Thursday, 10 February 2011
Saturday, 5 February 2011
An example of a day, thinking: The Programme
Programme:Introductions
An explanation of what 'academic' philosophy is:
What do we study when we study formal logic, metaphysics, meta-ethics, political theory and the philosophy of language
Section A: Discussing and working with premises and conclusions.
A look at how words like 'because' and 'therefore' really work.
What is 'justification'? How, and why, do I answer 'why' questions?
A look at the distinction between logical validity and truth.
Tea
Section B: Discussing and working with the distinction between facts and values.
What is a statement of fact?
What is a statement of value?
Which offer better support for claims and conlcusions, and why?
Why are some statements controversial?
Lunch
Section C: Reading with comprehension: How to look for and understand an argument.
A step by step lesson and practise in how to analyse a text
For this section the participants work with reasonably challenging texts
Tea
Section D: Writing a reasoned response to a text and constructing an argument of ones own
A step by step lesson and practise in how to construct a critique, review or argument of ones own
End of programme
Introduction to the workshop: Thinking as a Tool
When school children (and other more mature people!) write sentences like: "I really loved the play Othello, by William Shakespeare, therefore, it is a very good play" and "HIV is a virus which people get because they have a low immune system" we know that some attention is called for.I designed this workshop having studied and taught philosophy for quite a few years now. It becomes very apparent, when logic and the rules for reasoning are the primary tools with which to do ones work, how things can go horribly wrong when these tools are absent.
Reasoning is a function of language use. In the end an ability to reason well will depend entirely on the ability to pay attention to various aspects of sentences: grammar, meaningful referencing, logical connections between words and further entailment. Good reasoning will also depend on an ability to pay attention to how sentences are situated in larger texts: how they support each other, whether they contradict each other and how they contribute to the objectives of an overall text.
"Critical Reasoning as an Academic Aid in Schools" is a workshop which is presented to small groups of scholars (no more than 10 per workshop) over the same time period as a school day in the class room. It consists less of theoretical explanations of the concepts and rules in reasoning and more of directed class discussions, group and individual work.
An example from the workbook:
Critical Reasoning as an Academic Aid for SchoolsA One day Workshop
Carin Goodwin
(MA Philosophy)
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Section A: Premises (reasons) and conclusions (claims)
Class discussion:
An argument can be distinguished by the fact that it offers reasons in support of its conclusion/s. But it is not always the case that an argument is effective or successful. In other words, sometimes the reasons it offers in support of its conclusions do not do so.
Validity: A valid argument is an argument wherein the reasons offered in support of the conclusion necessarily (logically) entail the conclusion. So, given those specific reasons one is logically compelled to draw that conclusion.
Truth: This is when the argument is not only valid (logical) but all the premises in the argument are true, which means that the conclusion must also be true.
Indicator words: The following words indicate that an argument is being made. One can mostly tell from these words which part of a sentence or argument serves as the premise/s and which as the conclusions: because, hence, therefore, on account of, thus, since, firstly, secondly, this implies, so…
Class discussion: examples
a. People with bigger brains are more intelligent than people with smaller brains. Men have bigger brains than women. Therefore, men are more intelligent than women.
An argument can be distinguished by the fact that it offers reasons in support of its conclusion/s. But it is not always the case that an argument is effective or successful. In other words, sometimes the reasons it offers in support of its conclusions do not do so.
Validity: A valid argument is an argument wherein the reasons offered in support of the conclusion necessarily (logically) entail the conclusion. So, given those specific reasons one is logically compelled to draw that conclusion.
Truth: This is when the argument is not only valid (logical) but all the premises in the argument are true, which means that the conclusion must also be true.
Indicator words: The following words indicate that an argument is being made. One can mostly tell from these words which part of a sentence or argument serves as the premise/s and which as the conclusions: because, hence, therefore, on account of, thus, since, firstly, secondly, this implies, so…
Class discussion: examples
a. People with bigger brains are more intelligent than people with smaller brains. Men have bigger brains than women. Therefore, men are more intelligent than women.
b. The grass is green because it contains chlorophyll.
c. The grass is green because God made it so.
d. Since there are 7 pink dogs on the moon there are 8 green cats on Jupiter.
d. Since there are 7 pink dogs on the moon there are 8 green cats on Jupiter.
e. Because we all die on the last day of our lives we live our lives before that day.
f. Communism is a political or economic theory postulated by Karl Marx. Karl Marx was a man who cared deeply for the poor. Therefore, communism is a good political system for the upliftment of the poor.
g. The Mona Lisa is a beautiful painting because Vincent van Gogh said so.
h. The Mona Lisa is a beautiful painting because of the perfect composition and colours it features.
