Here are examples of statements demonstrating each type of bias:
1. Attribution effect: "He failed the exam so he must be lazy."
2. Confirmation bias: "I don't believe the studies showing vaccines are safe because I'm convinced they cause autism."
3. Framing: "The debate focuses on tax cuts and ignores spending cuts."
4. Hindsight: "In retrospect it was obvious they would get divorced."
5. Conflict of interest: "As an employee of the company, I think their practices are ethical."
6. Cultural bias: "Their parenting style is too permissive based on my cultural upbringing."
The document outlines three methods of philosophizing: 1) distinguishing opinion from truth by analyzing situations correctly, 2) realizing that philosophical methods lead to wisdom and truth, and 3) evaluating truth and opinion in different situations using the method of philosophizing.
This document provides examples and explanations of different types of logical fallacies, specifically appeal fallacies. It discusses 12 different appeal fallacies: appeal to fear, appeal to flattery, appeal to novelty, appeal to pity, appeal to ridicule, appeal to emotions, appeal to disgust, appeal to spite, appeal to authority, appeal to coherence, appeal to consensus, and appeal to common practice. For each fallacy, it provides a definition and an example to illustrate how that fallacy works. The document aims to help the reader identify and understand different types of appeal fallacies that exploit emotional reasoning rather than logical reasoning.
This document provides an overview of methods for determining the truth or validity of claims through philosophical analysis. It discusses key concepts like knowledge, facts, opinions, arguments, logic, and fallacies. The document encourages applying systematic doubt to statements to analyze them, using examples like claims about one's identity or abilities. Readers are advised to consider whether a statement is factual, an opinion, belief, argument, or explanation in order to distinguish truth from falsehood. Philosophical tools like logic and identifying logical fallacies can guide determining the truthfulness of different types of statements.
This document defines and provides examples of logical fallacies and cognitive biases. It discusses 12 common fallacies - ad hominem, ad baculum, ad misericordiam, ad populum, ad antiquitatem, ad verecundiam, ad ignorantiam, composition, division, hasty generalization, begging the question, and post hoc. It also explains three biases - fundamental attribution error, confirmation bias, and conflict of interest bias. For each fallacy and bias, it provides a definition and multiple examples to illustrate how it occurs.
Topic 2. methods of philosophical reasoningdan_maribao
油
This document discusses philosophical methods of reasoning and fallacies. It defines fallacies as flawed arguments. The document then provides examples of different types of fallacies, including fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. Specific fallacies discussed include appeal to force, pity, popularity, ignorance, and false analogy. The document encourages analyzing arguments to identify fallacious reasoning.
ATP 2016 - Critical Thinking in PsychologyJamie Davies
油
This document outlines an ATP session on critical thinking in psychology. The session aims to help participants understand what critical thinking is, reflect on teaching it, and discuss strategies to embed it in the curriculum. It discusses components of critical thinking like analyzing arguments and making inferences. Examples are provided of critical thinking exercises, including designing a study and analyzing conclusions from past research. The document emphasizes the importance of critical thinking to become savvy consumers and producers of research.
1. Philosophers emphasize determining truth through careful examination and justification rather than just belief. They subject their own knowledge and assumptions to doubt in order to learn.
2. For a statement to be considered true, it must be justified or proven through evidence, agreed upon as factual, and able to be applied and tested in the real world.
3. Philosophers distinguish truth from opinion by examining arguments closely for logical fallacies or biases that could undermine the reasoning. A variety of common fallacies and biases that weaken arguments are discussed.
The document discusses various philosophical concepts related to determining truth, including knowledge, facts, claims, arguments, and biases. It provides examples to illustrate these concepts and examines statements to distinguish those that are factual from those that are opinions. The document also discusses logical fallacies and biases that can influence arguments. It emphasizes that understanding the difference between facts and opinions is important for gaining wisdom and forming well-reasoned views. Analyzing different perspectives on issues while being aware of one's own biases can help achieve more objective evaluations.
