Wrenching from Context: the Manipulation of Commitments
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Ronald Reagan Presidential Library Digital Library Collections This
Ronald Reagan Presidential Library Digital Library Collections This is a PDF of a folder from our textual collections. Collection: Cohen, Benedict S.: Files Folder Title: Robert Bork – White House Study, Joseph Biden Critique (3 of 3) Box: CFOA 1339 To see more digitized collections visit: https://www.reaganlibrary.gov/archives/digitized-textual-material To see all Ronald Reagan Presidential Library inventories visit: https://www.reaganlibrary.gov/archives/white-house-inventories Contact a reference archivist at: [email protected] Citation Guidelines: https://reaganlibrary.gov/archives/research- support/citation-guide National Archives Catalogue: https://catalog.archives.gov/ ERRORS ANO OMISSIONS IN THE "RESPONSE PREPARED TO WHITE HOUSE ANALYSIS OF JUDGE BORK'S RECORD" September 8, 1987 HIGHLIGHTS ERRORS AND OMISSIONS IN THE "RESPONSE PREPARED TO WHITE HOUSE ANALYSIS OF JUDGE BORK'S RECORD" On Thursday, September 3, Senator Biden issued a report prepared at his request reviewing Judge Bork's record. The report criticized an earlier White House document performing a similar review on the ground that it "contain[ed] a number of inaccuracies" and that "the picture it paint[ed] of Judge Bork is a distortion of his record." It claimed that it would undertake "to depict Judge Bork's record more fully and accurately." In fact, however, the Biden Report is a highly partisan and incomplete portrayal of the nominee. If it were a brief filed on the question, its misleading assertions and omissions go far enough beyond the limits of zealous advocacy to warrant Rule 11 sanctions. It contains at least 81 clear distortions and mischaracterizations. Among the most significant: o The Report claims that Judge Bork's perfect record of nonreversal by the Supreme Court in the more than 400 majority opinions he has written or joined is "uninformative" -- flippantly dismissing the clearest, most extensive, and most recent evidence of Judge Bork's views. -
CHAPTER XXX. of Fallacies. Section 827. After Examining the Conditions on Which Correct Thoughts Depend, It Is Expedient to Clas
CHAPTER XXX. Of Fallacies. Section 827. After examining the conditions on which correct thoughts depend, it is expedient to classify some of the most familiar forms of error. It is by the treatment of the Fallacies that logic chiefly vindicates its claim to be considered a practical rather than a speculative science. To explain and give a name to fallacies is like setting up so many sign-posts on the various turns which it is possible to take off the road of truth. Section 828. By a fallacy is meant a piece of reasoning which appears to establish a conclusion without really doing so. The term applies both to the legitimate deduction of a conclusion from false premisses and to the illegitimate deduction of a conclusion from any premisses. There are errors incidental to conception and judgement, which might well be brought under the name; but the fallacies with which we shall concern ourselves are confined to errors connected with inference. Section 829. When any inference leads to a false conclusion, the error may have arisen either in the thought itself or in the signs by which the thought is conveyed. The main sources of fallacy then are confined to two-- (1) thought, (2) language. Section 830. This is the basis of Aristotle's division of fallacies, which has not yet been superseded. Fallacies, according to him, are either in the language or outside of it. Outside of language there is no source of error but thought. For things themselves do not deceive us, but error arises owing to a misinterpretation of things by the mind. -
The Fine Art of Baloney Detection
