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Stephen Downes Guide to the Logical Fallacies

Related:  Rhetoric & FallaciesLogical Fallacies

Rhétorique Un article de Wikipédia, l'encyclopédie libre. Au-delà de cette définition générale, la rhétorique a connu au cours de son histoire une tension entre deux conceptions antagonistes, la rhétorique comme art de la persuasion et la rhétorique comme art de l'éloquence. La rhétorique grecque, telle qu'elle fut pratiquée par les sophistes et codifiée par Aristote, se préoccupait principalement de persuader. Problématiques de la rhétorique[modifier | modifier le code] Polémiques autour d'une définition[modifier | modifier le code] Marc Fumaroli comme Joëlle Gardes-Tamine ont étudié les conceptions de la rhétorique au cours des siècles et relèvent que celles-ci peuvent se rattacher à deux traditions philosophiques[4] : la définition d'origine sophistique, selon laquelle la rhétorique doit persuader. Les recherches contemporaines ont disséqué la rhétorique et les interprétations se sont multipliées. Trois notions centrales : le logos, le pathos et l'êthos[modifier | modifier le code] Pour J.

Fallacies Dr. Michael C. Labossiere, the author of a Macintosh tutorial named Fallacy Tutorial Pro 3.0, has kindly agreed to allow the text of his work to appear on the Nizkor site, as a Nizkor Feature. It remains © Copyright 1995 Michael C. Labossiere, with distribution restrictions -- please see our copyright notice. Other sites that list and explain fallacies include: Constructing a Logical Argument Description of Fallacies In order to understand what a fallacy is, one must understand what an argument is. There are two main types of arguments: deductive and inductive. A fallacy is, very generally, an error in reasoning.

* Randomness as Meaning Introduction This article describes how, in our search for order and purpose in life, people sometimes assign meaning to events that are objectively random and devoid of meaning. Consider these two images — one dot pattern is random, the other isn't: One of the two images above shows a random pattern of dots, the other has been manipulated to resemble a random pattern but isn't really random. Which image is random? In perception studies, most people choose Sample A because Sample B shows tight clusters of dots that don't really seem random. The meaning of this experiment is that, when people see tight clusters of dots (or of events), they conclude it isn't a chance grouping but has special significance. The following sections show examples where, for psychological reasons, people assign meaning to meaningless groupings, significance to insignificant coincidences, even invest in outright frauds based on mistaken perceptions of reality. The Gambler's Fallacy Friday the 13th Amazing Rock

Fallacy A fallacy is the use of poor, or invalid, reasoning for the construction of an argument.[1][2] A fallacious argument may be deceptive by appearing to be better than it really is. Some fallacies are committed intentionally to manipulate or persuade by deception, while others are committed unintentionally due to carelessness or ignorance. Fallacies are commonly divided into "formal" and "informal". A formal fallacy can be expressed neatly in a standard system of logic, such as propositional logic,[1] while an informal fallacy originates in an error in reasoning other than an improper logical form.[3] Arguments containing informal fallacies may be formally valid, but still fallacious.[4] Formal fallacy[edit] Main article: Formal fallacy A formal fallacy is a common error of thinking that can neatly be expressed in standard system of logic.[1] An argument that is formally fallacious is rendered invalid due to a flaw in its logical structure. Common examples[edit] Aristotle's Fallacies[edit]

The Art of Being Right The Art of Being Right: 38 Ways to Win an Argument (1831) (Eristische Dialektik: Die Kunst, Recht zu Behalten) is an acidulous and sarcastic treatise written by the German philosopher Arthur Schopenhauer in sarcastic deadpan.[1] In it, Schopenhauer examines a total of thirty-eight methods of showing up one's opponent in a debate. He introduces his essay with the idea that philosophers have concentrated in ample measure on the rules of logic, but have not (especially since the time of Immanuel Kant) engaged with the darker art of the dialectic, of controversy. Whereas the purpose of logic is classically said to be a method of arriving at the truth, dialectic, says Schopenhauer, "...on the other hand, would treat of the intercourse between two rational beings who, because they are rational, ought to think in common, but who, as soon as they cease to agree like two clocks keeping exactly the same time, create a disputation, or intellectual contest." Publication[edit] A. Synopsis[edit]

Rhetoric Painting depicting a lecture in a knight academy, painted by Pieter Isaacsz or Reinhold Timm for Rosenborg Castle as part of a series of seven paintings depicting the seven independent arts. This painting illustrates rhetorics. From Ancient Greece to the late 19th century, it was a central part of Western education, filling the need to train public speakers and writers to move audiences to action with arguments.[4] The word is derived from the Greek ῥητορικός (rhētorikós), "oratorical",[5] from ῥήτωρ (rhḗtōr), "public speaker",[6] related to ῥῆμα (rhêma), "that which is said or spoken, word, saying",[7] and ultimately derived from the verb ἐρῶ (erō), "say, speak".[8] Uses of rhetoric[edit] Scope of rhetoric[edit] Scholars have debated the scope of rhetoric since ancient times. Because the ancient Greeks highly valued public political participation, rhetoric emerged as a crucial tool to influence politics. However, since the time of Aristotle, logic has changed.

Logical Fallacies The CHAOS Report 2009 on IT Project Failure June 16, 2009 | Author: PM Hut | Filed under: Uncategorized The CHAOS Report 2009 on IT Project Failure By Jorge Dominguez The Standish Group collects information on project failures in the IT industry and environments with the objective of making the industry more successful and to show ways to improve its success rates and increase the value of the IT investments. The latest results have been compiled into the CHAOS Report 2009 published by the organization in April. Problem: it measures success by only looking at whether the projects were completed on time, on budget, and with required features and functions (met user requirements). The organization leaves out of its measures the quality, the risk, and customer satisfaction. CHAOS Report - Pie Chart The report shows that software projects now have a 32% success rate compared to 35% from the previous study in 2006 and 16% in 1994. Jorge Dominguez, PMP® Related Articles

Fallacies  A fallacy is a kind of error in reasoning. The list of fallacies contains 209 names of the most common fallacies, and it provides brief explanations and examples of each of them. Fallacies should not be persuasive, but they often are. Fallacies may be created unintentionally, or they may be created intentionally in order to deceive other people. An informal fallacy is fallacious because of both its form and its content. The discussion that precedes the long alphabetical list of fallacies begins with an account of the ways in which the term "fallacy" is vague. Table of Contents 1. The first known systematic study of fallacies was due to Aristotle in his De Sophisticis Elenchis (Sophistical Refutations), an appendix to the Topics. The more frequent the error within public discussion and debate the more likely it is to have a name. The term "fallacy" is not a precise term. Real arguments are often embedded within a very long discussion. 2. 3. 4. 5. Fallacy labels have their use. 6. Heap

E-learning and Digital Cultures About the Course E-learning and Digital Cultures is aimed at teachers, learning technologists, and people with a general interest in education who want to deepen their understanding of what it means to teach and learn in the digital age. The course is about how digital cultures intersect with learning cultures online, and how our ideas about online education are shaped through “narratives”, or big stories, about the relationship between people and technology. We’ll explore some of the most engaging perspectives on digital culture in its popular and academic forms, and we’ll consider how our practices as teachers and learners are informed by the difference of the digital. We’ll look at how learning and literacy is represented in popular digital-, (or cyber-) culture, and explore how that connects with the visions and initiatives we are seeing unfold in our approaches to digital education. This course will not be taught via a series of video lectures. Recommended Background