Untling at Semeval-2020 Task 11: Detection of Propaganda Techniques in English News Articles
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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. -
The Nazi-Card-Card
ISSN 1751-8229 Volume Six, Number Three The Nazi-card-card Rasmus Ugilt, Aarhus University Introduction It should be made clear from the start that we all in fact already know the Nazi-card-card very well. At some point most of us have witnessed, or even been part of, a discussion that got just a little out of hand. In such situations it is not uncommon for one party to begin to draw up parallels between Germany in 1933 and his counterpart. Once this happens the counterpart will immediately play the Nazi-card-card and say something like, “Playing the Nazi-card are we? I never thought you would stoop that low. That is guaranteed to bring a quick end to any serious debate.” And just like that, the debate will in effect be over. It should be plain to anyone that it is just not right to make a Nazi of one’s opponent. The Nazi-card-card always wins. This tells us that it is in general unwise to play the Nazi-card, as it is bound to be immediately countered by the Nazi-card-card, but the lesson, I think, goes beyond mere rhetoric. Indeed, I believe that something quite profound and important goes on in situations like this, something which goes in a different direction to the perhaps more widely recognized Godwin’s Law, which could be formulated as follows: “As a discussion in an Internet forum grows longer, the probability of someone playing the Nazi-card approaches 1.” The more interesting law, I think, would be that 1 of the Nazi-card-card, which in similar language states: “The probability of someone playing the Nazi-card-card immediately after the Nazi-card has been played is always close to 1.” In the present work I seek to investigate and understand this curious second card. -
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. -
Utilitarianism in the Age of Enlightenment
UTILITARIANISM IN THE AGE OF ENLIGHTENMENT This is the first book-length study of one of the most influential traditions in eighteenth-century Anglophone moral and political thought, ‘theological utilitarianism’. Niall O’Flaherty charts its devel- opment from its formulation by Anglican disciples of Locke in the 1730s to its culmination in William Paley’s work. Few works of moral and political thought had such a profound impact on political dis- course as Paley’s Principles of Moral and Political Philosophy (1785). His arguments were at the forefront of debates about the constitution, the judicial system, slavery and poverty. By placing Paley’s moral thought in the context of theological debate, this book establishes his genuine commitment to a worldly theology and to a programme of human advancement. It thus raises serious doubts about histories which treat the Enlightenment as an entirely secular enterprise, as well as those which see English thought as being markedly out of step with wider European intellectual developments. niall o’flaherty is a Lecturer in the History of European Political Thought at King’s College London. His research focuses on eighteenth- and nineteenth-century moral, political and religious thought in Britain. He has published articles on William Paley and Thomas Robert Malthus, and is currently writing a book entitled Malthus and the Discovery of Poverty. ideas in context Edited by David Armitage, Richard Bourke, Jennifer Pitts and John Robertson The books in this series will discuss the emergence of intellectual traditions and of related new disciplines. The procedures, aims and vocabularies that were generated will be set in the context of the alternatives available within the contemporary frameworks of ideas and institutions. -
Two Kingdoms in the Third Reich Transcript
Two Kingdoms in the Third Reich Transcript Date: Thursday, 9 March 2017 - 1:00PM Location: Barnard's Inn Hall 9 March 2017 Two Kingdoms in the Third Reich Professor Alec Ryrie This is a series of lectures on ‘extreme Christianity’, and it does not get much more extreme than this. You are familiar with Godwin’s Law, also known as the reductio ad Hitlerum: the notion that every argument in the modern world eventually progresses to the point where someone invokes a Nazi comparison, and the whole thing then collapses. There is a reason for that. Thanks to the Nazis, since 1945 Western civilisation has had something which it had not had for at least two centuries before that: an all-but universally accepted reference point for evil. That is important for any attempt to understand our culture, but it is especially important from the point of view of the history of religion in the West. Because defining evil, the whole business of mapping out what morality is, is supposed to be the core business of any religious community. And in the case of Nazism, Europe’s main religious communities plainly failed to do this. The slow realisation of Nazism’s evil was an essentially secular event, and the fact that our public life is now organised around an essentially secular definition of evil seems to me to be a key fact in understanding the history of religion in modern times. Today I want to look at the sorry story of how German’s Christian communities responded to Nazism: a story of collaboration, enthusiastic enabling, and of strictly limited pushback. -
Fine-Tuned Neural Models for Propaganda Detection at the Sentence and Fragment Levels
