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Chapter 9 - Categorical Logic - Template

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15 views18 pages

Chapter 9 - Categorical Logic - Template

Uploaded by

phamvanducanh.iuevent
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Chapter 9

Categorical Logic
Part 3: Testing validity of a categorical syllogism
Yes No
Sample 1

All Venn drawers (D) are logic learners (L).


All logic learners (L) are critical thinkers (T).
So, all Venn drawers (D) are critical thinkers (T).
The two lower circles represent the two
All D are L. categories in the conclusion.
All L are T.
So, all D are T.
L

D T
HOW TO DRAW VENN DIAGRAM

Instructions:
Go to Paint to draw the Venn diagram:
1. Click the oval shape to draw the 3 circles
2. Click the bucket to shade the areas
3. Click A to add and format text
4. Click Select, then Ctrl + C to copy the image and paste on
slides
Part 3: Testing validity of a categorical syllogism

Sample 2

No iPhones are Vsmarts.

All Samsung Galaxies are Vsmarts.

So, some Samsung Galaxies are iPhones.

A
Symbolic argument:

No iP are V
All G are V
So, some G are iP
A A
Part 3: Testing validity of a categorical syllogism

Sample 3

If you are an IUer, you tease the Koi fish.


Some students don’t attend IU programs. A
So, some students don’t tease the Koi fish.

Standardized argument:

All IUers (IU) are Koi teasers (T).


Some students (S) are not IUers.
So, some students are not Koi teasers.
Symbolic argument:
A A
All IU are T
Some S are not IU
So, some S are not T
in/valid
Part 3: Testing validity of a categorical syllogism

Sample 4

No islands are part of the mainland. Hawaii is an


island. Therefore, Hawaii is not on the mainland. A
Standardized argument:

No islands (I) are mainland areas (M).


All places identical with Hawaii (H) are islands.
So, no places identical with Hawaii are mainland areas.

Symbolic argument:

No I are M A A
All H are I
So, no H are M in/valid
Part 3: Testing validity of a categorical syllogism
Sample 5
Some students don’t love logic.
Most people who love logic make sound arguments.
So, there are students who don’t make sound arguments. A

Standardized argument:

Some students (S) are not logic lovers (L).


Some logic lovers are sound argument makers (M).
So, some students are not sound arguments makers.

Symbolic argument:

Some S are not L A A


Some L are M
So, some S are not M in/valid
Part 3: Testing validity of a categorical syllogism
Sample 6
Some students are not learning Categorical Logic.
Only if they learn Categorical Logic can they do the test well.
So, at least one student cannot do the test well. A
Standardized argument:

Some students (S) are not CL learners (L).


All good test takers (T) are CL learners.
So, some students are not good test takers.

Symbolic argument:

Some S are not L


A A
All T are L
So, some S are not T
in/valid
Part 3: Testing validity of a categorical syllogism

Keep these things in mind:

1. Put the statements in the standard forms first.

2. Be consistent in how you draw your diagram: always shade the


premise with No or All before putting the X for Some/some are not.

3. Test validity only by checking (not doing anything else) for the
necessity of the conclusion.
MORE EXAMPLES

Translate the following syllogisms into standard categorical arguments.

Then use Venn diagram to test their validity.


Argument 1

All my students learn quickly.


If they are quick learners, they don’t hate Chapter 9.
So, none of my students hate Chapter 9. A

Standardized argument:

All students (S) are quick learners (L).


No quick learners (L) are Chapter 9 haters (H).
So, no students are Chapter 9 haters.

Symbolic argument:

All S are L
A A
No L are H
So, no S are H
in/valid
Argument 2

There are students who never give any opinion.

Some students giving their opinion contribute to lessons.


A
So, many students do not contribute to lessons.

Standardized argument:

Some students (S) are not opinion givers (G).


Some opinion givers (G) are lesson contributors (C).
So, some students are not lesson contributors.

Symbolic argument: A A

Some S are not G


Some G are C in/valid
So, some S are not C
Argument 3

Some students who register for Critical Thinking are frequently absent.

All students who are frequently absent cannot take the tests.

So, some students who register for Critical Thinking cannot take the test. A

Standardized argument:

Some CT students (S) are frequent absentees (A).

No frequent absentees (A) are test takers (T).

So, some CT students are not test takers.

Symbolic argument:

Some S are A A A

No A are T
So, some S are not T in/valid
SELF PRACTICE

1. There are e-mail messages that are not spell-checked. There are interoffice
memos that are e-mail messages. Therefore, there are interoffice memos that
are not spell-checked.

2. If anything is a truck, then it is not a car. There are Mazdas that are trucks. It
follows that there are Mazdas that are not cars.

3. Every person who drinks and drives is an irresponsible person. Not every person
who talks on a car phone is an irresponsible person. Hence, not every person
who talks on a car phone is a person who drinks and drives.

4. Joey is in kindergarten. Only children in kindergarten fingerpaint in school. So,


Joey fingerpaints in school.
Task 1

There are e-mail messages that


are not spell-checked. There are
interoffice memos that are e- A

mail messages. Therefore, there


are interoffice memos that are
not spell-checked.

A A

in/valid
Task 2

If anything is a truck, then it is


not a car. There are Mazdas that A
are trucks. It follows that there
are Mazdas that are not cars.

A A

in/valid
Task 3

Every person who drinks and drives is


an irresponsible person. Not every A
person who talks on a car phone is an
irresponsible person. Hence, not every
person who talks on a car phone is a
person who drinks and drives.

A A

in/valid
Task 4
A

Joey is in kindergarten. Only

children in kindergarten

fingerpaint in school. So,

Joey fingerpaints in school.

A A

valid/invalid

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