Informal Fallacies 2

Total Page:16

File Type:pdf, Size:1020Kb

Informal Fallacies 2 Ashford University - Ed Tech | Informal_Fallacies_2 JUSTIN Hi, everybody. This is going to be a continuation of the informal logical fallacy HARRISON: discussion. The next one we're going to be talking about is the relativist fallacy. This is a common one that you see. Even in intellectual circles, you see really smart people falling into this fallacy. Well, I guess you can be consistent, but it's very hard to be consistent. The relativist fallacy occurs when you say that, for example, different cultures have different beliefs so what's right in one culture or what's right for one group is right and good. And then something that's opposite in another group is considered right and good. And those two things are right and good for both cultures or groups or whatever it might be. Well, there are different types of relativism, but cultural relativism would say things like, well, we can't judge other cultures because their actions are right based on their own definitions of what is right. And our definitions of what is right and wrong are different. Therefore, what they believe is right is right and what we believe is right is right. And hopefully you can see the problem with this is that-- let's say that we're confronting a culture that subjugates women. And in that culture, it is right or morally acceptable to gang rape a woman, which is actually-- this happens in the world-- when she's been accused of some crime-- often a crime that she didn't commit, but she's just been accused of it. And so a punishment is literally, a group of men will rape her. Now, is it acceptable for us to say, well, in that culture, raping somebody as a punishment is right and good so we can't really judge that culture for what they do? In our culture, it's not right. So if they were here, it would be bad. But because they are where they are, it's not bad. No. Most of us would find that reprehensible. That's not a form of justice then we 1 would like to see in an absolutely just society. And of course, there's the danger of being labeled as, oh, you always think you're right. You Americans always think you're right. But that, again, might be a hasty generalization on their part. I think there's strong arguments to be made that it's not just to gang rape a woman for a crime-- for any crime, and especially for a crime that she didn't commit. And so I think it's OK for us to say, look, that is an unjust law and those practices need to change, just as they can critique our society. We have unjust laws. We have distorted perceptions of reality. And most ethical philosophers believe that there is some sort of ethical truth that guides or that ought to guide human behavior and that we can't just say, oh, rape is right for them and not right for us so that we really don't know what an ethical truth is. No. Most philosophers would say, there is an ethical truth in relation to rape. And I think most of them would say that rape is wrong. And so if a society comes more in line with that ethical truth, then they're coming more in line with the truth in general, just like in our society-- another outcome of the relativist fallacy is you can't claim that there's been moral progress in your society. So looking back at our society-- apartheid, lynching of African Americans, murder of African Americans for no other reason than the fact that their skin color is different-- I think most of us would agree that that was horrible and that our society is a lot better now that we don't have slavery. It's a lot better now that-- and of course, these things still occur, but in a lesser degree. And it appears that we're making moral progress-- that people who fought for civil rights and for equality of the sexes have made moral progress. But if we're a relativist, what we have to say is, well, back then, things were different and things are just different now. So back then, it was right to treat African Americans this way, but now it's not right. And most of us wouldn't want to say that. Most of us would say, no, things are a lot better now, society-wise and ethically. So the relativist fallacy occurs when you fall into the thinking that truth is relative to a 2 society. Now of course, there are certain things that are relative. The side of the street that you drive on is relative to your society. And it's proper to drive on the left hand side of the street in England and a lot of countries that were colonized by England, but for us, we drive on the right hand side of the street. But that's not really an ethical issue. OK. I don't want to spend too much time. The next one-- another very popular informal fallacy is called the red herring. The red herring occurs when somebody presents an argument and then, in the response to the argument, the person drags the conversation to something else. And this happens all the time. It's one of the most prevalent informal logical fallacies. They call it the red herring because a herring is a stinky fish. And I've heard that when they were training these hunting dogs to follow a scent, they would drag the rabbit or whatever on the ground and then the hunting dog would start following the trail. But then