3). Pick one concept from the assigned reading, that has not already been discussed during this discussion week, that you found useful or interesting, and discuss it.
In this chapter, I found the section about checking for validity with diagrams very useful. I had never thought about using pictures or diagrams in the course before. The illustrations and explanations gave me the ability to organize claims into a visual drawing. For their example, “All good teachers give fair exams. Professor Z gives fair exams. So professor Z is a good teacher,” I was able to understand why “good teachers” circle belongs inside the “teachers who give fair exams” circle and why “Professor Z” is not a part of both circles, therefore making it weak. This was really helpful because I can learn best if I have a way to visualize and example or work it out on paper. Being able to draw a claim out on paper allows me to do that. I think applying this method to claims can help a lot of people that may struggle just trying to think about a concept without writing it out.
Thursday, March 25, 2010
Tuesday, March 23, 2010
Discussion Question #1 (3/21 - 3/27)
1). Discuss one concept in Chapter 8 that you found useful. Please explain the concept and give a personal example or personal story.
In this chapter, I found the section about checking for validity with diagrams very useful. I had never thought about using pictures or diagrams in the course before. The illustrations and explanations gave me the ability to organize claims into a visual drawing. For their example, “All good teachers give fair exams. Professor Z gives fair exams. So professor Z is a good teacher,” I was able to understand why “good teachers” circle belongs inside the “teachers who give fair exams” circle and why “Professor Z” is not a part of both circles, therefore making it weak. This was really helpful because I can learn best if I have a way to visualize and example or work it out on paper. Being able to draw a claim out on paper allows me to do that. I think applying this method to claims can help a lot of people that may struggle just trying to think about a concept without writing it out.
In this chapter, I found the section about checking for validity with diagrams very useful. I had never thought about using pictures or diagrams in the course before. The illustrations and explanations gave me the ability to organize claims into a visual drawing. For their example, “All good teachers give fair exams. Professor Z gives fair exams. So professor Z is a good teacher,” I was able to understand why “good teachers” circle belongs inside the “teachers who give fair exams” circle and why “Professor Z” is not a part of both circles, therefore making it weak. This was really helpful because I can learn best if I have a way to visualize and example or work it out on paper. Being able to draw a claim out on paper allows me to do that. I think applying this method to claims can help a lot of people that may struggle just trying to think about a concept without writing it out.
Monday, March 22, 2010
Discussion Question #2 (3/21 - 3/27)
2). Discuss the usefulness of the first or second major course assignment. Use specific examples.
I found the second course assignment very useful. First of all, it taught me to really analyze what organizations were claiming, and what I should really believe. This was because when first choosing an organization to critique, I had to see which ones had the most claims and fallacies my group could argue against. I had to think critically about each statement made by each organization and think about how it may be a weak claim or fallacy. Secondly, the assignment taught me to work with others in a group more. For the first assignment, my group took a while to figure out what each person would do and how we would get it done. When it came to this second assignment, we had learned how to work with each other and what to expect from each other. Overall, the assignment went smoothly and illustrated the reasons behind learning to think critically.
I found the second course assignment very useful. First of all, it taught me to really analyze what organizations were claiming, and what I should really believe. This was because when first choosing an organization to critique, I had to see which ones had the most claims and fallacies my group could argue against. I had to think critically about each statement made by each organization and think about how it may be a weak claim or fallacy. Secondly, the assignment taught me to work with others in a group more. For the first assignment, my group took a while to figure out what each person would do and how we would get it done. When it came to this second assignment, we had learned how to work with each other and what to expect from each other. Overall, the assignment went smoothly and illustrated the reasons behind learning to think critically.
Friday, March 5, 2010
Discussion Question #3 (Open Question)
3) Pick one concept from the assigned reading, not already discussed, that you found useful or interesting and discuss it.
I really liked the section on mistaking the person for the claim. I never tought about how I may reject a claim simply because I heard it from a person I don’t know, or don’t like. Also if I believe someone lies a lot, or exaggerates a lot, I may reject any of their claims, also. I would probably do this without even giving them a chance to reason and prove their claims. I would then be breaking the principles of rational discussion. I would not be willing to reason well with the person if I have already decided I won’t believe his or her claims. This opened my eyes and made me realize that I should give every argument I hear a chance to be proven to me before I make my judgements about it. Just because I believe a person doesn’t tell the truth often, doesn’t mean I shouldn’t give their argument a chance ever. I, then, would be the one not arguing effectively or correctly.