This document provides an overview of methods for philosophizing and determining truth. It discusses the importance of truth and differentiating between knowledge, facts, claims, opinions and arguments. Systematic doubt is presented as a philosophical method for establishing truth by scrutinizing and analyzing statements. Examples are provided to illustrate applying systematic doubt to determine whether a statement is factual or an opinion. Fallacies in reasoning that can undermine arguments are also defined and exemplified. The document aims to teach philosophical thinking and analysis to discern truth from falsehood.
The document provides an overview of methods for philosophizing and distinguishing truth from opinion. It discusses how philosophers examine knowledge and its basis in reality or facts. Opinions are judgments or perspectives that may be influenced by bias, while arguments try to convince others of a claim using reasoning that could include fallacies. When analyzing statements, philosophy teaches us to apply systematic doubt and consider various biases that could affect perspectives. Understanding the difference between facts and opinions can guide us to wisdom in forming our own views.
This document provides an overview of methods for determining the truth or validity of claims through philosophical inquiry. It discusses how ancient Greek philosophers approached truth by examining the nature of knowledge and how we know what we know. It emphasizes employing systematic doubt to scrutinize all statements and determine truth, rather than taking anything as true without sufficient evidence. The document also differentiates between knowledge, facts, claims, opinions, arguments, beliefs, conclusions, explanations, and fallacies. It stresses that arguments may be based on faulty reasoning and fallacies, misleading the reader, so it is important to consider the characteristics and types of fallacies.
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
This document discusses different philosophical concepts related to determining truth. It defines truth, propositions, knowledge, facts, and claims. Truth lies at the heart of inquiry and refers to statements that correspond with reality. Propositions directly state something about the world and can be true or false. Knowledge is clear understanding based on facts and reality. Facts are observable truths while claims require examination to determine their validity. Philosophers employ systematic doubt to scrutinize existing knowledge and determine truth through evidence and reason rather than assumptions.
What is knowledge 2016 revision jtb conditions not being necessaryJon Bradshaw
油
This document discusses arguments for and against the justification, belief, and truth (JTB) conditions for knowledge.
It examines arguments that individual JTB conditions are not necessary by considering examples of true belief without justification or belief. However, counterarguments show that in cases like misleading evidence or false beliefs, truth is indeed necessary for knowledge.
Specific examples like beliefs about flamingos being gray or mondegreens show that strongly justified individual beliefs can be false, so justification and belief alone are not sufficient for knowledge - the belief must also be true. Therefore, truth is a necessary condition for knowledge.
1. The document discusses various philosophical concepts and methods for determining truth, including the relationship between truth and knowledge, the nature of propositions, and how philosophers establish truth through questioning beliefs and using evidence and reason.
2. It also examines how to distinguish facts from opinions, and the role of logic and fallacies in philosophical arguments. Bias and faulty reasoning can undermine arguments and make it difficult to determine what is true.
3. Philosophers emphasize using doubt, evidence, and rigorous reasoning to separate opinions and beliefs from verifiable facts, in order to gain a clearer understanding of truth and knowledge.
This document discusses the differences between truth and opinion. It states that truth is important for establishing right from wrong, upholding human rights, and maintaining integrity in democratic processes. Facts can be proven through evidence or experiments, while opinions represent personal beliefs and cannot be proven. The document provides examples to distinguish between facts and opinions, and outlines methods of analysis, distinction, and synthesis that are used in philosophy to break down and combine information. It concludes by offering hints for identifying statements as truths or opinions.
Personality theories aim to discover patterns in human behavior, explain differences between individuals, and explore how people conduct their lives. Freud believed that childhood experiences, especially those buried in the subconscious, shaped adult personality. He proposed the id, ego, and superego. Adler focused on inferiority complexes and the influence of parenting styles. Behaviorists like Skinner and Bandura emphasized learning through reinforcement and imitation. Maslow studied healthy individuals and proposed the hierarchy of needs.