The Fine Art of Baloney Detection Carl Sagan The human understanding is no dry light, but receives an infusion from the will and affections; whence proceed sciences which may be called “sciences as one would.” For what a man had rather were true he more readily believes. Therefore he rejects difficult things from impatience of research; sober things, because they narrow hope; the deeper things of nature, from superstition; the light of experience, from arrogance and pride, lest his mind should seem to be occupied with things mean and transitory; things not commonly believed, out of deference to the opinion of the vulgar. Numberless in short are the ways, and sometimes imperceptible, in which the affections colour and infect the understanding. Francis Bacon, Novum Organon (1620) My parents died years ago. I was very close to them. I still miss them terribly. I know I always will. I long to believe that their essence, their personalities, what I loved so much about them, are—really and truly—still in existence somewhere. I wouldn’t ask very much, just five or ten minutes a year, say, to tell them about their grandchildren, to catch them up on the latest news, to remind them that I love them. There’s a part of me—no matter how childish it sounds—that wonders how they are. “Is everything all right?” I want to ask. The last words I found myself saying to my father, at the moment of his death, were “Take care.” Sometimes I dream that I’m talking to my parents, and suddenly—still immersed in the dreamwork—I’m seized by the overpowering realization that they didn’t really die, that it’s all been some kind of horrible mistake. -
Britain in Psychological Distress: the EU Referendum and the Psychological Operations of the Two Opposing Sides
SCHOOL OF SOCIAL SCIENCES, HUMANITIES AND ARTS DEPARTMENT OF INTERNATIONAL AND EUROPEAN STUDIES MASTER’S DEGREE OF INTERNATIONAL PUBLIC ADMINISTRATION Britain in psychological distress: The EU referendum and the psychological operations of the two opposing sides By: Eleni Mokka Professor: Spyridon Litsas MIPA Thessaloniki, 2019 TABLE OF CONTENTS Summary ……………………………………………………………………………… 5 INTRODUCTION ……………………………………………………………………. 6 CHAPTER ONE: OVERVIEW OF PSYCHOLOGICAL OPERATIONS ………….. 7 A. Definition and Analysis …………………………………………………………… 7 B. Propaganda: Techniques involving Language Manipulation …………………….. 11 1. Basic Propaganda Devices ……………………………………………………... 11 2. Logical Fallacies ……………………………………………………………….. 20 C. Propaganda: Non-Verbal Techniques …………………………………………… 25 1. Opinion Polls …………………………………………………………………… 25 2. Statistics ………………………………………………………………………… 32 CHAPTER TWO: BRITAIN‟S EU REFERENDUM ………………………………. 34 A. Euroscepticism in Britain since 70‟s ……………………………………………... 34 B. Brexit vs. Bremain: Methods, Techniques and Rhetoric …………………………. 43 1. Membership, Designation and Campaigns‟ Strategy …………………………… 44 1.a. „Leave‟ Campaign …………………………………………………………… 44 1.b. „Remain‟ Campaign …………………………………………………………. 50 1.c. Labour In for Britain ………………………………………………………… 52 1.d. Conservatives for Britain ……………………………………………………. 52 2. The Deal ………………………………………………………………………… 55 3. Project Fear …………………………………………………………………..…. 57 4. Trade and Security; Barack Obama‟s visit ……………………………………... 59 3 5. Budget and Economic Arguments ……………………………………………… 62 6. Ad Hominem -
334 CHAPTER 7 INFORMAL FALLACIES a Deductive Fallacy Is
CHAPTER 7 INFORMAL FALLACIES A deductive fallacy is committed whenever it is suggested that the truth of the conclusion of an argument necessarily follows from the truth of the premises given, when in fact that conclusion does not necessarily follow from those premises. An inductive fallacy is committed whenever it is suggested that the truth of the conclusion of an argument is made more probable by its relationship with the premises of the argument, when in fact it is not. We will cover two kinds of fallacies: formal fallacies and informal fallacies. An argument commits a formal fallacy if it has an invalid argument form. An argument commits an informal fallacy when it has a valid argument form but derives from unacceptable premises. A. Fallacies with Invalid Argument Forms Consider the following arguments: (1) All Europeans are racist because most Europeans believe that Africans are inferior to Europeans and all people who believe that Africans are inferior to Europeans are racist. (2) Since no dogs are cats and no cats are rats, it follows that no dogs are rats. (3) If today is Thursday, then I'm a monkey's uncle. But, today is not Thursday. Therefore, I'm not a monkey's uncle. (4) Some rich people are not elitist because some elitists are not rich. 334 These arguments have the following argument forms: (1) Some X are Y All Y are Z All X are Z. (2) No X are Y No Y are Z No X are Z (3) If P then Q not-P not-Q (4) Some E are not R Some R are not E Each of these argument forms is deductively invalid, and any actual argument with such a form would be fallacious. -
