<I>Ad Hominem</I>
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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. -
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. -
Common Reasoning Mistakes
Common Fallacies (mistakes of reasoning) The fallacy fallacy • There is danger even in the study of fallacies. This study involves identifying certain patterns of reasoning as fallacies. Each pattern has a name. E.g. an argument that attacks a person is ad hominem. But ad hominem arguments are not always fallacies! • Rejecting an argument as a (named) fallacy, based on its pattern alone, is a fallacy that we might call the fallacy fallacy. • In general, an ad hominem is only legitimate when attacking an argument from authority. • But not all such attacks on authority are legitimate. They can be made on irrelevant grounds. Irrelevant ad hominem E.g. Einstein’s physics was attacked on the basis of Einstein being Jewish. Thomas Powers, Heisenberg’s War, p. 41 Fallacy? • Alliance leader Stockwell Day argues that Canada should increase its military expenditure now, by at least 20%, in order to continue to meet our NATO obligations five years from now. But Day is a fundamentalist who thinks the universe is only 6,000 years old! Clearly his view can be dismissed. • Mr. Wilson, in his letter of January 16, argues that it would be counter-productive to yield to the demands of the hostage takers. He does not, I take it, have a son or daughter among the hostages. As such a parent, I am repelled by his callous attitude. My daughter could well be the next innocent victim of these terrorists, but Wilson apparently doesn’t give a damn about this. 1. Comment on the following ad hominem (to the person) arguments, explaining why they are, or are not, reasonable. -
Explicit Examples of Logical Fallacies in Love Is a Fallacy by Max Shulman Foundations – Part of the Easy Peasy All-In-One Homeschool
Explicit examples of logical fallacies in Love is a Fallacy by Max Shulman Foundations – Part of the Easy Peasy All-in-One Homeschool A dicto simpliciter ("an argument based on an unqualified generalization") - the example given in the story is: Exercise is good. Therefore everybody should exercise. Hasty generalization (or "fallacy of insufficient sample") - example given in the story is “You can speak French, I can't speak French, Petey Burch can't speak French. I must therefore conclude that nobody at the University of Minnesota can speak French.” If most of the people the author (Dobie Gillis) knows cannot speak French he concludes that no one at the college can speak French. OR "My dear," I said, favoring her with a smile, "we have now spent five evenings together. We have gotten along, splendidly. It is clear that we are well matched." Post hoc ergo propter hoc ("after it, therefore because of it", or "confusing coincidental relationships with cause") - from the story: “Let's not take Bill on our picnic. Every time we take him out with us, it rains.” Contradictory Premises ("self-contradiction") - from the story: I do not see the contradictory premise in this story. The main contradiction would be that the author (Dobie Gillis) begins the story believing that love is logical and can be won through logic. However, the end of the story proves that love is not logical and Dobie’s original belief was a fallacy. Ad Misericordiam ("appeal to pity") - example given in the story: "A man applies for a job. When the boss asks him what his qualifications are, he replies the he has wife and six children at home, the wife is a helpless cripple, the children have nothing to eat, no clothes to wear, no shoes on their feet, there are no beds in the house, no coal in the cellar, and winter is coming." OR “Polly, I love you. -
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 -
Alabama State University Department of Languages and Literatures
ALABAMA STATE UNIVERSITY DEPARTMENT OF LANGUAGES AND LITERATURES COURSE SYLLABUS PHILOSOPHY 201 LOGICAL REASONING (PHL 201) (Revised 10/20/04 – Dr. Daniel Keller.) I. Faculty Listing: PHL 201: Logical Reasoning (3 credit hours) II. Description: To satisfactorily complete the course, a student must earn a grade of “C.” The course is designed to help students assess information and arguments and to improve their ability to reason in a clear and logical way. The course concentrates specifically on helping students learn some of the various uses of languages, understand how different kinds of inferences are drawn, and learn to recognize fallacies of ambiguity, presumption, and relevance. III. Purpose: Many students do not reason soundly and do not distinguish correct from incorrect reasoning. Hence, the aim of this course is to give students experience in learning to recognize and evaluate arguments; it also aims at teaching them to construct arguments that are reasonable and defensible. It is designed as a basic course to improve the reasoning skills of students. After completing this course successfully, students should show improvements in reading comprehension, writing, and test- taking skills. IV. Course Objectives: 1. Comprehend concepts 1-9 on the attached list. a) Define each concept b) Identify the meaning of each concept as it applies to logic. 2. Comprehend how these concepts function in logical reasoning. a) Given examples from the text of each concept, correctly identify the concept. b) Given new examples of each concept, correctly identify the concept. 3. Comprehend concepts 10-16 on the attached list. a) Define the concepts b) Identify the meaning of the concept as it applies to logic. -
