Vagueness, Measurement, and Blurriness
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Vagueness Susanne Bobzien and Rosanna Keefe
Vagueness Susanne Bobzien and Rosanna Keefe I—SUSANNE BOBZIEN COLUMNAR HIGHER-ORDER VAGUENESS, OR VAGUENESS IS HIGHER-ORDER VAGUENESS Most descriptions of higher-order vagueness in terms of traditional modal logic generate so-called higher-order vagueness paradoxes. The one that doesn’t (Williamson’s) is problematic otherwise. Consequently, the present trend is toward more complex, non-standard theories. However, there is no need for this. In this paper I introduce a theory of higher-order vagueness that is paradox-free and can be expressed in the first-order extension of a normal modal system that is complete with respect to single-domain Kripke-frame semantics. This is the system qs4m+bf+fin. It corresponds to the class of transitive, reflexive and final frames. With borderlineness (unclarity, indeterminacy) defined logically as usual, it then follows that something is borderline precisely when it is higher-order borderline, and that a predicate is vague precisely when it is higher-order vague. Like Williamson’s, the theory proposed here has no clear borderline cas- es in Sorites sequences. I argue that objections that there must be clear bor- derline cases ensue from the confusion of two notions of borderlineness— one associated with genuine higher-order vagueness, the other employed to sort objects into categories—and that the higher-order vagueness para- doxes result from superimposing the second notion onto the first. Lastly, I address some further potential objections. This paper proposes that vagueness is higher-order vagueness. At first blush this may seem a very peculiar suggestion. It is my hope that the following pages will dispel the peculiarity and that the advantages of the proposed theory will speak for themselves. -
Fallacies Mini Project
Ms. Kizlyk – AP Language Fallacies Mini Project Directions: In order to familiarize ourselves a bit more with the logical fallacies that we studied in chapter 17 of your Everything’s an Argument book, you are going to divide yourselves into groups of two to teach the class about a type of fallacy using a short Google slides presentation. If there is an odd number of students, I will allow a group of three – you will have to do an additional historical or modern day example of the fallacy. You are responsible for the following items within your Google slides presentation: Title slide with name of fallacy Define the type of fallacy Modern example (one group member will be responsible for this) o Show an example of a current-day advertisement, news clip, public service announcements, political campaigns, etc. that uses this fallacy o Explain the example and how it is using/showing the fallacy Historical example (one group member will be responsible for this) o Show an example of this fallacy from the past – can be an advertisement, etc. (Hint – a lot of these have been used in propaganda for WWII or other historical events). o Explain the example and how it is using/showing the fallacy You will have 45 minutes to work on your project on 3/21 (1st & 3rd hours) or 3/22 (6th hour). The project is due on 4/13 (1st & 3rd hours) & 4/16 (6th hour). o These dates might be altered due to testing. Your group needs to share your Google slides project to me prior to your class on the due date. -
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. -
Proving Propositional Tautologies in a Natural Dialogue
Fundamenta Informaticae xxx (2013) 1–16 1 DOI 10.3233/FI-2013-xx IOS Press Proving Propositional Tautologies in a Natural Dialogue Olena Yaskorska Institute of Philosophy and Sociology, Polish Academy of Sciences, Warsaw, Poland Katarzyna Budzynska Institute of Philosophy and Sociology, Polish Academy of Sciences, Warsaw, Poland Magdalena Kacprzak Department of Computer Science, Bialystok University of Technology, Bialystok, Poland Abstract. The paper proposes a dialogue system LND which brings together and unifies two tradi- tions in studying dialogue as a game: the dialogical logic introduced by Lorenzen; and persuasion dialogue games as specified by Prakken. The first approach allows the representation of formal di- alogues in which the validity of argument is the topic discussed. The second tradition has focused on natural dialogues examining, e.g., informal fallacies typical in real-life communication. Our goal is to unite these two approaches in order to allow communicating agents to benefit from the advan- tages of both, i.e., to equip them with the ability not only to persuade each other about facts, but also to prove that a formula used in an argument is a classical propositional tautology. To this end, we propose a new description of the dialogical logic which meets the requirements of Prakken’s generic specification for natural dialogues, and we introduce rules allowing to embed a formal dialogue in a natural one. We also show the correspondence result between the original and the new version of the dialogical logic, i.e., we show that a winning strategy for a proponent in the original version of the dialogical logic means a winning strategy for a proponent in the new version, and conversely. -
