Thinking Logically: Learning to Recognize Logical Fallacies Created by Samantha Hedges and Joe Metzka
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Anecdotal Evidence 2013
Repositorium für die Medienwissenschaft Sean Cubitt Anecdotal evidence 2013 https://doi.org/10.25969/mediarep/15070 Veröffentlichungsversion / published version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Cubitt, Sean: Anecdotal evidence. In: NECSUS. European Journal of Media Studies, Jg. 2 (2013), Nr. 1, S. 5– 18. DOI: https://doi.org/10.25969/mediarep/15070. Erstmalig hier erschienen / Initial publication here: https://doi.org/10.5117/NECSUS2013.1.CUBI Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Creative Commons - This document is made available under a creative commons - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 Attribution - Non Commercial - No Derivatives 4.0 License. For Lizenz zur Verfügung gestellt. Nähere Auskünfte zu dieser Lizenz more information see: finden Sie hier: https://creativecommons.org/licenses/by-nc-nd/4.0 https://creativecommons.org/licenses/by-nc-nd/4.0 EUROPEAN JOURNAL OF MEDIA STUDIES www.necsus-ejms.org NECSUS Published by: Amsterdam University Press Anecdotal evidence Sean Cubitt NECSUS 2 (1):5–18 DOI: 10.5117/NECSUS2013.1.CUBI Keywords: anecdotal evidence, anecdote, communications, media, method, Robert Bresson La réalité est autre chose. – (Au hasard Balthazar) When asked to write about recent research I am faced with the problem of reconciling work on visual technologies, environmental issues, de-colonial and indigenous movements, political economy, global media governance, and media arts. Currents of thought link these fields, a general intellec- tual and perhaps ethical mood, and all are guided by an interest in the materiality of media; they also share a common methodological principle. This principle is largely disparaged among funding agencies as ‘anecdotal evidence’. -
On the Generality and Cognitive Basis of Base-Rate Neglect
bioRxiv preprint doi: https://doi.org/10.1101/2021.03.11.434913; this version posted March 12, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC-ND 4.0 International license. 1 2 On the generality and cognitive basis of base-rate neglect 3 4 5 Elina Stengårda*, Peter Juslina, Ulrike Hahnb, Ronald van den Berga,c 6 7 aDepartment of Psychology, Uppsala University, Uppsala, Sweden 8 bDepartment of Psychological Sciences, Birkbeck University of London, London, UK 9 cDepartment of Psychology, Stockholm University, Stockholm, Sweden 10 11 12 13 *Corresponding author 14 E-mail: [email protected] 15 16 1 bioRxiv preprint doi: https://doi.org/10.1101/2021.03.11.434913; this version posted March 12, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC-ND 4.0 International license. 17 ABSTRACT - Base rate neglect refers to people’s apparent tendency to underweight or even 18 ignore base rate information when estimating posterior probabilities for events, such as the 19 probability that a person with a positive cancer-test outcome actually does have cancer. While 20 many studies have replicated the effect, there has been little variation in the structure of the 21 reasoning problems used in those studies. -
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. -
An Infection Control Educational Program an Infection Control Educational Program
AN INFECTION CONTROL EDUCATIONAL PROGRAM AN INFECTION CONTROL EDUCATIONAL PROGRAM By NORICA STEIN RN, BScN A Project Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Science (Teaching) McMaster University (c) Copyright by Norica Stein, March 1997 MASTER OF SCIENCE (TEACHING) (1997) McMASTER UNIVERSITY Hamilton, Ontario TITLE: AN INFECTION CONTROL EDUCATIONAL PROGRAM AUTHOR: Norica Stein RN, B.Sc.N. (McMaster University) SUPERVISORS: Dr. Alice Schutz Professor Muriel Westmorland NUMBER OF PAGES: vi, 174 ii ABSTRACT This project describes the development of a curriculum for an infection control liaison program to be implemented in a large, regional health care institution. A curriculum module was designed to both support and challenge practising nurses to utilize critical thinking skills to guide their decision making regarding infection control practices. The author describes the process of curriculum development and presents a final curriculum product. The implementation is presented to demonstrate that the teaching of factual knowledge and skills can be integrated with higher level skills such as critical thinking, problem solving and decision making. Throughout this project, emphasis is placed on educational theory and on the practising health professional as the learner. iii ACKNOWLEDGEMENTS With sincere gratitude, I wish to acknowledge the help of my supervisors throughout the completion of my project: Dr. Alice Schutz for encouraging and inspiring me to consider what critical thinking means to me, and Professor Muriel Westmorland who reviewed my project very thoroughly and critically and provided many helpful comments and suggestions. I am also grateful to my parents for their encouragement of my pursuit of higher education. -
Microsoft Outlook
