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Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

xi, 426 p. ; 22 cm

xi, 426 p. ; 22 cm

xi, 426 p. ; 22 cm

xii, 249 p. 17 cm

A collection of logical fallacies.

A study was conducted to determine if the Japanese use logic and argument in different ways than do Westerners. The study analyzed sample rebuttal speeches (in English) of 14 Japanese debaters using the Toulmin model of argument. In addition, it made comparisons with a sample of speeches made by 5 American high school debaters. Audiotapes of the speeches were transcribed, and selected portions of the transcripts were then divided into arguments. Within each argument, each simple utterance-act was coded into one of the six categories of Toulmin's model: (1) claims, (2) grounds, (3) warrants, (4) backing, (5) qualifiers, and (6) rebuttals. The picture of Japanese logic that emerged from the analysis was one that emphasizes the use of complete arguments; depends heavily upon grounds; rarely uses backing, qualifers, or rebuttals; and omits warrants when a part of the primary argument is missing. Compared to the argument used by American debaters, the Japanese version is more complete and uses more evidence. The findings suggest that the Japanese can use logic in a fashion similar to that of Westerners. This, however, says little about their standard way of using logic, and suggests that in debating in English, the Japanese clearly try to conform to Western standards--and probably succeed. (FL)

If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)

If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)

If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)

If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)

If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)

If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)

If "logic" is defined as a means to create good reasons for accepting clear and unambiguous conclusions, then feminist instructors of composition should use it not only to dismantle traditional male notions of combative discussion, but also to build their own paradigms based on an acceptance of difference. Those feminists such as Sally Gearhart, Joyce Trebilcot, or Andrea Nye who shun logic altogether, maintaining that "any intent to persuade is an act of violence," will often employ logic in their own arguments; furthermore, they are not above attack in their own right. If those in feminist composition are to move ahead in engaging difference for the ultimate goal of an enriched concept of community, they must look at the tools available to them in ways that are not deterministic. They need also to recognize and draw on what is shared with the work of others such as Kenneth Burke. Janice Moulton, among others, has looked for alternatives to the adversarial method in philosophical argument, suggesting that reasoning be used in the context of larger systems of ideas and that experience be allowed as a necessary element of some reasoning processes. An introduction to women's studies class at Albion College used discussion to employ logic in such a manner as to work through differences while still respecting them. When in one class meeting a student indicated that she thought homosexuality was an "abomination," a productive discussion ensued. (Contains 17 references.) (TB)

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Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

Luca Castagnoli. Ancient Self-Refutation. The Logic and History of the Self-Refutation Argument from Democritus to Augustine. Cambridge: Cambridge University Press, 2010. 9780521896313, 416 pages.

ANCIENT PHILOSOPHY

ANCIENT PHILOSOPHY

xi, 419 p. 22 cm