From Logic to Rhetoric: a Contextualized Pedagogy for Fallacies
Current Issue From the Editors Weblog Editorial Board Editorial Policy Submissions Archives Accessibility Search Composition Forum 32, Fall 2015 From Logic to Rhetoric: A Contextualized Pedagogy for Fallacies Anne-Marie Womack Abstract: This article reenvisions fallacies for composition classrooms by situating them within rhetorical practices. Fallacies are not formal errors in logic but rather persuasive failures in rhetoric. I argue fallacies are directly linked to successful rhetorical strategies and pose the visual organizer of the Venn diagram to demonstrate that claims can achieve both success and failure based on audience and context. For example, strong analogy overlaps false analogy and useful appeal to pathos overlaps manipulative emotional appeal. To advance this argument, I examine recent changes in fallacies theory, critique a-rhetorical textbook approaches, contextualize fallacies within the history and theory of rhetoric, and describe a methodology for rhetorically reclaiming these terms. Today, fallacy instruction in the teaching of written argument largely follows two paths: teachers elevate fallacies as almost mathematical formulas for errors or exclude them because they don’t fit into rhetorical curriculum. Both responses place fallacies outside the realm of rhetorical inquiry. Fallacies, though, are not as clear-cut as the current practice of spotting them might suggest. Instead, they rely on the rhetorical situation. Just as it is an argument to create a fallacy, it is an argument to name a fallacy. This article describes an approach in which students must justify naming claims as successful strategies and/or fallacies, a process that demands writing about contexts and audiences rather than simply linking terms to obviously weak statements. -
The “Ambiguity” Fallacy
\\jciprod01\productn\G\GWN\88-5\GWN502.txt unknown Seq: 1 2-SEP-20 11:10 The “Ambiguity” Fallacy Ryan D. Doerfler* ABSTRACT This Essay considers a popular, deceptively simple argument against the lawfulness of Chevron. As it explains, the argument appears to trade on an ambiguity in the term “ambiguity”—and does so in a way that reveals a mis- match between Chevron criticism and the larger jurisprudence of Chevron critics. TABLE OF CONTENTS INTRODUCTION ................................................. 1110 R I. THE ARGUMENT ........................................ 1111 R II. THE AMBIGUITY OF “AMBIGUITY” ..................... 1112 R III. “AMBIGUITY” IN CHEVRON ............................. 1114 R IV. RESOLVING “AMBIGUITY” .............................. 1114 R V. JUDGES AS UMPIRES .................................... 1117 R CONCLUSION ................................................... 1120 R INTRODUCTION Along with other, more complicated arguments, Chevron1 critics offer a simple inference. It starts with the premise, drawn from Mar- bury,2 that courts must interpret statutes independently. To this, critics add, channeling James Madison, that interpreting statutes inevitably requires courts to resolve statutory ambiguity. And from these two seemingly uncontroversial premises, Chevron critics then infer that deferring to an agency’s resolution of some statutory ambiguity would involve an abdication of the judicial role—after all, resolving statutory ambiguity independently is what judges are supposed to do, and defer- ence (as contrasted with respect3) is the opposite of independence. As this Essay explains, this simple inference appears fallacious upon inspection. The reason is that a key term in the inference, “ambi- guity,” is critically ambiguous, and critics seem to slide between one sense of “ambiguity” in the second premise of the argument and an- * Professor of Law, Herbert and Marjorie Fried Research Scholar, The University of Chi- cago Law School. -
Begging the Question/Circular Reasoning Caitlyn Nunn, Chloe Christensen, Reece Taylor, and Jade Ballard Definition