City Council Meeting, August 24, 2021 Public Comments August 23, 2021 Mayor Suzanne Hadley Members of City Council City Manager Bruce Moe Dear Mayor Hadley, City Council, and City Manager Moe, The DBPA Board of Directors expresses their gratitude to Director Tai and City Staff for recommending to Council outdoor dining be continued through January 3, 2022. This provides our restaurants the certainty they will be able to operate through the Delta variant even if we should experience future indoor dining restrictions. To minimize the parking constraints created by outdoor dining, our DBPA Board of Directors recommends if no indoor dining restrictions or distancing guidelines are in place as of November 1, 2021, all restaurants reduce their outdoor dining decks to a footprint no larger than the front of their own businesses. There will likely be practical considerations causing some decks to not be located directly in front of their business, such as handicapped ramps, but as much as possible, we encourage City Staff to begin the logistical exercise of reducing the overall size and impact of the dining decks. In addition, we ask that any dining decks not in use by September 1, 2021, be removed to open all available parking. This is an important step forward to acknowledge and amend the sacrifices our retailers and service businesses have made over the last 18 months. Decreasing deck sizes will begin addressing our organization’s concerns about blocking the visual sight line to a business from the street or sidewalk, and also provide some of the much needed parking to return in time for our busy holiday season. -
Fallacy Identification in a Dialectical Approach to Teaching Critical Thinking Mark Battersby Capilano University
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship at UWindsor University of Windsor Scholarship at UWindsor OSSA Conference Archive OSSA 9 May 18th, 9:00 AM - May 21st, 5:00 PM Fallacy identification in a dialectical approach to teaching critical thinking Mark Battersby Capilano University Sharon Bailin Jan Albert van Laar Follow this and additional works at: http://scholar.uwindsor.ca/ossaarchive Part of the Philosophy Commons Battersby, Mark; Bailin, Sharon; and van Laar, Jan Albert, "Fallacy identification in a dialectical approach to teaching critical thinking" (2011). OSSA Conference Archive. 43. http://scholar.uwindsor.ca/ossaarchive/OSSA9/papersandcommentaries/43 This Paper is brought to you for free and open access by the Faculty of Arts, Humanities and Social Sciences at Scholarship at UWindsor. It has been accepted for inclusion in OSSA Conference Archive by an authorized conference organizer of Scholarship at UWindsor. For more information, please contact [email protected]. Fallacy identification in a dialectical approach to teaching critical thinking MARK BATTERSBY Department of Philosophy Capilano University North Vancouver, BC Canada V7J 3H5 [email protected] SHARON BAILIN Education, Simon Fraser University Burnaby, BC Canada [email protected] ABSTRACT: The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fal- lacies as argument patterns whose persuasive power is disproportionate to their probative value. -
THE RISE of LIFESTYLE ACTIVISM from New Left to Occupy
THE RISE OF LIFESTYLE ACTIVISM From New Left to Occupy NIKOS SOTIRAKOPOULOS The Rise of Lifestyle Activism Nikos Sotirakopoulos The Rise of Lifestyle Activism From New Left to Occupy Nikos Sotirakopoulos Loughborough University United Kingdom ISBN 978-1-137-55102-3 ISBN 978-1-137-55103-0 (eBook) DOI 10.1057/978-1-137-55103-0 Library of Congress Control Number: 2016947743 © Th e Editor(s) (if applicable) and Th e Author(s) 2016 Th e author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work in accordance with the Copyright, Designs and Patents Act 1988. Th is work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and trans- mission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Th e use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. Th e publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. -
Fallacies in Reasoning
FALLACIES IN REASONING FALLACIES IN REASONING OR WHAT SHOULD I AVOID? The strength of your arguments is determined by the use of reliable evidence, sound reasoning and adaptation to the audience. In the process of argumentation, mistakes sometimes occur. Some are deliberate in order to deceive the audience. That brings us to fallacies. I. Definition: errors in reasoning, appeal, or language use that renders a conclusion invalid. II. Fallacies In Reasoning: A. Hasty Generalization-jumping to conclusions based on too few instances or on atypical instances of particular phenomena. This happens by trying to squeeze too much from an argument than is actually warranted. B. Transfer- extend reasoning beyond what is logically possible. There are three different types of transfer: 1.) Fallacy of composition- occur when a claim asserts that what is true of a part is true of the whole. 2.) Fallacy of division- error from arguing that what is true of the whole will be true of the parts. 3.) Fallacy of refutation- also known as the Straw Man. It occurs when an arguer attempts to direct attention to the successful refutation of an argument that was never raised or to restate a strong argument in a way that makes it appear weaker. Called a Straw Man because it focuses on an issue that is easy to overturn. A form of deception. C. Irrelevant Arguments- (Non Sequiturs) an argument that is irrelevant to the issue or in which the claim does not follow from the proof offered. It does not follow. D. Circular Reasoning- (Begging the Question) supports claims with reasons identical to the claims themselves. -