Introduction to Philosophy of Educationbladetrinity2
油
This document discusses different philosophies of education including idealism, realism, pragmatism, and existentialism. It defines key terms like metaphysics, epistemology, axiology, and provides examples of logical fallacies. It also covers curriculum approaches and the methodology of instruction. Idealism views reality as mental and ideas as the only things that are truly real. The role of the teacher under idealism is to bring out latent ideas in students' minds through subjects like philosophy, theology, and the liberal arts.
This document defines and provides examples of logical fallacies and cognitive biases. It discusses 12 common fallacies - ad hominem, ad baculum, ad misericordiam, ad populum, ad antiquitatem, ad verecundiam, ad ignorantiam, composition, division, hasty generalization, begging the question, and post hoc. It also explains three biases - fundamental attribution error, confirmation bias, and conflict of interest bias. For each fallacy and bias, it provides a definition and multiple examples to illustrate how it occurs.
Topic 2. methods of philosophical reasoningdan_maribao
油
This document discusses philosophical methods of reasoning and fallacies. It defines fallacies as flawed arguments. The document then provides examples of different types of fallacies, including fallacies of relevance, weak induction, presumption, ambiguity, and grammatical analogy. Specific fallacies discussed include appeal to force, pity, popularity, ignorance, and false analogy. The document encourages analyzing arguments to identify fallacious reasoning.
ATP 2016 - Critical Thinking in PsychologyJamie Davies
油
This document outlines an ATP session on critical thinking in psychology. The session aims to help participants understand what critical thinking is, reflect on teaching it, and discuss strategies to embed it in the curriculum. It discusses components of critical thinking like analyzing arguments and making inferences. Examples are provided of critical thinking exercises, including designing a study and analyzing conclusions from past research. The document emphasizes the importance of critical thinking to become savvy consumers and producers of research.
1. Philosophers emphasize determining truth through careful examination and justification rather than just belief. They subject their own knowledge and assumptions to doubt in order to learn.
2. For a statement to be considered true, it must be justified or proven through evidence, agreed upon as factual, and able to be applied and tested in the real world.
3. Philosophers distinguish truth from opinion by examining arguments closely for logical fallacies or biases that could undermine the reasoning. A variety of common fallacies and biases that weaken arguments are discussed.
The document discusses various philosophical concepts related to determining truth, including knowledge, facts, claims, arguments, and biases. It provides examples to illustrate these concepts and examines statements to distinguish those that are factual from those that are opinions. The document also discusses logical fallacies and biases that can influence arguments. It emphasizes that understanding the difference between facts and opinions is important for gaining wisdom and forming well-reasoned views. Analyzing different perspectives on issues while being aware of one's own biases can help achieve more objective evaluations.
This document provides an overview of methods for philosophizing and determining truth. It discusses the importance of truth and differentiating between knowledge, facts, claims, opinions and arguments. Systematic doubt is presented as a philosophical method for establishing truth by scrutinizing and analyzing statements. Examples are provided to illustrate applying systematic doubt to determine whether a statement is factual or an opinion. Fallacies in reasoning that can undermine arguments are also defined and exemplified. The document aims to teach philosophical thinking and analysis to discern truth from falsehood.
The document provides an overview of methods for philosophizing and distinguishing truth from opinion. It discusses how philosophers examine knowledge and its basis in reality or facts. Opinions are judgments or perspectives that may be influenced by bias, while arguments try to convince others of a claim using reasoning that could include fallacies. When analyzing statements, philosophy teaches us to apply systematic doubt and consider various biases that could affect perspectives. Understanding the difference between facts and opinions can guide us to wisdom in forming our own views.
This document provides an overview of methods for determining the truth or validity of claims through philosophical inquiry. It discusses how ancient Greek philosophers approached truth by examining the nature of knowledge and how we know what we know. It emphasizes employing systematic doubt to scrutinize all statements and determine truth, rather than taking anything as true without sufficient evidence. The document also differentiates between knowledge, facts, claims, opinions, arguments, beliefs, conclusions, explanations, and fallacies. It stresses that arguments may be based on faulty reasoning and fallacies, misleading the reader, so it is important to consider the characteristics and types of fallacies.