Group work: identifying premises, conclusions and validity in argumentation
In your groups look at the following arguments and decide whether the arguments are valid and also whether the conclusions are true or false. Remember, in order to see whether the conclusions are true or false you will need to see if the premises are true or false and whether the argument is valid.
Group work: identifying premises, conclusions and validity in argumentation
In your groups look at the following arguments and decide whether the arguments are valid and also whether the conclusions are true or false. Remember, in order to see whether the conclusions are true or false you will need to see if the premises are true or false and whether the argument is valid.
Argument 1: .......
Another example from the workbook:
Section B: The Distinction between fact and value
Class discussion:
Fact: In the technical jargon of philosophy, as well as in every day natural language, the word ‘fact’ is used in many different ways. But we all mostly understand it as meaning something like a true bit of information about the world, or the world itself. For the purposes of this workshop we shall take ‘fact’ to mean a type of statement which can be shown to be either true or false.
Value: ‘Value’ is also a controversial and ambiguous term. It can make reference to so many different things. For the purposes of this workshop we shall take ‘value’ to mean subjective (either personal or societal) opinions, which cannot be shown to be either true or false.
Class discussion: examples
a. Sunset is the most beautiful time of the day.
b. Cricket is a game which requires good hand-eye coordination.
c. 80% of people in South Africa believe that God exists.
d. A dog is a type of cat.
e. Dog is man’s best friend.
f. Kitchener built forty concentration camps containing 116 000 prisoners, most of them women and children.
g. Profits are regulated by fixing prices.
h. Profits ought to be regulated by fixing prices.
1. Group work: Identifying fact and value statements
Look at the following arguments carefully. First, decide whether the argument is valid or invalid. Then look at each premise and determine whether it is a statement of fact or value. Remember, if you think a stament is false this does not necessarily make it a matter of opinion. If it can be shown to be false, it must be a statement of fact (according to our definitions above), which just happens to be false.
Argument 1:
Premise 1: Capitalism is an economic system which favours the rich over the poor.
Premise 2: All economic systems which favour the rich over the poor are unjust.
Conclusion: Therefore, capitalism is unjust.
Argument 2:
Premise 1: Euthanasia is the painless killing of a person suffering from a disease which cannot be cured.
Premise 2: More than 75% of people in Sweden request euthanasia in their wills, if they should protract an incurable disease.
Premise 3: All stipulations in wills regarding euthanasia are honoured in Sweden.
Conclusion: Therefore more than 75% of people in Sweden will be euthanased if they protract an incurable disease.
Argument 3:
Premise 1: Euthanasia is the painless killing of a person suffering from a disease which cannot be cured.
Premise 2: More than 75% of people in Sweden request euthanasia in their wills, if they should protract an incurable disease.
Premise 3: All stipulations in wills regarding euthanasia are honoured in Sweden.
Conclusion: Therefore, more than 75% of people ought to be euthanased in Sweden if they protract an incurable disease.
Class discussion:Fact: In the technical jargon of philosophy, as well as in every day natural language, the word ‘fact’ is used in many different ways. But we all mostly understand it as meaning something like a true bit of information about the world, or the world itself. For the purposes of this workshop we shall take ‘fact’ to mean a type of statement which can be shown to be either true or false.
Value: ‘Value’ is also a controversial and ambiguous term. It can make reference to so many different things. For the purposes of this workshop we shall take ‘value’ to mean subjective (either personal or societal) opinions, which cannot be shown to be either true or false.
Class discussion: examples
a. Sunset is the most beautiful time of the day.
b. Cricket is a game which requires good hand-eye coordination.
c. 80% of people in South Africa believe that God exists.
d. A dog is a type of cat.
e. Dog is man’s best friend.
f. Kitchener built forty concentration camps containing 116 000 prisoners, most of them women and children.
g. Profits are regulated by fixing prices.
h. Profits ought to be regulated by fixing prices.