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. -
Diversion Tactics
Diversion Tactics U N D E R S T A N D I N G M A L A D A P T I V E B E H A V I O R S I N R E L A T I O N S H I P S Toxic people often engage in maladaptive behaviors in relationships that ultimately exploit, demean and hurt their intimate partners, family members and friends. They use a plethora of diversionary tactics that distort the reality of their victims and deflect responsibility. Abusive people may employ these tactics to an excessive extent in an effort to escape accountability for their actions. Here are 20 diversionary tactics toxic people use to silence and degrade you. 1 Diversion Tactics G A S L I G H T I N G Gaslighting is a manipulative tactic that can be described in different variations three words: “That didn’t happen,” “You imagined it,” and “Are you crazy?” Gaslighting is perhaps one of the most insidious manipulative tactics out there because it works to distort and erode your sense of reality; it eats away at your ability to trust yourself and inevitably disables you from feeling justified in calling out abuse and mistreatment. When someone gaslights you, you may be prone to gaslighting yourself as a way to reconcile the cognitive dissonance that might arise. Two conflicting beliefs battle it out: is this person right or can I trust what I experienced? A manipulative person will convince you that the former is an inevitable truth while the latter is a sign of dysfunction on your end. -
The Sound of Silence By Maury Brown
The Sound of Silence by Maury Brown Number of players: Minimum: 2, Maximum: 12 2 players: storyteller and silencer are opposite each other. 3 players: storyteller is the point of a triangle and silencers are at 10 and 2 o’clock facing each other. 4-6 players (optimal): storyteller at center, silencers circle around them; storyteller turns to face each as they speak. 7+ players: two storytellers, in groups of 2-6 configured as above. Background: This is a game about communication and trying to be heard. Players will play the roles of people trying to tell their stories, and of people responding in various ways that oppress or silence the storyteller, sometimes in well-meaning ways. It’s an exploration of privilege, agonistic rhetoric, and the Enlightenment separation of emotion from reason. It codifies emotional abuse into a set of mechanics that are used strategically against the storyteller. Many of you will play the roles of authority figures and abusers who use manipulative and domineering tactics to control conversations and silence dissent. They do so for the purpose of maintaining the status quo, a position they vigorously defend as best for society (if not themselves). The result is to keep those who are oppressed or marginalized in their place. This may feel very uncomfortable and difficult. We will debrief following the game to discuss how it felt to be both silenced and the silencer. Setup: the game is played in rounds, where the role of the storyteller(s) switches until each player has been both a storyteller and a silencer. -
Stephen's Guide to the Logical Fallacies by Stephen Downes Is Licensed Under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 Canada License
Stephen’s Guide to the Logical Fallacies Stephen Downes This site is licensed under Creative Commons By-NC-SA Stephen's Guide to the Logical Fallacies by Stephen Downes is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 Canada License. Based on a work at www.fallacies.ca. Permissions beyond the scope of this license may be available at http://www.fallacies.ca/copyrite.htm. This license also applies to full-text downloads from the site. Introduction ............................................................................................................................................ 3 How To Use This Guide ............................................................................................................................ 4 Fallacies of Distraction ........................................................................................................................... 44 Logical Operators............................................................................................................................... 45 Proposition ........................................................................................................................................ 46 Truth ................................................................................................................................................. 47 Conjunction ....................................................................................................................................... 48 Truth Table .......................................................................................................................................