I really liked the section on mistaking the person for the claim. I never tought about how I may reject a claim simply because I heard it from a person I don’t know, or don’t like. Also if I believe someone lies a lot, or exaggerates a lot, I may reject any of their claims, also. I would probably do this without even giving them a chance to reason and prove their claims. I would then be breaking the principles of rational discussion. I would not be willing to reason well with the person if I have already decided I won’t believe his or her claims. This opened my eyes and made me realize that I should give every argument I hear a chance to be proven to me before I make my judgements about it. Just because I believe a person doesn’t tell the truth often, doesn’t mean I shouldn’t give their argument a chance ever. I, then, would be the one not arguing effectively or correctly.
Thursday, March 4, 2010
Discussion Question #2 (Advertisements)
2) Concerning Section C in Chapter 5, Advertising on the Internet. Please find a piece of advertising on the internet, provide a link on your blog, a screenshot, or include the advertisement in your post so the class can see what you are discussing. You should then relate the piece of advertising back to the concepts in Sections A & B in chapter 5 and discuss.
When browsing the web, I am constantly bombarded with advertisements. I learn to ignore most, but some really catch my eye because of how they claim so much, yet have no reasons behind them proving it. My example shows an ad with too many claims that are not justified. I personally reject this advertisement. It is making claims left and right that their products are salon quality. However, they never mention what “salon-quality” is? They can’t back up their claims with reasons. They also say their products are the same quality but without the same price. This leads them to say, “So you can afford to have salon-beautiful hair every day”. However, what is affordable in their eyes? Also, what makes supposedly salon-beautiful hair? In addition, who decides their shampoo is the same quality shampoo as salons? Did they poll people, or decide on their own? Personally, I have tried Tresemme shampoos and salon shampoos and see a big difference. Therefore, I can reject this claim because of my personal experience. I know the claim is false from my own experience.
When browsing the web, I am constantly bombarded with advertisements. I learn to ignore most, but some really catch my eye because of how they claim so much, yet have no reasons behind them proving it. My example shows an ad with too many claims that are not justified. I personally reject this advertisement. It is making claims left and right that their products are salon quality. However, they never mention what “salon-quality” is? They can’t back up their claims with reasons. They also say their products are the same quality but without the same price. This leads them to say, “So you can afford to have salon-beautiful hair every day”. However, what is affordable in their eyes? Also, what makes supposedly salon-beautiful hair? In addition, who decides their shampoo is the same quality shampoo as salons? Did they poll people, or decide on their own? Personally, I have tried Tresemme shampoos and salon shampoos and see a big difference. Therefore, I can reject this claim because of my personal experience. I know the claim is false from my own experience.
Wednesday, March 3, 2010
Discussion Question #1 (Repairing Arguments)
1) For this question, please come up with an argument that needs to be repaired. Look over the examples on pages 63-67. Come up with your own example and 'discuss' it as they do in the text. To accomplish this, you should understand the Principle of Rational Discussion and the concept of Repairing Arguments.
Jim: Granola bars are filling. Granola bars are cheap. Granola bars can fit in your purse.
Mary: So?
Jim: So granola bars make great snacks.
Mary: I don’t see how that makes sense.
Analysis: This is not a good argument because it doesn’t show the reasoning between the premises and the conclusion. The premises don’t show that other possibilities aren’t possible that lead to the conclusion. You could add a premise that states, “Any snack that is filling, cheap, and can fit in your purse is good.” However, Mary may not agree because he or she doesn’t like the crunchiness of a granola bar or how it can sometimes be blan tasting or how the crunchiness can be loud in a quiet place. This argument cannot be repaired because adding this premise does not make it stronger or valid, doesn’t make the premise plausible and plausible to the other person, or make the premise more plausible than the conclusion. Jim is violating the principle of rational discussion because he is not able to reason well. He just states a lot of truths about granola bars, but they don’t necessarily lead to his conclusion.
Jim: Granola bars are filling. Granola bars are cheap. Granola bars can fit in your purse.
Mary: So?
Jim: So granola bars make great snacks.
Mary: I don’t see how that makes sense.
Analysis: This is not a good argument because it doesn’t show the reasoning between the premises and the conclusion. The premises don’t show that other possibilities aren’t possible that lead to the conclusion. You could add a premise that states, “Any snack that is filling, cheap, and can fit in your purse is good.” However, Mary may not agree because he or she doesn’t like the crunchiness of a granola bar or how it can sometimes be blan tasting or how the crunchiness can be loud in a quiet place. This argument cannot be repaired because adding this premise does not make it stronger or valid, doesn’t make the premise plausible and plausible to the other person, or make the premise more plausible than the conclusion. Jim is violating the principle of rational discussion because he is not able to reason well. He just states a lot of truths about granola bars, but they don’t necessarily lead to his conclusion.
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