1. Group work: Identifying fact and value statements
Look at the following arguments carefully. First, decide whether the argument is valid or invalid. Then look at each premise and determine whether it is a statement of fact or value. Remember, if you think a stament is false this does not necessarily make it a matter of opinion. If it can be shown to be false, it must be a statement of fact (according to our definitions above), which just happens to be false.
Argument 1:
Premise 1: Capitalism is an economic system which favours the rich over the poor.
Premise 2: All economic systems which favour the rich over the poor are unjust.
Conclusion: Therefore, capitalism is unjust.
Argument 2:
Premise 1: Euthanasia is the painless killing of a person suffering from a disease which cannot be cured.
Premise 2: More than 75% of people in Sweden request euthanasia in their wills, if they should protract an incurable disease.
Premise 3: All stipulations in wills regarding euthanasia are honoured in Sweden.
Conclusion: Therefore more than 75% of people in Sweden will be euthanased if they protract an incurable disease.
Argument 3:
Premise 1: Euthanasia is the painless killing of a person suffering from a disease which cannot be cured.
Premise 2: More than 75% of people in Sweden request euthanasia in their wills, if they should protract an incurable disease.
Premise 3: All stipulations in wills regarding euthanasia are honoured in Sweden.
Conclusion: Therefore, more than 75% of people ought to be euthanased in Sweden if they protract an incurable disease.
Friday, 4 February 2011
Hilton College Boys Comment
"I think today was brilliant, I really enjoyed it. I learnt amazing new ways to think in a manner which I love to think in. My only suggestion is to make the course longer so that we can do it some more and more effectively."___________________________________________________________________
"I absolutely loved the workshop. I found it really worthwhile and highly educational. I enjoyed the 'vibe' in terms of the setting; how each individual was not only welcome but also encouraged to put in his/her '2 cents'. I think that we all are grateful for the workshop and we enjoyed our day. I would love to attend another one if possible... Thanks lots Carin...!!"
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"It is not often that I get to think in an abstract manner. Today I found it enjoyable yet challenging and would like to do it again. Suggestions?: A THREE DAY COURSE! I think that what I have learnt is interesting and useful, but I would like to dig deeper. I think that I have just scratched the surface. I would like a workshop on institutions; religious, educational and political."
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"I believe that today was very beneficial and fun and that it changed my thought process and allowed me to think more logically. As a result I would love to learn more about philosophy. Thank you!"
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"I think today was very productive for me. I know that some of the techniques for gathering premises and conclusions out of the text will definitely help me in the future with my extended research essay and other assignments in the future. Thank you."
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"The workshop was very productive in terms of analysing texts. It worked very well in small groups as this encouraged contribution from everybody. I enjoyed the layed back approach as it was easy to learn and more fun. Very constructive and enjoyable. Thank you."
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"I really enjoyed the workshop and I think I learnt a lot from it since the beginning. My perspective of a lot of things has changed as well and I have a much better 'grounding' to work with. However, for school children I believe there should possibly be a bit more involvement as they can get distracted easily. I am truly grateful and inspired."
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"I think the course was excellent. It helped me understand the smaller aspects of an argument like validity and truth. I now know how to effectively and critically analyse a passage and can use it throughout school."
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"I really enjoyed the course. It was fun and engaging. I learnt lots of new valuable skills that I will be able to use in the future. The food breaks were a good addition to the course as we were never forced to concentrate for too long. I had a great time. Thanks."
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"The workshop was very worthwhile and fun and was interactive. I learnt alot about constructing valid arguments and identifying what to look for when breaking down an argument or deciding whether to believe a conclusion or not. I really enjoyed the experience as a whole I hope that I will be able to use the skills I learnt today in constructing more essays and good arguments. It was a good workshop as well as a learning opportunity."
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"It was perfect. I enjoyed it very much and think the timing was perfect e.g. tea and lunch etc. The different modules were of a good length and the group work was sufficient."
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"I thought the workshop was thoroughly enjoyable. I had fun. In the beginning it was a bit slow but when we got onto the real work it was interesting. Thank-you."
___________________________________________________________________"I think the lessons on critical reasoning were very insightful and I believed that I benefited a lot from what I did in the lesson. Although the lesson was interesting it could get a bit boring at times and more breaks were needed in between. Thanx."
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"I felt that this day and analysis were very helpful to me in terms of helping to analyse material & reviews in an easier and more interesting way. It was much better than school and overall it was very relaxing and you gave us lots of opportunities to express our views. I feel that a workshop on politics wil be very interesting as well."
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