INCLAN-DISSERTATION-2021.Pdf
A METHOD FOR SYSTEM OF SYSTEMS DEFINITION AND MODELING USING PATTERNS OF COLLECTIVE BEHAVIOR A Dissertation Presented to The Academic Faculty by Eric Inclan In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the School of Aerospace Engineering Georgia Institute of Technology May 2021 COPYRIGHT © 2021 BY ERIC INCLAN A METHOD FOR SYSTEM OF SYSTEMS DEFINITION AND MODELING USING PATTERNS OF COLLECTIVE BEHAVIOR Approved by: Dr. Dimitri Mavris, Advisor Dr. Jean Charles Domerçant School of Aerospace Engineering Georgia Tech Research Institute Georgia Institute of Technology Dr. Michael J. Steffens Dr. Santiago Balestrini-Robinson School of Aerospace Engineering Georgia Tech Research Institute Georgia Institute of Technology Dr. Daniel P. Schrage School of Aerospace Engineering Georgia Institute of Technology Date Approved: April 29, 2021 DEDICATION To my family iii ACKNOWLEDGEMENTS First and foremost, I would like to thank Dr. Mavris for his sense of humor, patience, leadership, and support. Your feedback has always been as accurate and valuable as it has been incisive. I will undoubtedly be a better scientist and engineer for it, and I am grateful for all the guidance you have given me. I want to thank all of the Georgia Tech faculty and staff that I had the privilege to learn from and work for, for embodying a level of professionalism, talent, depth of understanding, empathy, and diligence that is very hard to find, let alone in one place. I would like to thank my lab-mates, and in particular John Mines, Stephanie Zhu, Arturo Santa, and Katie Handschuh Fuerst, for listening when I needed someone to talk to. -
Should Climate Scientists Fly? a Case Study of Arguments at the System Level Jean Goodwin
Document generated on 09/26/2021 2:33 a.m. Informal Logic Should Climate Scientists Fly? A Case Study of Arguments at the System Level Jean Goodwin Volume 40, Number 2, 2020 Article abstract I inquire into argument at the system level, exploring the controversy over URI: https://id.erudit.org/iderudit/1070883ar whether climate scientists should fly. I document participants’ knowledge of a DOI: https://doi.org/10.22329/il.v40i2.6327 skeptical argument that because scientists fly, they cannot testify credibly about the climate emergency. I show how this argument has been managed by See table of contents pro-climate action arguers, and how some climate scientists have developed parallel reasoning, articulating a sophisticated case why they will be more effective in the controversy if they fly less. Finally, I review some strategies Publisher(s) arguers deploy to use the arguments of others against them. I argue that only by attending to argument-making at the system level can we understand how Informal Logic arguers come to know the resources for argument available in a controversy and to think strategically about how to use them. I call for more work on ISSN argument at the system level. 0824-2577 (print) 2293-734X (digital) Explore this journal Cite this article Goodwin, J. (2020). Should Climate Scientists Fly? A Case Study of Arguments at the System Level. Informal Logic, 40(2), 157–203. https://doi.org/10.22329/il.v40i2.6327 Copyright (c), 2020 Jean Goodwin This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. -
TOOLKIT Exchanges of Practices
“Exchange of learning and teaching strategies: media literacy in adult education” Erasmus+ Strategic Partnerships for adult education (2016-2018) Project number: 2016-1-FR01-KA204-024220 TOOLKIT Exchanges of Practices This project has been funded with support from the European Commission. This publication reflects the views only of the author and the Commission cannot be held responsible for any use, which may be made of the information contained therein. Content Introduction……………………………………………………………………………………….3 “Media bias, fallacies and social representations definitions” workshop…………….4 Social representation……………………………………………………………………………7 “Recognizing Fallacies” workshop…………………………………………………………..9 “Recognizing Appeals to Emotion” workshop……………………………………………21 ”Text analysis” workshop………………………………………………………………….....25 Text for analysis………………………………………………………………………………...30 Critical Thinking workshop "The Logical Fallacies of Nationalism"………………….33 Workshop on writing: “Traditional and inverted pyramids”……………………………36 Deconstructing image………………………………………………………………………....40 Project poster…………………………………………………………………………………...44 Introduction "Exchange of learning and teaching strategies: media literacy in adult education" is an Erasmus+ Strategic Partnerships project for six partners from France, Estonia, Italy, Malta, Spain and Sweden. The coordinator of this project is MITRA FRANCE non-governmental organization from France. The project is funded by the Erasmus+ Programme of the European Commission. It seeks to develop initiatives addressing spheres of adult education, gathering and exchanges of experience and best practices in media literacy. This initiative contributes to strengthening media literacy as a mean of countering online and ordinary radicalisation and stigmatisation. As one of the results of this partnership the consortium has compiled a Toolkit with several good practices exchanged and tested during this project. This Toolkit is designed for adult educators, trainers and support staff who are interested in using media literacy in their daily work. -