Fine-Tuned Neural Models for Propaganda Detection at the Sentence and Fragment levels Tariq Alhindiy Jonas Pfeiffer∗ Smaranda Muresanyz yDepartment of Computer Science, Columbia University zData Science Institute, Columbia University ∗Ubiquitous Knowledge Processing Lab, Technische Universitat Darmstadt ftariq.a, [email protected] [email protected] Abstract pressed in a text fragment together with the be- ginning and the end of that text fragment. This This paper presents the CUNLP submission task is evaluated based on the prediction of the for the NLP4IF 2019 shared-task on Fine- type of propaganda technique and the intersec- Grained Propaganda Detection. Our system finished 5th out of 26 teams on the sentence- tion between the gold and the predicted spans. level classification task and 5th out of 11 teams The details to the evaluation measure used for the on the fragment-level classification task based FLC task are explained in Da San Martino et al. on our scores on the blind test set. We present (2019a). Both sub-tasks were automatically eval- our models, a discussion of our ablation stud- uated on a unified development set. The system ies and experiments, and an analysis of our performance was centrally assessed without dis- performance on all eighteen propaganda tech- tributing the gold labels, however allowing for an niques present in the corpus of the shared task. unlimited number of submissions. The final per- 1 Introduction formance on the test set was similarly evaluated, with the difference that the feedback was given Propaganda aims at influencing a target audience only after the submission was closed, simultane- with a specific group agenda using faulty reason- ously concluding the shared-task. -
On Playing the Nazi Card
Tob Control: first published as 10.1136/tc.2008.026344 on 25 September 2008. Downloaded from Editorial (1959); ‘‘scare stories’’ (1959); ‘‘time-worn On playing the Nazi card and much-criticized statistical charges’’ (1959); ‘‘extreme and unwarranted con- clusions’’ (1959); ‘‘foggy thinking’’ (1962); Professor Robert N Proctor ‘‘a rehash of previously inconclusive find- ings’’ (1962); ‘‘the easy answer to a Schneider and Glantz in this issue (see tobacco taxes helped prop up the Nazi state complex problem’’ (1962); ‘‘fanciful the- page 291) chronicle the industry’s long- (more than half of all storm-trooper ories’’ (1964); ‘‘propaganda blast’’ (1964); standing efforts to characterise tobacco income, for example, was from tobacco ‘‘statistical volleyball’’ (1965); ‘‘utterly control as ‘‘Nazi’’ or ‘‘fascist’’.1 The indus- taxes).2 They never point out that while without factual support’’ (1965); ‘‘exag- try’s rant has a certain superficial plausi- Nazi authorities tried to curtail smoking, gerations and misstatements of fact’’ bility: the Nazis had one of the world’s the industry was already powerful enough (1967); ‘‘guilt by association’’ (1968); strongest anti-cancer campaigns, one cen- to resist most of these encroachments. The ‘‘‘guesses, assumptions, and suspicions’’ tral feature of which was to curtail tobacco fact is that the Nazi war on tobacco was (1968); ‘‘worse than meaningless’’ (1969); use. Hitler himself stopped smoking in never waged as effectively as, say, the ‘‘claptrap’’ (1969); ‘‘a bum rap’’ (1969); 1919, throwing his cigarettes into the destruction of the Jews. Cigarettes were ‘‘colossal blunder’’ (1970); ‘‘one of the Danube in an act of defiance he later distributed to German soldiers throughout great scientific hoaxes of our time’’ credited for helping the triumph of the war, and cigarettes were still being (1970); ‘‘claims of the anti-cigarette Nazism. -
Doctoraat FINAAL .Pdf
Here be dragons Here Exploring the hinterland of science Maarten Boudry Here be dragons Exploring the hinterland of science Maarten Boudry ISBN978-90-7083-018-2 Proefschrift voorgedragen tot het bekomen van de graad van Doctor in de Wijsbegeerte Promotor: Prof. dr. Johan Braeckman Supervisor Prof. dr. Johan Braeckman Wijsbegeerte en moraalwetenschap Dean Prof. dr. Freddy Mortier Rector Prof. dr. Paul Van Cauwenberghe Nederlandse vertaling: Hic sunt dracones. Een filosofische verkenning van pseudowetenschap en randwetenschap Cover: The image on the front cover is an excerpt of a map by the Flemish cartographer Abraham Ortelius, originally published in Theatrum Orbis Terrarum (1570). ISBN: 978-90-7083-018-2 The author and the promoter give the authorisation to consult and to copy parts of this work for personal use only. Every other use is subject to the copyright laws. Permission to reproduce any material contained in this work should be obtained from the author. Faculty of Arts & Humanities Maarten Boudry Here be Dragons Exploring the Hinterland of Science Proefschrift voorgedragen tot het bekomen van de graad van Doctor in de Wijsbegeerte 2011 Acknowledgements This dissertation could not have been written without the invaluable help of a number of people (a philosopher cannot help but thinking of them as a set of individually necessary and jointly sufficient conditions). Different parts of this work have greatly benefited from stimulating discussions with many colleagues and friends, among whom Barbara Forrest, John Teehan, Herman Philipse, Helen De Cruz, Taner Edis, Nicholas Humphrey, Geerdt Magiels, Bart Klink, Glenn Branch, Larry Moran, Jerry Coyne, Michael Ruse, Steve Zara, Amber Griffioen, Johan De Smedt, Lien Van Speybroeck, and Evan Fales. -
1 1. What Is a Slippery-Slope Argument (SSA)?
