Introduction To Logic 14th Edition Exercise Answers
Topic 4 Reading Exercises from: Copi, Irving M. Introduction to Logic, 14th Edition. 5.3 INSTRUCTIONS Identify the subject and predicate terms in, and name the form of, each of the following propositions. Editions for Introduction to Logic: (Paperback published in 2004), (Hardcover published in 2010), (Hardcover published in 2010), 01.
Exercise answers chapter 1, 2 & 3. 1. 1 Exercise Answers and Teaching Tips Chapter 1: Introduction to Critical ThinkingStudents enjoy the exercises in Chapter 1. Most are Socratic exercises, designed to ease studentsinto the course and encourage self-reflection in dialogue with others. Instructors probably wont want to do all the exercises in this chapter: We generally doabout half. Exercise 1.1.1 works well as an icebreaker. Students always enjoy Exercises 1.2 and1.3, and Exercises 1.6.I and 1.6.III work well for instructors who stress writing.Exercise 1.4.Discussion questions: 1.
What can you consistently believe with regard to Culture A?Answer: You must believe that it is right for Culture A to be a totally pacifist culture, and hencethat it is right for Culture A to permit themselves to be conquered and enslaved by Culture B.(Assuming that this belief is consistent with what you must believe as a member of Culture C.) 2. What can you consistently believe with regard to Culture B?Answer: You must believe that it is right for Culture B to be a militaristic and slaveholdingculture, and hence that it is right for Culture B to conquer and enslave Culture A. (Assuming thatthis belief is consistent with what you must believe as a member of Culture C.) 3.
What can you consistently do with regard to Culture A?Answer: Since both Culture A and Culture B are doing what they consider to be morally right,you cannot do anything to interfere with the invasion. (Assuming that your noninterference ispermitted by the values of Culture C.) 4.
What can you consistently do with regard to Culture B?Answer: You cannot do anything to interfere with Culture B’s conquest of Culture A. (Assumingthat your noninterference is permitted by the values of Culture C.)Main Lesson of Case 1:Moral relativism may commit us to certain beliefs or practices that, intuitively, seem to us to beterribly wrong. It makes it impossible for us to criticize the values and practices of other culturesthat may seem to us to be clearly wrong or misguided. 2Case 2Discussion questions: 1. Is there any logical difficulty with being a relativist and also belonging to Culture B?Answer: Yes. As a moral relativist you must believe that it is right for Culture A to practicepacifism (since this is what Culture A believes is right). But as a member of Culture B you mustbelieve that it is wrong for Culture A to practice pacifism (since this is what Culture B believes).
What can you consistently believe with regard to Culture A?Answer: As explained above, you are committed to inconsistent beliefs with regard to Culture A.You must believe that it is right for Culture A to practice pacifism and that it is wrong forCulture A to practice pacifism. Cme uf5 usb driver windows 10. What can you consistently believe with regard to Culture B?Answer: You must believe that it is right for Culture B to subjugate and enslave Culture A.(Instructors might wish to note that, strictly speaking, inconsistent beliefs imply any conclusion.) 4. What can you consistently do with regard to Culture A?Answer: Since both Culture A and Culture B are doing what they consider to be right, you, as amember of Culture B, must support the invasion—and indeed participate in it if required to doso. What can you consistently do with regard to Culture B?Answer: You must support and possibly participate in the invasion and subjugation.Main Lessons of Case 2: 1. Moral relativism may commit us to certain beliefs or practices that, intuitively, seem to us to be terribly wrong.
Moral relativism can easily lapse into inconsistency. One way this can happen is when a relativist is a member of a society that holds beliefs that conflict with moral relativism (as Culture B does in this scenario). Another way inconsistency can occur is when a relativist belongs to a culture that holds inconsistent moral beliefs. A third way in which relativism can lead to inconsistency is explored in Case 3. 3Case 3Discussion questions: 1. Is it possible for an individual to belong to more than one culture at the same time? If so, does this impose any logical difficulty for the moral relativist?Answer: Arguably, yes.
The Amish, for example, plausibly belong to two cultures: the largerAmerican culture and their own distinctive sub-culture. If an individual belongs to differentcultures, and the cultures hold mutually inconsistent moral beliefs, then moral relativism impliesinconsistent moral duties. Is there any logical difficulty in being a relativist and belonging to Culture B?Answer: Yes, for the same reason stated in Case 2. You must believe both that Culture A is rightnot to practice child sacrifice and that Culture A is wrong not to practice child sacrifice. What can you consistently believe with regard to Culture A and Culture B?Answer: You seem to be committed to holding inconsistent beliefs: that child sacrifice is bothright and wrong for Culture B, and that child sacrifice is both right and wrong for Culture A.