somewhere down the road, they would drag a fish-- a stinky fish along the same trail and then off to the side to try and get the dog to learn to not follow the stinky fish, but to keep following whatever it was that originally went through. And that's exactly what happens here. Somebody makes an argument that's pointed it in this direction, and then somebody else diverts the conversation to something else or they don't respond to the point that the person is making. They bring up something else. So for example, you might be talking about taxation and you might say that we should be taxed more so that we can provide more services for different people who are in need. And somebody else, instead of responding to your claim about that, might start talking about how people in need are lazy or something like that. Now, that could definitely be part of an argument against your claim. Or maybe they start talking about how they dislike Obama's policy in general, or something, and they shift the conversation to something that's totally different-- totally off track. 3 Maybe you have a partner who you might believe has some infidelities and you confront that person and you say, hey, look, what's going on these text messages? And they're like, hey, you look really nice today or oh, yeah, well-- yeah, I know I have these text messages, but did you want to go to a movie or-- so you divert the attention to something else in the red herring. It's really important that we focus on exactly what people are saying. And if you watch a political debate, this happens all the time. They don't respond to what's been said. They shift the conversation. I think they call it a pivot in political science parlance or something. The pivot is when you-- you basically do a red herring by taking what the person said and then you pivot to what you want to talk about. So it's like, I know my opponent, President Obama, thinks that we should increase spending on welfare and aid programs in the United States. And if I were to become president, I would tend to focus more on the military-- military spending-- support our troops-- stuff like that. And so what you have there is you have the pivot away from these programs and then you start talking about what you want to talk about. That's a red herring. They praise the pivot, actually, as being one of the ultimate forms of debate tactics. It's often quite fallacious. OK. The ad hominem argument. The ad hominem argument means "to the person-- " to the man or to the woman. So what happens in an ad hominem argument is that instead of attacking somebody's argument or the conclusion that they draw on a specific issue, you attack the person him or herself. So let's start with the add hominem abusive. We've all been victims of the ad hominem abusive, usually on the playground in elementary school or through high school or something. You say something like, well, I think that this is the case. And somebody just says, well, you know what? You're an idiot. So if I say I believe that-- let's talk about an issue-- oh, I believe soldiers should be trained on military ethics and what it means to be a virtuous soldier because I 4 believe that that will help inform their decisions that they make in combat and that we need to have a very developed ethical system in which these soldiers work.
Recommended publications
  • Summer 2002 PROFILES in FAITH in THIS ISSUE 1 Profiles in Faith: John Calvin (1509–1564) John Calvin by Art Lindsley by Dr
    KKNOWINGNOWING A Teaching Quarterly for Discipleship of Heart and Mind C.S. LEWIS INSTITUTE OINGOING &D&D Summer 2002 PROFILES IN FAITH IN THIS ISSUE 1 Profiles in Faith: John Calvin (1509–1564) John Calvin by Art Lindsley by Dr. Art Lindsley Scholar-in-Residence 3 C.S. Lewis Feature Article: C.S. Lewis on Freud and Marx by Art Lindsley 6 A Conversation with: Ravi Zacharias 8 Review & Reflect: Two Giants and the he mere mention of John Calvin’s maintains, “Calvin is the man who, next to St. Giant Question: a name (born July 10, 1509 in Noyon, Paul, has done the most good to mankind.” review of Dr. France – died May 27, Charles Haddon Spurgeon, En- Armand Nicholi’s T book The Ques- 1564 in Geneva, Switzerland) glish preacher, asserts, “The T tion of God produces strong reactions both longer I live the clearer does it ap- by James Beavers pro and con. Erich Fromm, 20th “Taking into pear that John Calvin’s system is century German-born American the nearest to perfection.” 12 Special Feature psychoanalyst and social phi- account all his Basil Hall, Cambridge profes- Article: losopher, says that Calvin “be- sor, once wrote an essay, “The Conversational longed to the ranks of the failings, he Calvin Legend,” in which he ar- Apologetics greatest haters in history.” The gues that formerly those who by Michael must be Ramsden Oxford Dictionary of the Christian depreciated Calvin had at least Church maintains that Calvin reckoned as one read his works, whereas now 24 Upcoming Events was “cruel” and the “unopposed the word “Calvin” or “Calvin- dictator of Geneva.” On the other of the greatest ism” is used as a word with hand, Theodore Beza, Calvin’s negative connotations but with successor, says of Calvin, “I have and best of men little or no content.