Response Opposing Committee to Bridge the Gap 820920 Motion To
. - . .- . ...-A 00CMETED USHRC 0)I I4 AN :54 UNITED STATES OF AMERICA WI..E5f, t Tr ' - NUCLEAR REGULATORY COMMISSION ' BEFORE THE ATOMIC SAFETY AND LICENSING BOARD , __ _ In the Matter of ) ) Docket No. 50-142 THE REGENTS OF THE UNIVERSITY ) (Proposed Renewal of Facility OF CALIFORNIA ) License Number R-71) ) (UCLA Research Reactor) ) October 8, 1982 ) , UNIVERSITY'S RESPONSE TO CBG'S MOTION OF SEPTEMBER 20, 1982 ! DONALD L. REIDHAAR GLENN R. WOODS CHRISTINE HELWICK 590 University Hall 2200 University Avenue Berkeley, California 94720 Telephone: (415) 642-2822 Attorneys for Applicant- ! THE REGERTS OF THE UNIVCRSITY .._ OF CALIFORNIA 8210150456 821008 PDR ADOCK 05000142 O PDR ' .. - - . I. INTRODUCTION In its Order dated September 28, 1982 the Board suspended the schedule for responses to summary disposition motions and directed the parties to respond to CBG's " Motion __ to Summarily Dismiss Staff and Applicant Motions for Summary Disposition, or Alternative Relief as to Same," (the Motion) ' dated September 20, 1982. The parties were also directed to respond to the City of Santa Monica's ' letter of September 20, | 1982 requesting an entension of time to respond to the summary i disposition motions. The Board requested that the parties' responses be received by October 8, 1982. I -- University objects to all manner of specific relief requested by CBG in its Motion as unwarranted under the Commission's Rules of Practice ' considered in light of the particular circumstances of this proceeding. Properly construed the Commission's rules preclude the summary dismissal of the Staff and University motions since those motions have not been 'subinitted shortly before a hearing that is set to commence or t which has commenced, but instead according to the schedule specifically set by the Board for the filing of such motions. -
Quantifying Aristotle's Fallacies
mathematics Article Quantifying Aristotle’s Fallacies Evangelos Athanassopoulos 1,* and Michael Gr. Voskoglou 2 1 Independent Researcher, Giannakopoulou 39, 27300 Gastouni, Greece 2 Department of Applied Mathematics, Graduate Technological Educational Institute of Western Greece, 22334 Patras, Greece; [email protected] or [email protected] * Correspondence: [email protected] Received: 20 July 2020; Accepted: 18 August 2020; Published: 21 August 2020 Abstract: Fallacies are logically false statements which are often considered to be true. In the “Sophistical Refutations”, the last of his six works on Logic, Aristotle identified the first thirteen of today’s many known fallacies and divided them into linguistic and non-linguistic ones. A serious problem with fallacies is that, due to their bivalent texture, they can under certain conditions disorient the nonexpert. It is, therefore, very useful to quantify each fallacy by determining the “gravity” of its consequences. This is the target of the present work, where for historical and practical reasons—the fallacies are too many to deal with all of them—our attention is restricted to Aristotle’s fallacies only. However, the tools (Probability, Statistics and Fuzzy Logic) and the methods that we use for quantifying Aristotle’s fallacies could be also used for quantifying any other fallacy, which gives the required generality to our study. Keywords: logical fallacies; Aristotle’s fallacies; probability; statistical literacy; critical thinking; fuzzy logic (FL) 1. Introduction Fallacies are logically false statements that are often considered to be true. The first fallacies appeared in the literature simultaneously with the generation of Aristotle’s bivalent Logic. In the “Sophistical Refutations” (Sophistici Elenchi), the last chapter of the collection of his six works on logic—which was named by his followers, the Peripatetics, as “Organon” (Instrument)—the great ancient Greek philosopher identified thirteen fallacies and divided them in two categories, the linguistic and non-linguistic fallacies [1]. -