What can you consistently do with regard to Culture A and Culture B?Answer: You would have inconsistent duties-for example, both to support and not to supportchild sacrifice. If someday the Betas become the majority sub-culture in Culture B, and consequently most members of Culture B no longer believe in child sacrifice, can this be described as 'moral progress' from the standpoint of moral relativism?Answer: No. According to moral relativism, what is morally right for a society is whatever thatsociety believes is right at a particular time. Thus, according to relativism, it is not the case, forexample, that contemporary Americans attitudes toward slavery are 'truer' or 'moreenlightened' than those of most 18th century Americans.
This work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from this site should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. Introduction to Logic is a proven textbook that has been honed through the collaborative efforts of many scholars over the last five decades. Its scrupulous attention to detail and precision in exposition and explanation is matched by the greatest accuracy in all associated detail. In addition, it continues to capture student interest through its personalized human setting and current examples.
The 14th Edition of Introduction to Logic, written by Copi, Cohen & McMahon, is dedicated to the many thousands of students and their teachers - at hundreds of universities in the United States and around the world - who have used its fundamental methods and techniques of correct reasoning in their everyday lives. New To This Edition From The Authors: 'Earlier editions of Introduction to Logic have been warmly received by our philosophical colleagues around the world. James Druley from Reedley College, Madera, CA, who was one of the reviewers of the twelfth edition, wrote: “Several times, after reading a part of the text I have thought, ‘That could not have been written any more insightfully or elegantly; that could not have been explained better.’” We are gratified by such kind words, of course, but we are not content. As a consequence, a number of alterations have been made in an effort to refine, polish, and improve an already excellent text. ' New Features Include: An engaging four-color design provides pedagogical clarity of examples and exercises for students. A brief history of logic presents basic background information that will help students place important theoretical material into context. A thorough reorganization of Chapters 8 through 10 on Modern Logic – including explanations of alternative symbols used in outside sources–enables students to better grasp these key topics.
Logic in the Real World exercises at the end of every part provide applied examples of the concepts discussed. Brief biographies of the great logicians help students place logic in context historically.
It helps them understand that contributions to logic are not remote and detached from life, but expressions of the lives and passions of human beings. A new appendix demonstrates the practical applications of logic in the taking of graduate admissions tests such as the GRE, LSAT, GMAT, and MAT. Chapter Changes: Certain fallacies have been re-classified in Chapter 4. The flow chart in Chapter 6 has been restructured. In Chapter 8 we have provided and explained alternative symbols that are used in outside sources.
Much of the material in Chapters 8-10 has been reorganized. Overall Changes: Most of the footnotes have been incorporated with the text to allow for a smoother flow of ideas. Many arguments, definitions, explanations and formulations have been tightened up and clarified. About the Author(s) Irving M. Copi was a philosopher and logician.
He taught at the University of Illinois, the United States Air Force Academy, Princeton University, and the Georgetown University Logic Institute, before teaching logic at the University of Michigan, 1958-69, and at the University of Hawaii, 1969-90. His other works include Essentials of Logic, Informal Logic, and Symbolic Logic. Carl Cohen is Professor of Philosophy at the Residential College of the University of Michigan. He has published many essays in moral and political philosophy in philosophical, medical, and legal journals. He has served as a member of the Medical School faculty of the University of Michigan, and as Chairman of the University of Michigan faculty, where he has been an active member of the philosophy faculty since 1955.
His other works include The Animal Rights Debate (2001), with Prof. Tom Regan; he is also the author of Democracy (1972); the author of Four Systems (1982); the editor of Communism, Fascism, and Democracy (1997); the co-author (with J. Sterba) of Affirmative Action and Racial Preference (2003) Kenneth D. McMahon studied physics, philosophy, and English Literature as an undergraduate, then took graduate degrees in psychology and philosophy. He has taught critical thinking, philosophy, statistics, and psychology, and currently teaches logic for Hawaii Pacific University. His professional interests include logic, epistemology, philosophy of science, and philosophy of mind, as well as cognitive science, psychometrics, computational theories of mind, and evolutionary psychology. PearsonChoices Give your students choices!
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Logic Exercises And Answers
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Introduction To Logic 14th Edition Exercise Answers Key
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