Christ-Centered Critical Thinking Lesson 7: Logical Fallacies
Christ-Centered Critical Thinking Lesson 7: Logical Fallacies 1 Learning Outcomes In this lesson we will: 1.Define logical fallacy using the SEE-I. 2.Understand and apply the concept of relevance. 3.Define, understand, and recognize fallacies of relevance. 4.Define, understand, and recognize fallacies of insufficient evidence. 2 What is a logical fallacy? Complete the SEE-I. S = A logical fallacy is a mistake in reasoning. E = E = I = 3 http://1.bp.blogspot.com/-o9VE5tseuFk/T5FSHiJnu7I/AAAAAAAABIY/Ws7iCn-wJNU/s1600/Logical+Fallacy.JPG The Concept of Relevance The concept of relevance: a statement for or against another statement. A statement is relevant to a claim (i.e. another statement or premise) if it provides some reason or evidence for thinking the claim is either true of false. Three ways a statement can be relevant: 1. A statement is positively relevant to a claim if it counts in favor of the claim. 2. A statement is negatively relevant to a claim if it counts against the claim. 3. A statement is logically irrelevant to a claim if it counts neither for or against the claim. Two observations concerning the concept of relevance. 1. Whether a statement is relevant to a claim usually depends on the context in which the statement is made. 2. A statement can be relevant to a claim even if the claim is false. 5 Fallacies of Relevance • Personal attack or ad hominem • Scare tactic • Appeal to pity • Bandwagon argument • Strawman • Red herring • Equivocation http://www.professordarnell.com/wp-content/uploads/2012/05/fallacies.jpg • Begging the question 6 When a person rejects another person’s argument or claim by attacking the person rather than the argument of claim he or she commits an ad hominem fallacy or personal attack. -
Ad Hominem Fallacy Examples Donald Trump
Ad Hominem Fallacy Examples Donald Trump Presentationism and conic Ulick economized her demolishment ohmmeter quadrupled and headreach Saunderszoologically. stipulate When hisMarve verligte platted fidges his folkmootyeomanly, sparging but Himyarite not sudden Rad neverenough, begs is Emmeryso betweentimes. divisionism? But abortion is made these ideas survive and firm Equivocation is a type of ambiguity in which a single word or phrase has two or more distinct meanings, transfer blame to others, as they often show how much the product is being enjoyed by large groups of people. Trump has also awarded Presidential Medals of Freedom to former Sen. Or a young, comments like these are reminding some people of an old Soviet tactic known as whataboutism. Some topics are on motherhood and some are not. The green cheese causes compulsive buying is when it is. While such characterizations as the one above reflect part of the reason why informal fallacies prove powerful and intellectually seductive it suffers from two weaknesses. Kennedy before he is this is an ad hominem fallacy examples donald trump uses cookies that donald trump is true than a few examples. Guilt By Association Fallacy, and music and dance and so many other avenues to help them express what has happened to them in their lives during this horrific year. And now, one of the most common is the Ad Hominem fallacy, other times the wholepat assumption proves false resulting in a fallacy of composition. If we are to make informed judgments about the candidates, which focused on. Knowing and studying fallacies is important because this will help people avoid committing them. -
Breaking Down the Invisible Wall of Informal Fallacies in Online
Breaking Down the Invisible Wall of Informal Fallacies in Online Discussions Saumya Yashmohini Sahai Oana Balalau The Ohio State University, USA Inria, Institut Polytechnique de Paris, France [email protected] [email protected] Roxana Horincar Thales Research & Technology, France [email protected] Abstract more appropriate. Fallacies are prevalent in public discourse. For example, The New York Times la- People debate on a variety of topics on online beled the tweets of Donald Trump between 2015 platforms such as Reddit, or Facebook. De- bates can be lengthy, with users exchanging and 2020 and found thousands of insults addressed a wealth of information and opinions. How- to his adversaries. If made in an argument, an in- ever, conversations do not always go smoothly, sult is an ad hominem fallacy: an attack on the and users sometimes engage in unsound argu- opponent rather than on their argument. In pri- mentation techniques to prove a claim. These vate conversations, other types of fallacies might techniques are called fallacies. Fallacies are be more prevalent, for example, appeal to tradition persuasive arguments that provide insufficient or appeal to nature. Appeal to tradition dismisses or incorrect evidence to support the claim. In calls to improve gender equality by stating that this paper, we study the most frequent falla- cies on Reddit, and we present them using “women have always occupied this place in soci- the pragma-dialectical theory of argumenta- ety”. Appeal to nature is often used to ignore calls tion. We construct a new annotated dataset of to be inclusive of the LGBTQ+ community by stat- fallacies, using user comments containing fal- ing “gender is binary”.