All of the Following Material Is Excerpted from Lynn Quitmann Troyka
All of the following material is copied from section 5f of Lynn Quitmann Troyka. Simon and Schuster: Handbook for Writers 2nd edition. Prentice-Hall 1990. Pages 153-156 without written permission. Recognizing and Avoiding Logical Fallacies Logical fallacies are flaws in reasoning that lead to illogical statements. They tend to occur most often when ideas are being argued, although they can be found in all types of writing. Most logical fallacies masquerade as reasonable statements, but they are in fact attempts to manipulate readers by reaching their emotions instead of their intellects, their hearts rather than their heads. Most logical fallacies are known by labels; each indicates a way that thinking has gone wrong during the reasoning process. Hasty generalization A hasty generalization occurs when someone generalizes from inadequate evidence. If the statement “My hometown is the best place in the state to live” is supported with only two examples of why it is pleasant, the generalization is hasty. Stereotyping is a type of hasty generalization that occurs when someone makes prejudices, sweeping claims about all of the members of a particular religious, ethnic, racial, or political group: “Everyone from country X is dishonest.” Sexism occurs when someone discriminates against people on the basis of sex. False analogy A false analogy is a comparison in which the differences outweigh the similarities, or the similarities are irrelevant to the claim the analogy is intended to support. “Old Joe Smith would never make a good President because an old dog cannot learn new tricks.” Homespun analogies like this often seem to have an air of wisdom about them, but just as often they fall apart when examined closely. -
Evaluating Ideas Questions to Ask Yourself When Evaluating What You Read
Teaching Plan & Guideline for Chapter 5 Content: Evaluating Ideas Questions to ask yourself when evaluating what you read. Facts & opinions Keeping facts and opinions apart Exemplification Practice exercises The writer’s techniques Writer’s style Writer’s purpose Writer’s tone Writer’s mood Writer’s point of view Practice exercises Techniques that twist the truth – Propaganda techniques Types of propaganda techniques & Exemplifications Practice exercises Summing up Review test Test References Objectives: To provide experience that will result in students’ ability to think critically and to: 1. distinguish between facts and opinions and blending fact & opinion 2. evaluate the opinions an author presents, 3. recognize the writer’s techniques 4. identify and recognize an author’s (ironic) tone in order to find author’s purpose. 5. evaluate the role of tone in persuasive writing 6. recognize and evaluate bias or slanted writing in informative and persuasive writing 7. recognize, analyze, and decide if an author’s argument is effective or ineffective in reasoning. 8. recognize circular reasoning or begging the question, special pleading, propaganda techniques, and how to guard against it. 138 Teaching Procedures and Activities. 1. Review the skills in the previous chapters, give examples from Supplementary Material for Teaching 2. Divide students into equal groups, have them discuss handouts on fact / opinion, writer’s techniques, propaganda techniques, circular reasoning, special pleading then each present in class with the help of teachers. 3. Students do practice exercises 4. Test drawn from the Supplementary Material for Teaching Teaching Materials 1. Supplementary Material for Teaching 2. Handouts 3. Reading materials, i.e. -
The Role of Reasoning in Constructing a Persuasive Argument