    [Show full text]
  • Prestructuring Multilayer Perceptrons Based on Information-Theoretic
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1-1-2011 Prestructuring Multilayer Perceptrons based on Information-Theoretic Modeling of a Partido-Alto- based Grammar for Afro-Brazilian Music: Enhanced Generalization and Principles of Parsimony, including an Investigation of Statistical Paradigms Mehmet Vurkaç Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Let us know how access to this document benefits ou.y Recommended Citation Vurkaç, Mehmet, "Prestructuring Multilayer Perceptrons based on Information-Theoretic Modeling of a Partido-Alto-based Grammar for Afro-Brazilian Music: Enhanced Generalization and Principles of Parsimony, including an Investigation of Statistical Paradigms" (2011). Dissertations and Theses. Paper 384. https://doi.org/10.15760/etd.384 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Prestructuring Multilayer Perceptrons based on Information-Theoretic Modeling of a Partido-Alto -based Grammar for Afro-Brazilian Music: Enhanced Generalization and Principles of Parsimony, including an Investigation of Statistical Paradigms by Mehmet Vurkaç A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Electrical and Computer Engineering Dissertation Committee: George G. Lendaris, Chair Douglas V. Hall Dan Hammerstrom Marek Perkowski Brad Hansen Portland State University ©2011 ABSTRACT The present study shows that prestructuring based on domain knowledge leads to statistically significant generalization-performance improvement in artificial neural networks (NNs) of the multilayer perceptron (MLP) type, specifically in the case of a noisy real-world problem with numerous interacting variables.
    [Show full text]
  • 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.
    [Show full text]
  • Logical Fallacies: a Beginner’S Guide Which Logical Fallacy Would Be Your Favorite Pick from the List Below?
    Logical Fallacies: A Beginner’s Guide Which logical fallacy would be your favorite pick from the list below? Ad Hominem Attack: This is the best logical Appeal To Novelty: The Appeal to fallacy, and if you disagree with me, well, Novelty's a new fallacy, and it blows all your you’re an idiot. crappy old fallacies out the water! All the cool kids are using it: it's OBVIOUSLY the best. Appeal To Emotion: See, my mom, she had to work three jobs on account of my dad Appeal To Numbers: Millions think that this leaving and refusing to support us, and me fallacy is the best, so clearly it is. with my elephantitis and all, all our money went to doctor's bills so I never was able to Appeal to Pity: If you don't agree that get proper schooling. So really, if you look Appeal to Pity is the greatest fallacy, think deep down inside yourself, you'll see that my how it will hurt the feelings of me and the fallacy here is the best. others who like it! Appeal To False Authority: Your logical Appeal To Tradition: We've used Appeal to fallacies aren't logical fallacies at all because Tradition for centuries: how can it possibly be Einstein said so. Einstein also said that this wrong? one is better. Argumentum Ad Nauseam: Argumentum Appeal to Fear: If you don't accept Appeal ad nauseam is the best logical fallacy. to Fear as the greatest fallacy, then THE Argumentum ad nauseam is the best logical TERRORISTS WILL HAVE WON.
    [Show full text]
  • Confirmation Bias!
    Kritisk tenkning og utredningsmetodikk ved sakkyndige/vitenskapelige rapporter av Rune Fardal 01.01.2008 Sist oppdatert 06.04.2020 Side 2 av 356 INNHOLD: Innledning ...................................................................................................................................... 12 Fra Helsepersonelloven: ...................................................................................................................... 14 Forord .............................................................................................................................................. 15 Jussprofessor ........................................................................................................................................... 16 Hvorfor sakkyndige psykologer? ...................................................................................................... 16 Veiledende mal for oppbygging av den sakkyndige rapporten ................................... 17 Forside ....................................................................................................................................................... 18 Innholdsfortegnelse .............................................................................................................................. 18 1 Innledning ............................................................................................................................................. 19 1.1 Gjengivelse av mandatet med eventuelle tillegg .................................................................
