Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
49 Cards in this Set
- Front
- Back
Issue
|
What we are arguing about
|
|
conclusion
|
claim or position
|
|
critical thinker
|
develops and exhibit personal traits
|
|
What are some indicator words for conclusion?
|
Claim
Position Viewpoints Opinions Stands |
|
Cite three ways to discover the reasons used to support a conclusion?
|
1. TRy to define the issue and put the issue in question form.
2. Watch for indicator words. 3. Ask yourself what position the writer or speaker is taking on in the issue. |
|
The question that is being addressed is called the____
|
Issue
|
|
You will spend most of your time and energy as a critical thinker and responsible speaker looking at the quality of the ______ used to support a conclusion.
|
Reason
|
|
Since the reasons answer the question "Why do you believe what you believe?" a good trick in isolating the reasons to write the conclusion and then add the word ___"
|
Because
|
|
When we say yes or no to the issues presented, we are stating our ____
|
opinions
|
|
An argument consists of
|
issues, conclusion, reasons
|
|
T/F
Reasons, often called premises, provide support for conclusions; reasons are acceptable or unacceptable on the basis of their relevance and quality |
TRUE
|
|
Assumptions
|
Ideas we take for granted as they are often left out of a written or spoken argument
|
|
Value assumptions
|
beliefs abut how the world should be
|
|
Reality Assumptions
|
beliefs about how the world is
|
|
Reasons
|
direct statements that provide evidence to support a claim
|
|
Warrants
|
those unstated but necessary links between reasons and claims
|
|
backing
|
evidence used to support a warrent
|
|
values
|
ideals, standards and principles you believe are important consider worthy
|
|
Value conflicts
|
disagreements about the most important value to be considered an issue
|
|
Libertarianism
|
the highest value is to promote individual liberty
|
|
Utilitarianism
|
the highest value is that which promots the greatest general happiness and minimized unhappiness
|
|
Egalitarianism
|
the highest value is equality, which means justice and opportunities distributed equally
|
|
Religious values
|
the highest values are based on faith and spiritual truth, such as loving God and one's neighbor
|
|
Prima Facie Values
|
universal ethical principles, such as honesty and respect for others, exist and are considered to be self-evident and obvious to rational individuals of every culture
|
|
The Role Exchange Test
|
to empathize with the people who will be affected by the action you take
|
|
The Universal consequence test
|
imagine what would happen if everyone in a situation similar to yours took this action
|
|
The New CAses test
|
Asks you to consider whether your action is consisent with other actions that are in the same category.
|
|
The higher principles test
|
asks you to determine if the principle on which you are basing your action is consistend with a higher or more general principle you accept.
|
|
T/F
conflicts between value assumptions need to be addressed before fruitful discussions over value saturated conclusions can take place |
true
|
|
T/F
ethics are evident in our behavior as we advocate for ideas and make decisions |
TRUE
|
|
TF
ethical decsion making is undermined when common rationalizations are used to support unethical practices |
TRUE
|
|
T/F
Ideal values are held by an individusl in a theoretical sense;real values are held theoretically and also practiced |
TRUE
|
|
deductive argument
|
formal patterns are used to reveal the logic of our reasoining
|
|
Valid
|
when the correct deductive form is followed
|
|
Sound
|
when the form is valid and the content is true
|
|
syllogism
|
a deductive argument in which a conclusion is inferred from two premises
|
|
major premise
|
categorical statement
|
|
minor premise
|
expresses an instance of the principle set out in the major premise
|
|
categorical statement
|
a statement in which members of one class are said to be included in another class
|
|
conditional or hypothetical syllogism
|
contains at least one hypothetical premise
|
|
modus ponens
|
"the way of affirmation" or affirming the antecedent
If A, then B (major premise; we are stating that the antecdent leads to the consequent) A(minor premise; we are asserting that the antecedent is true) Therefore, B (conclusion; if the antecedent is true, the consequent is also true) |
|
modus tollens
|
denying the consequences
IF A, Then B Not B. Therefore not A |
|
Chain argument
|
a third form of the conditional argument
If A, Then B if B, then C Therefore if A, then C |
|
Disjunctive syllogism
|
another common pattern of deduction is found
Either A or B Not B Threfore A |
|
argument by elimination
|
seeks to logically rule out various possibility remains
VERY SIMILAR TO DISJUNTIVE SYLLOGISM Either A B or C not B or C Therefore A |
|
enthymeme
|
a syllogism with a premise implied rather than directly stated
|
|
grounds
|
the claims and reasons of each person need evidence
|
|
stereotyping
|
a form of classifying people, places or things according to common traits
|
|
premise of contention
|
questionable premises
|