun - Tzu2). The intelligence services began to take shape during the Second World War. Pioneers at the “intelligence field” were the Germans (in espionage, cryptography - cryptology, propaganda and generally speaking at the development of the appropriate techniques – methods and instruments – means), followed by British. Americans because of their non-participation in the war had left behind in the development of techniques and means for collecting and processing information. This changed after the Japanese attack on Pearl Harbor3 and the American entry into the war4. The USA intelligence 1 Carl Philipp Gottfried von Clausewitz (1 July 1780 – 16 November 1831): was a German-Prussian soldier and military theorist who stressed the "moral" (in modern terms, psychological) and political aspects of war. -
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. -
Summary of the Full License, Which Is Available On-Line at to Harmony
Proofs and Concepts the fundamentals of abstract mathematics by Dave Witte Morris and Joy Morris University of Lethbridge incorporating material by P. D. Magnus University at Albany, State University of New York Preliminary Version 0.78 of May 2009 This book is offered under the Creative Commons license. (Attribution-NonCommercial-ShareAlike 2.0) The presentation of logic in this textbook is adapted from forallx An Introduction to Formal Logic P. D. Magnus University at Albany, State University of New York The most recent version of forallx is available on-line at http://www.fecundity.com/logic We thank Professor Magnus for making forallx freely available, and for authorizing derivative works such as this one. He was not involved in the preparation of this manuscript, so he is not responsible for any errors or other shortcomings. Please send comments and corrections to: [email protected] or [email protected] c 2006–2009 by Dave Witte Morris and Joy Morris. Some rights reserved. Portions c 2005–2006 by P. D. Magnus. Some rights reserved. Brief excerpts are quoted (with attribution) from copyrighted works of various authors. You are free to copy this book, to distribute it, to display it, and to make derivative works, under the following conditions: (1) Attribution. You must give the original author credit. (2) Noncommercial. You may not use this work for commercial purposes. (3) Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. — For any reuse or distribution, you must make clear to others the license terms of this work. -
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.