PhiloEd Flashcards
Week 4
Born in China in 551 BCE
Confucius
Was Plato’s student
Aristotle
Believed that education should produce moral subjects
Both
Emphasized careful and thoughtful ritual as a way of developing righteous behaviour
Confucius
Advocated for the teaching of the following virtues trustworthiness, respect and caring for parents, loyalty, ritual, and bravery
Confucius
Advocated for the teaching of the following virtues: courage, justice, modesty, science, philosophic wisdom, and intuitive reason
Aristotle
Socrates wrote The Republic in which he argues for his vision of a just society.
False
The Republic argues that some people are more naturally suited to be leaders of people and they should be educated differently.
True
The Republic argues that the rulers should never lie to their subjects under any circumstances.
False
Socrates, in The Republic, argues that students should hear only good and moral stories from their teachers and not stories in which the God’s played tricks or lied. →
True
The study of what counts as a good reason for what, and why.
Logic
A/an _______________ provides reasons to support a conclusion.
Premise
A/an ________________ should be logically connected to the premise (also spelled premiss).
Conclusion
A/an ____________ is a ‘A bit of reasoning’ formed by the connection of premises to conclusions and the drawing of conclusions from premises.
Inference
If there are no situations in which a premise is true and the conclusion is not, we can say that the inference has _________________. ,
Deductive Validity
When a conclusion logically follows from a premise, it is considered __________.
Valid
A/an _______________ provides reasons to support a conclusion.
Premise
A/an ________________ should be logically connected to the premise (also spelled premiss).
Conclusion
A/an ____________ is a ‘A bit of reasoning’ formed by the connection of premises to conclusions and the drawing of conclusions from premises.
Inference
If there are no situations in which a premise is true and the conclusion is not, we can say that the inference has _________________.
Deductive Validity
When a conclusion logically follows from a premise, it is considered __________.
Valid
To develop a better understanding of your own perspectives by better understanding what a rationale argument looks like. That is, arguments are studied to.
Develop critical thinking / logic
To persuade others as to your point of view by arguing your point of view convincingly. That is, arguments are studied to
Persuade others
To foster consensus and agreement by clearly articulating your perspectives while better understanding others’ perspectives. That is, arguments are studied to
nurture consensus
Of the three possible reasons Feldman (2009) proposes for teaching students to analyze arguments, which one does he end up proposing is the best reason?
To develop rational understanding
True or False: According to Feldman (2009), students are increasingly resistant to the idea that questions of morality can be debated as these students would prefer to remain tolerant and open-minded.
True
True or False: Feldman (2009) believes moral questions–questions about how people ought to live–are the kinds of things one can debate reasonably and are not simply matters of taste.
True
When someone presents a weaker version of your argument and then attacks that weaker version.
→ straw man fallacy,
When someone introduces another issue that is not really related to your argument, often as a rebuttal.
→ red herring
When someone tries to provide support for a conclusion but that support can only be believed if one already accepts the conclusion, for example, “the bible is the word of god because the bible says so”.
→ begging the question
“A critical thinker is one who is appropriately moved by reasons, and […] critical thinking is BLANK which appropriately reflects the power and convicting force of reasons.”
Thinking
Inquiry is “the activity of investigating matters relevant to responsible
Belief, judgment and action.
Inquiry is in this basic way univocal. It involves the creation and BLANK examination of reasons and their power to warrant hypotheses;
Critical
and it results, ideally, in [], [] and [] which conform to the results of such [critical] examination.”
Belief, judgment and action