    [Show full text]
  • Critical Thinking – Moore / Parker Brooke Noel Moore
    More than any other textbook, Moore and Parker’s Critical Thinking – Moore / Parker Moore Brooke Noel Moore Richard Parker Highlights of the Ninth Edition Ù Hundreds of updated, revised, and broadened examples and anecdotes Ù Nearly 1,500 exercises for students to practice critical thinking skills with answers to Critical Thinking Ù Additional emphasis on critical analysis of visuals Critical Thinking 9th edition Ù Expanded coverage of causal reasoning MD DALIM #967097 6/11/08 reasoning Ù Extended and revised treatment of inductive reasoning Visit the Online Learning Center at www.mhhe.com/mooreparker9 for a wealth CYAN MAG YELO BLK 9th edition ISBN-13: 978-0-07-338667-6 ISBN-10: 0-07-338667-7 Revised Pages Ninth Edition Critical Thinking Brooke Noel Moore Richard Parker California State University, Chico Chapter 12 with Nina Rosenstand and Anita Silvers moo86677_fm_i-xxii.indd i 6/23/08 3:45:09 PM Revised Pages Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 VNH/VNH 0 9 8 ISBN: 978-0-07-338667-6 MHID: 0-07-338667-7 Editor in Chief: Michael Ryan Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Director of Development: Lisa Pinto Developmental Editor: Susan Gouijnstook Production Editor: Chanda Feldman Manuscript Editor: April Wells-Hayes Art Director: Jeanne Schreiber Design Manager: Laurie Entringer Photo Research: Brian Pecko Production Supervisor: Louis Swaim Composition: 10/12 Trump Medieval by Laserwords Printing: 45# Pub Matte Plus, R.
    [Show full text]
  • The Role of Reasoning in Constructing a Persuasive Argument
    THE ROLE OF REASONING IN CONSTRUCTING A PERSUASIVE ARGUMENT 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 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. Disputed Facts; Disputed Law.. 9 2. The Hypothetical Syllogism... 10 a. The Conditional Syllogism.. 10 b. The Conjunctive Syllogism... 10 c. The Disjunctive Syllogism.. 10 3. The Dilemma.. 10 4.
    [Show full text]
  • BESTIARY of ADORABLE FALLACIES Published by Canon Press P.O
    THE AMAZING DR. RANSOM’S BESTIARY OF ADORABLE FALLACIES Published by Canon Press P.O. Box 8729, Moscow, Idaho 83843 800.488.2034 | www.canonpress.com Douglas Wilson and N.D. Wilson, The Amazing Dr. Ransom’s Bestiary of Adorable Fallacies: A Field Guide for Clear Thinkers Copyright © 2015 by Douglas Wilson and N.D. Wilson Illustrations copyright © 2015 by Forrest Dickison Cover design by James Engerbretson. Cover illustrations by Forrest Dickison. Interior design by James Engerbretson. Interior layout by Valerie Anne Bost. Printed in the United States of America. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopy, recording, or otherwise, without prior permission of the author, except as provided by USA copyright law. Library of Congress Cataloging-in-Publication Data is forthcoming. 15 16 17 18 19 20 21 22 10 9 8 7 6 5 4 3 2 1 Dedicated to Douglas Wilson and N.D. Wilson, without whose magnificent labors I could not have done a fraction of this work. ~The Amazing Dr. Ransom THE AMAZING DR. RANSOM’S BESTIARY OF ADORABLE FALLACIES A FIELD GUIDE FOR CLEAR THINKERS by DOUGLAS WILSON and N.D. WILSON proxies for THE AMAZING DR. RANSOM Illustrations by FORREST DICKISON contents Foreword: The Perils Of Informal Fallacies .....................................xi Dr. Ransom’s Autobiography ..........................................................xv KINGDOM I: FALLACIES OF DISTRACTION Fallacy #1: Ad Hominem .................................................................3
    [Show full text]
  • 42 Fallacies for Free
    42 FALLACIES Dr. Michael C. LaBossiere For Free Forty Two Fallacies (For Free) By Dr. Michael C. LaBossiere, [email protected] Legal Information This book is copyright 2002‐2010 by Dr. Michael C. LaBossiere. It may be freely distributed for personal or educational use provided that it is not modified and no fee above the normal cost of distribution is charged for it. Fallacies and Arguments In order to understand what a fallacy is, one must understand what an argument is. Very briefly an argument consists of one or more premises and one conclusion. A premise is a statement (a sentence that is either true or false) that is offered in support of the claim being made, which is the conclusion (which is also a sentence that is either true or false). There are two main types of arguments: deductive and inductive. A deductive argument is an argument such that the premises provide (or appear to provide) complete support for the conclusion. An inductive argument is an argument such that the premises provide (or appear to provide) some degree of support (but less than complete support) for the conclusion. If the premises actually provide the required degree of support for the conclusion, then the argument is a good one. A good deductive argument is known as a valid argument and is such that if all its premises are true, then its conclusion must be true. If all the argument is valid and actually has all true premises, then it is known as a sound argument. If it is invalid or has one or more false premises, it will be unsound.