Begging the Question/Circular Reasoning Caitlyn Nunn, Chloe Christensen, Reece Taylor, and Jade Ballard Definition ● A (normally) comical fallacy in which a proposition is backed by a premise or premises that are backed by the same proposition. Thus creating a cycle where no new or useful information is shared. Universal Example ● “Pvt. Joe Bowers: What are these electrolytes? Do you even know? Secretary of State: They're... what they use to make Brawndo! Pvt. Joe Bowers: But why do they use them to make Brawndo? Secretary of Defense: [raises hand after a pause] Because Brawndo's got electrolytes” (Example from logically fallicious.com from the movie Idiocracy). Circular Reasoning in The Crucible Quote: One committing the fallacy: Elizabeth Hale: But, woman, you do believe there are witches in- Explanation: Elizabeth believes that Elizabeth: If you think that I am one, there are no witches in Salem because then I say there are none. she knows that she is not a witch. She doesn’t think that she’s a witch (p. 200, act 2, lines 65-68) because she doesn’t believe that there are witches in Salem. And so on. More examples from The Crucible Quote: One committing the fallacy: Martha Martha Corey: I am innocent to a witch. I know not what a witch is. Explanation: This conversation Hawthorne: How do you know, then, between Martha and Hathorne is an that you are not a witch? example of begging the question. In Martha Corey: If I were, I would know it. Martha’s answer to Judge Hathorne, she uses false logic. -
Some Common Fallacies of Argument Evading the Issue: You Avoid the Central Point of an Argument, Instead Drawing Attention to a Minor (Or Side) Issue
Some Common Fallacies of Argument Evading the Issue: You avoid the central point of an argument, instead drawing attention to a minor (or side) issue. ex. You've put through a proposal that will cut overall loan benefits for students and drastically raise interest rates, but then you focus on how the system will be set up to process loan applications for students more quickly. Ad hominem: Here you attack a person's character, physical appearance, or personal habits instead of addressing the central issues of an argument. You focus on the person's personality, rather than on his/her ideas, evidence, or arguments. This type of attack sometimes comes in the form of character assassination (especially in politics). You must be sure that character is, in fact, a relevant issue. ex. How can we elect John Smith as the new CEO of our department store when he has been through 4 messy divorces due to his infidelity? Ad populum: This type of argument uses illegitimate emotional appeal, drawing on people's emotions, prejudices, and stereotypes. The emotion evoked here is not supported by sufficient, reliable, and trustworthy sources. Ex. We shouldn't develop our shopping mall here in East Vancouver because there is a rather large immigrant population in the area. There will be too much loitering, shoplifting, crime, and drug use. Complex or Loaded Question: Offers only two options to answer a question that may require a more complex answer. Such questions are worded so that any answer will implicate an opponent. Ex. At what point did you stop cheating on your wife? Setting up a Straw Person: Here you address the weakest point of an opponent's argument, instead of focusing on a main issue. -
Philosophy 1
Philosophy 1 PHILOSOPHY VISITING FACULTY Doing philosophy means reasoning about questions that are of basic importance to the human experience—questions like, What is a good life? What is reality? Aileen Baek How are knowledge and understanding possible? What should we believe? BA, Yonsei University; MA, Yonsei University; PHD, Yonsei University What norms should govern our societies, our relationships, and our activities? Visiting Associate Professor of Philosophy; Visiting Scholar in Philosophy Philosophers critically analyze ideas and practices that often are assumed without reflection. Wesleyan’s philosophy faculty draws on multiple traditions of Alessandra Buccella inquiry, offering a wide variety of perspectives and methods for addressing these BA, Universitagrave; degli Studi di Milano; MA, Universitagrave; degli Studi di questions. Milano; MA, Universidad de Barcelona; PHD, University of Pittsburgh Visiting Assistant Professor of Philosophy William Paris BA, Susquehanna University; MA, New York University; PHD, Pennsylvania State FACULTY University Stephen Angle Frank B. Weeks Visiting Assistant Professor of Philosophy BA, Yale University; PHD, University of Michigan Mansfield Freeman Professor of East Asian Studies; Professor of Philosophy; Director, Center for Global Studies; Professor, East Asian Studies EMERITI Lori Gruen Brian C. Fay BA, University of Colorado Boulder; PHD, University of Colorado Boulder BA, Loyola Marymount University; DPHIL, Oxford University; MA, Oxford William Griffin Professor of Philosophy; Professor -
• Today: Language, Ambiguity, Vagueness, Fallacies