The Role of Reasoning in Constructing a Persuasive Argument <http://www.orsinger.com/PDFFiles/constructing-a-persuasive-argument.pdf> [The pdf version of this document is web-enabled with linking endnotes] Richard R. Orsinger [email protected] http://www.orsinger.com McCurley, Orsinger, McCurley, Nelson & Downing, L.L.P. San Antonio Office: 1717 Tower Life Building San Antonio, Texas 78205 (210) 225-5567 http://www.orsinger.com and Dallas Office: 5950 Sherry Lane, Suite 800 Dallas, Texas 75225 (214) 273-2400 http://www.momnd.com State Bar of Texas 37th ANNUAL ADVANCED FAMILY LAW COURSE August 1-4, 2011 San Antonio CHAPTER 11 © 2011 Richard R. Orsinger All Rights Reserved The Role of Reasoning in Constructing a Persuasive Argument Chapter 11 Table of Contents I. THE IMPORTANCE OF PERSUASION.. 1 II. PERSUASION IN ARGUMENTATION.. 1 III. BACKGROUND.. 2 IV. USER’S GUIDE FOR THIS ARTICLE.. 2 V. ARISTOTLE’S THREE COMPONENTS OF A PERSUASIVE SPEECH.. 3 A. ETHOS.. 3 B. PATHOS.. 4 C. LOGOS.. 4 1. Syllogism.. 4 2. Implication.. 4 3. Enthymeme.. 4 (a) Advantages and Disadvantages of Commonplaces... 5 (b) Selection of Commonplaces.. 5 VI. ARGUMENT MODELS (OVERVIEW)... 5 A. LOGIC-BASED ARGUMENTS. 5 1. Deductive Logic.. 5 2. Inductive Logic.. 6 3. Reasoning by Analogy.. 7 B. DEFEASIBLE ARGUMENTS... 7 C. THE TOULMIN ARGUMENTATION MODEL... 7 D. FALLACIOUS ARGUMENTS.. 8 E. ARGUMENTATION SCHEMES.. 8 VII. LOGICAL REASONING (DETAILED ANALYSIS).. 8 A. DEDUCTIVE REASONING.. 8 1. The Categorical Syllogism... 8 a. Graphically Depicting the Simple Categorical Syllogism... 9 b. A Legal Dispute as a Simple Syllogism.. 9 c. -
The Battle Over the Burden of Proof: a Report from the Trenches University of Pittsburgh Law Review
UNIVERSITY OF PITTSBURGH LAW REVIEW Vol. 79 ● Fall 2017 THE BATTLE OVER THE BURDEN OF PROOF: A REPORT FROM THE TRENCHES Michael D. Cicchini ISSN 0041-9915 (print) 1942-8405 (online) ● DOI 10.5195/lawreview.2017.525 http://lawreview.law.pitt.edu This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. This site is published by the University Library System of the University of Pittsburgh as part of its D- Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press. THE BATTLE OVER THE BURDEN OF PROOF: A REPORT FROM THE TRENCHES Michael D. Cicchini* Table of Contents Introduction ............................................................................................................ 63 I. The Burden of Proof Jury Instruction ............................................................ 64 A. The Trouble with Truth-Based Instructions .......................................... 65 B. A Simple Thought Experiment ............................................................. 67 C. The Empirical Studies ........................................................................... 68 D. A Seemingly Simple Request ................................................................ 70 II. Prosecutor Arguments Regarding the Studies ............................................... 71 A. The Participants Who Voted “Guilty” Could Have Been Right............ 71 B. Actual Jurors Are Needed to Test a Jury Instruction............................. 72 C. The Studies -
The Demon-Haunted World
12 The Fine Art of Baloney Detection The human understanding is no dry light, but receives infusion from the will and affections; whence proceed sciences which may be called 'sciences as one would'. For what a man had rather were true he more readily believes. Therefore he rejects difficult things from impatience of research; sober things, because they narrow hope; the deeper things of nature, from superstition; the light of experience, from arrogance and pride; things not commonly believed, out of deference to the opinion of the vulgar. Numberless in short are the ways, and sometimes imperceptible, in which the affections colour and infect the understanding. Francis Bacon, Novum Organon (1620) y parents died years ago. I was very close to them. I still miss Mthem terribly. I know I always will. I long to believe that their essence, their personalities, what I loved so much about them, are - really and truly - still in existence somewhere. I wouldn't ask very much, just five or ten minutes a year, say, to tell them about their grandchildren, to catch them up on the latest news, to remind them that I love them. There's a part of me - no matter how childish it sounds - that wonders how they are. 'Is everything all right?' I want to ask. The last words I found myself saying to my father, at the moment of his death, were 'Take care'. 189 THE DEMON-HAUNTED WORLD Sometimes I dream that I'm talking to my parents, and sud• denly - still immersed in the dreamwork - I'm seized by the overpowering realization that they didn't really die, that it's all been some kind of horrible mistake.