    [Show full text]
  • Minimal Truth, Moral Conflict and Metaethical Relativism
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Senior Thesis Projects, 2003-2006 College Scholars 2006 Minimal Truth, Moral Conflict and Metaethical Relativism Paul Julian Follow this and additional works at: https://trace.tennessee.edu/utk_interstp3 Recommended Citation Julian, Paul, "Minimal Truth, Moral Conflict and Metaethical Relativism" (2006). Senior Thesis Projects, 2003-2006. https://trace.tennessee.edu/utk_interstp3/65 This Project is brought to you for free and open access by the College Scholars at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Senior Thesis Projects, 2003-2006 by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Minimal Truth, Moral Conflict and Metaethical Relativism Paul Julian College Scholars Senior Project Defense: 8 May 2006 Mentor: Dr. John Nolt Committee: Dr. John Davis Dr. John Nolt Dr. David Reidy Contents Introduction 3 I. Crispin Wright: Minimal Truth in Ethics 1. Introduction 8 2. A Typology of Moral Conflict 10 3. Minimal Truth & Evidential Constraint 17 4. Quandary & First-Order Conflict 26 5. Quandary & Second-Order Conflict 32 6. Problems & Potential Solutions 36 II. Mark Timmons: Assertoric Non-descriptivism 1. Introduction 43 2. Assertoric Non-descriptivism & Contextual Moral Semantics 45 3. The Spectre of Relativism & Moral Justification 49 4. The Relevance of Moral Phenomenology 54 III. Accommodating Moral Relativism 1. Introduction
    [Show full text]
  • Rhetoric Tool Chest by Steven Strang
    Rhetoric Tool Chest By Steven Strang “Rhetoric may be defined as the faculty of observing in any given case the available means of persuasion.”—Aristotle Key Terms 1. Rhetor = the speaker or writer or creator of an artifact, an artifact that is intended to persuade someone of something 2. Rhetorician = someone who studies or teaches the art of rhetoric [Crowley 436) 3. Rhetorical critic = someone who analyzes discourse/artifacts using rhetorical tools 4. Rhetorical Criticism/Rhetorical Analysis = the process of close reading artifacts, looking not only at the overt meaning, but also considering the assumptions (stated and unstated), the strategies and techniques used, the implied audience, the tensions between the stated and implied purpose, the “how it is said” + the “why it is said that way” as well as the “what it says,” etc. (SMS) 5. Artifact = anything created by a human in order to communicate with other humans. 6. Text can a synonym for artifact, but text often refers to a written or verbal artifact. 7. Unit of Analysis = is one significant rhetorical element or rhetorical strategy. Often in discussions (and in this course), “unit of analysis” is a blanket term that covers all the concepts in this handout. a. A unit that is incredibly significant for one text might be totally insignificant for another text. i. For instance, for a free verse poem, the unit “rhyme” would be useless since, by its very definition, a free verse poem does not rhyme. ii. For a text which displays little literary impulse or craft, using the unit “memorable phrasings” or “parallel structure” would not reveal much about the text.
    [Show full text]
  • Qualitative Research Practice in Adult Education
    DOCUMENT RESUME ED 477 245 CE 084 968 AUTHOR Willis, Peter, Ed.; Neville, Bernie, Ed. TITLE Qualitative Research Practice in Adult Education. ISBN ISBN-1-86355-056-9 PUB DATE 1996-00-00 NOTE 363p.; Produced by the University of South Australia, Centre for Research in Education, Equity and Work. Grant towards production provided by Texts in Humanities, School of Education, University of South Australia. Papers from a qualitative research colloquium (2nd, Carleton, Victoria, April 1995). PUB TYPE Books (010) Reports - Research (143) EDRS PRICE EDRS Price MF01/PC15 Plus Postage. DESCRIPTORS Action Research; Adult Education; *Adult Learning; Adult Literacy; *Data Interpretation; Developed Nations; Developing Nations; Educational Philosophy; Educational Research; Foreign Countries; Inplant Programs; Job Training; Literacy Education; Nurses; *Phenomenology; *Qualitative Research; *Research Methodology; Transformative Learning; Womens Education IDENTIFIERS Australia; Brazil; Steiner (Rudolf) ABSTRACT This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and communitysettings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman)introduces two kinds of knowledge and identifies threecommunities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have acommonality around social elements in adult learning, education, and research: "OnBecoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr.
    [Show full text]