6060--207207 • Today: language, ambiguity, vagueness, fallacies LookingLooking atat LanguageLanguage • argument: involves the attempt of rational persuasion of one claim based on the evidence of other claims. • ways in which our uses of language can enhance or degrade the quality of arguments: Part I: types and uses of definitions. Part II: how the improper use of language degrades the "weight" of premises. AmbiguityAmbiguity andand VaguenessVagueness • Ambiguity: a word, term, phrase is ambiguous if it has 2 or more well-defined meaning and it is not clear which of these meanings is to be used. • Vagueness: a word, term, phrase is vague if it has more than one possible and not well-defined meaning and it is not clear which of these meanings is to be used. • [newspaper headline] Defendant Attacked by Dead Man with Knife. • Let's have lunch some time. • [from an ENGLISH dept memo] The secretary is available for reproduction services. • [headline] Father of 10 Shot Dead -- Mistaken for Rabbit • [headline] Woman Hurt While Cooking Her Husband's Dinner in a Horrible Manner • advertisement] Jack's Laundry. Leave your clothes here, ladies, and spend the afternoon having a good time. • [1986 headline] Soviet Bloc Heads Gather for Summit. • He fed her dog biscuits. • ambiguous • vague • ambiguous • ambiguous • ambiguous • ambiguous • ambiguous • ambiguous AndAnd now,now, fallaciesfallacies • What are fallacies or what does it mean to reason fallaciously? • Think in terms of the definition of argument … • Fallacies Involving Irrelevance • or, Fallacies of Diversion • or, Sleight-of-Hand Fallacies • We desperately need a nationalized health care program. Those who oppose it think that the private sector will take care of the needs of the poor. -
A Unifying Field in Logics: Neutrosophic Logic. Neutrosophy, Neutrosophic Set, Neutrosophic Probability and Statistics
FLORENTIN SMARANDACHE A UNIFYING FIELD IN LOGICS: NEUTROSOPHIC LOGIC. NEUTROSOPHY, NEUTROSOPHIC SET, NEUTROSOPHIC PROBABILITY AND STATISTICS (fourth edition) NL(A1 A2) = ( T1 ({1}T2) T2 ({1}T1) T1T2 ({1}T1) ({1}T2), I1 ({1}I2) I2 ({1}I1) I1 I2 ({1}I1) ({1} I2), F1 ({1}F2) F2 ({1} F1) F1 F2 ({1}F1) ({1}F2) ). NL(A1 A2) = ( {1}T1T1T2, {1}I1I1I2, {1}F1F1F2 ). NL(A1 A2) = ( ({1}T1T1T2) ({1}T2T1T2), ({1} I1 I1 I2) ({1}I2 I1 I2), ({1}F1F1 F2) ({1}F2F1 F2) ). ISBN 978-1-59973-080-6 American Research Press Rehoboth 1998, 2000, 2003, 2005 FLORENTIN SMARANDACHE A UNIFYING FIELD IN LOGICS: NEUTROSOPHIC LOGIC. NEUTROSOPHY, NEUTROSOPHIC SET, NEUTROSOPHIC PROBABILITY AND STATISTICS (fourth edition) NL(A1 A2) = ( T1 ({1}T2) T2 ({1}T1) T1T2 ({1}T1) ({1}T2), I1 ({1}I2) I2 ({1}I1) I1 I2 ({1}I1) ({1} I2), F1 ({1}F2) F2 ({1} F1) F1 F2 ({1}F1) ({1}F2) ). NL(A1 A2) = ( {1}T1T1T2, {1}I1I1I2, {1}F1F1F2 ). NL(A1 A2) = ( ({1}T1T1T2) ({1}T2T1T2), ({1} I1 I1 I2) ({1}I2 I1 I2), ({1}F1F1 F2) ({1}F2F1 F2) ). ISBN 978-1-59973-080-6 American Research Press Rehoboth 1998, 2000, 2003, 2005 1 Contents: Preface by C. Le: 3 0. Introduction: 9 1. Neutrosophy - a new branch of philosophy: 15 2. Neutrosophic Logic - a unifying field in logics: 90 3. Neutrosophic Set - a unifying field in sets: 125 4. Neutrosophic Probability - a generalization of classical and imprecise probabilities - and Neutrosophic Statistics: 129 5. Addenda: Definitions derived from Neutrosophics: 133 2 Preface to Neutrosophy and Neutrosophic Logic by C. -
Paradoxes Situations That Seems to Defy Intuition
Paradoxes Situations that seems to defy intuition PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Tue, 08 Jul 2014 07:26:17 UTC Contents Articles Introduction 1 Paradox 1 List of paradoxes 4 Paradoxical laughter 16 Decision theory 17 Abilene paradox 17 Chainstore paradox 19 Exchange paradox 22 Kavka's toxin puzzle 34 Necktie paradox 36 Economy 38 Allais paradox 38 Arrow's impossibility theorem 41 Bertrand paradox 52 Demographic-economic paradox 53 Dollar auction 56 Downs–Thomson paradox 57 Easterlin paradox 58 Ellsberg paradox 59 Green paradox 62 Icarus paradox 65 Jevons paradox 65 Leontief paradox 70 Lucas paradox 71 Metzler paradox 72 Paradox of thrift 73 Paradox of value 77 Productivity paradox 80 St. Petersburg paradox 85 Logic 92 All horses are the same color 92 Barbershop paradox 93 Carroll's paradox 96 Crocodile Dilemma 97 Drinker paradox 98 Infinite regress 101 Lottery paradox 102 Paradoxes of material implication 104 Raven paradox 107 Unexpected hanging paradox 119 What the Tortoise Said to Achilles 123 Mathematics 127 Accuracy paradox 127 Apportionment paradox 129 Banach–Tarski paradox 131 Berkson's paradox 139 Bertrand's box paradox 141 Bertrand paradox 146 Birthday problem 149 Borel–Kolmogorov paradox 163 Boy or Girl paradox 166 Burali-Forti paradox 172 Cantor's paradox 173 Coastline paradox 174 Cramer's paradox 178 Elevator paradox 179 False positive paradox 181 Gabriel's Horn 184 Galileo's paradox 187 Gambler's fallacy 188 Gödel's incompleteness theorems