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
This document discusses different philosophical concepts related to determining truth. It defines truth, propositions, knowledge, facts, and claims. Truth lies at the heart of inquiry and refers to statements that correspond with reality. Propositions directly state something about the world and can be true or false. Knowledge is clear understanding based on facts and reality. Facts are observable truths while claims require examination to determine their validity. Philosophers employ systematic doubt to scrutinize existing knowledge and determine truth through evidence and reason rather than assumptions.
What is knowledge 2016 revision jtb conditions not being necessaryJon Bradshaw
油
This document discusses arguments for and against the justification, belief, and truth (JTB) conditions for knowledge.
It examines arguments that individual JTB conditions are not necessary by considering examples of true belief without justification or belief. However, counterarguments show that in cases like misleading evidence or false beliefs, truth is indeed necessary for knowledge.
Specific examples like beliefs about flamingos being gray or mondegreens show that strongly justified individual beliefs can be false, so justification and belief alone are not sufficient for knowledge - the belief must also be true. Therefore, truth is a necessary condition for knowledge.
1. The document discusses various philosophical concepts and methods for determining truth, including the relationship between truth and knowledge, the nature of propositions, and how philosophers establish truth through questioning beliefs and using evidence and reason.
2. It also examines how to distinguish facts from opinions, and the role of logic and fallacies in philosophical arguments. Bias and faulty reasoning can undermine arguments and make it difficult to determine what is true.
3. Philosophers emphasize using doubt, evidence, and rigorous reasoning to separate opinions and beliefs from verifiable facts, in order to gain a clearer understanding of truth and knowledge.
This document discusses the differences between truth and opinion. It states that truth is important for establishing right from wrong, upholding human rights, and maintaining integrity in democratic processes. Facts can be proven through evidence or experiments, while opinions represent personal beliefs and cannot be proven. The document provides examples to distinguish between facts and opinions, and outlines methods of analysis, distinction, and synthesis that are used in philosophy to break down and combine information. It concludes by offering hints for identifying statements as truths or opinions.
Personality theories aim to discover patterns in human behavior, explain differences between individuals, and explore how people conduct their lives. Freud believed that childhood experiences, especially those buried in the subconscious, shaped adult personality. He proposed the id, ego, and superego. Adler focused on inferiority complexes and the influence of parenting styles. Behaviorists like Skinner and Bandura emphasized learning through reinforcement and imitation. Maslow studied healthy individuals and proposed the hierarchy of needs.
Introduction to Philosophy of Educationbladetrinity2
油
This document discusses different philosophies of education including idealism, realism, pragmatism, and existentialism. It defines key terms like metaphysics, epistemology, axiology, and provides examples of logical fallacies. It also covers curriculum approaches and the methodology of instruction. Idealism views reality as mental and ideas as the only things that are truly real. The role of the teacher under idealism is to bring out latent ideas in students' minds through subjects like philosophy, theology, and the liberal arts.
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Database population in Odoo 18 - Odoo slidesCeline George
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In this slide, well discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
油
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita Anand
油
This ppt has been made for the students pursuing PG in social science and humanities like M.Ed., M.A. (Education), Ph.D. Scholars. It will be also beneficial for the teachers and other faculty members interested in research and teaching research concepts.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
4. Propositions are
statements about
the world or
reality which may
or may not carry
truth.
Propositions
which are
observed to be
real or truthful
are considered
FACTS.
5. There are statements, however,
that are not evidently or
immediately known to be true
and they are called CLAIMS.
They require further examination
to establish whether it is true or
false.
6. UNLEARN SO THAT WE
MAY LEARN ANEW
HOW DO WE KNOW IF
SOMETHING IS TRUE?