CRITICAL THINKING – HANDOUT 12 – SLIPPERY SLOPE ARGUMENTS 1. What is a Slippery-Slope Argument (SSA)? A slippery-slope argument (also known as a wedge argument) is an argument that contends that an action should not be performed because if the action were performed, it would lead (by a series of steps) to a negative, disastrous, or undesirable result. STRUCTURE OF A SLIPPERY-SLOPE ARGUMENT 1 (premise) If A, then B. 2 (premise) If B, then C. 3 (premise) If C, then D (Disaster!) 4 (conclusion) Avoid D (Disaster), don’t allow A. Slippery-slope arguments (SSAs) are commonly used to reject policy reforms as they contend that a seemingly innocuous change in policy will lead, in a step-by-step fashion, to disastrous consequences. EXAMPLE #1 OF A SLIPPERY SLOPE ARGUMENT P1 If you legalize marriage for same-sex couples, then men can legally marry men and women can legally marry women. P2 If men can legally marry men and women can marry women, then soon people will be able to legally marry animals. P3 If people are legally able to marry animals, then, not too long later, people will be able to legally marry inanimate objects. P4 But, people should not be allowed to legally marry inanimate objects. Just imagine if you die and are married to a pet rock. Who will inherit your life savings? Not people, but a pet rock. Ridiculous! C Since we don’t want to let pet rocks get inheritances, we should not allow the legalization of same-sex marriages. In addition to persuading individuals, SSAs can be used for humorous effect: EXAMPLE #2 OF A SLIPPERY SLOPE ARGUMENT: FROM A DIRECTV COMMERCIAL 1 When your cable company puts you on hold, you get angry. -
Fallacies of Relevance1
1 Phil 2302 Logic Dr. Naugle Fallacies of Relevance1 "Good reasons must, of force, give place to better." —Shakespeare "There is a mighty big difference between good, sound reasons, and reasons that sound good." —Burton Hillis "It would be a very good thing if every trick could receive some short and obviously appropriate name, so that when a man used this or that particular trick, he could at once be reproved for it." —Arthur Schopenhauer Introduction: There are many ways to bring irrelevant matters into an argument and the study below will examine many of them. These fallacies (pathological arguments!) demonstrate the lengths to which people will go to win an argument, even if they cannot prove their point! Fallacies of relevance share a common characteristic in that the arguments in which they occur have premises that are logically irrelevant to the conclusion. Yet, the premises seem to be relevant psychologically, so that the conclusion seems to follow from the premises. The actual connection between premises and conclusion is emotional, not logical. To identify a fallacy of relevance, you must be able to distinguish between genuine evidence and various unrelated forms of appeal. FALLACIES THAT ATTACK I. Appeal to Force (Argumentum ad Baculum ="argument toward the club or stick") "Who overcomes by force has overcome but half his foe." Milton. "I can stand brute force, but brute reason is quite unbearable. There is something unfair about its use. It is like hitting below the intellect." Oscar Wilde 1 NB: This material is taken from several logic texts authored by N. -
'Just Like Hitler': Comparisons to Nazism in American Culture
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 5-2010 'Just Like Hitler': Comparisons To Nazism in American Culture Brian Scott Johnson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the English Language and Literature Commons Recommended Citation Johnson, Brian Scott, "'Just Like Hitler': Comparisons To Nazism in American Culture" (2010). Open Access Dissertations. 233. https://scholarworks.umass.edu/open_access_dissertations/233 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. ‘JUST LIKE HITLER’ COMPARISONS TO NAZISM IN AMERICAN CULTURE A Dissertation Presented by BRIAN JOHNSON Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2010 English Copyright by Brian Johnson 2010 All Rights Reserved ‘JUST LIKE HITLER’ COMPARISONS TO NAZISM IN AMERICAN CULTURE A Dissertation Presented by BRIAN JOHNSON Approved as to style and content by: ______________________________ Joseph T. Skerrett, Chair ______________________________ James Young, Member ______________________________ Barton Byg, Member ______________________________ Joseph F. Bartolomeo, Department Head