PHILOSOPHERS QUESTIONED WHAT THEY KNEW AND EVEN
ANALYZED THEIR METHODS OF KNOWING IN ORDER TO
UNDERSTAND.
NATURE OF KNOWLEDGE AND HOW WE KNOW WHAT WE
KNOW
7. 1. A BELIEF IS TRUE IF IT CAN BE JUSTIFIED OR PROVEN
THROUGH THE USE OF ONES SENSES
I AM ALIVE
I HAVE A BODY
I CAN BREATHE.
AM I ALIVE?
DO I HAVE A BODY?
CAN I BREATHE?
I AM ALIVE!
I HAVE A BODY!
I CAN BREATHE!
8. 2. A BELIEF OR STATEMENT IS TRUE IF IT IS
BASED ON FACTS.
12. FACT
A fact is a statement that can be proven
true.
Statements that can be verified.
They can be proven true or false.
Signal words to convey facts: confirm,
discovered, according to, and
demonstrated
13. OPINION
An opinion expresses someones belief,
feeling, view, idea, or judgement about
something.
They are neither true or false.
They are one persons view about a topic
or issue
14. OPINION
Signal words to convey opinion: claimed,
view, argues, and suspect
Biased words: bad, good, better, best,
worst
Qualifiers: all, always, never, seem,
possibly, probably
15. SEATWORK:
FACT OR OPINION
1. Tuguegarao reached 42.2 degrees Fahrenheit making it the
hottest city in the Philippines.
2. Dry cough may be one of the symptoms of COVID-19.
3. Manuel Noveno Mamba became the Governor of Cagayan.
4. Staying in extremely hot places can protect you from COVID.
5. Reading books of different disciplines can make you
successful.
16. 6. Batil patong, a kind of pancit delicacy is the most
delicious food in Cagayan.
7. Sweeping at night according to some Filipino beliefs
drives richest away.
8. Drinking liquor is prohibited to minors ages 17 below.
9. Buntun bridge is not only the most beautiful but the
longest bridge in the Philippines.
10. All students have the same IQ.
35. DEDUCTIVE OR INDUCTIVE
1. All animals have four legs. All
creatures who have four legs are
fast in running. Therefore, all
animals are fast in running.
Deductive
36. DEDUCTIVE OR INDUCTIVE
2. Mango is a tree. All trees are
color green. Therefore, Mango is
color green
Inductive
37. DEDUCTIVE OR INDUCTIVE
3. Some animals are dangerous.
Pigs are animals. Therefore, all
animals are pig.
Inductive
38. DEDUCTIVE OR INDUCTIVE
4. All students are doing their
homework. Maricel is doing her
homework. Therefore, Maricel is a
students. Deductive
39. DEDUCTIVE OR INDUCTIVE
5. All things are created by God.
Trees are examples of things.
Therefore, Trees are created by
God
Deductive
41. CLASSIC JOKE
Teacher: Juan, do you believe in God?
Juan: Yes Sir.
Teacher: Juan, have you seen God?
Juan: Not yet Sir?
Teacher: Juan, to see is to believe. If you
have not seen God, therefore, there is no
God.
42. Juan: May I ask you sir?
Teacher: Yes Juan.
Juan: Have you seen your brain Sir?
Teacher: NO?
Juan: Classmates, lets go home, our
teacher do not have brain.
44. SOCRATIC METHOD
Give an initial definition of a thing or
concept
Look for characteristics not captured in
the initial definition(question)
Give new definition by looking into its
essence or purpose
46. 1. AD HOMINEM
Attacking the person presenting the
argument instead of the argument itself.
Ex:
These soldiers who fought in the war are
all bloodthirsty murderers!
47. 2. APPEAL TO FORCE
Using the threat of force or an undesirable
event to advance an argument
Ex:
If the peace agreement will not be signed
by the government, then we will have no
recourse but go to war.
48. 3. APPEAL TO POPULAR
The idea is presented as acceptable
because a lot of people accept it
Ex:
Marriage should be between a man and a
woman. It should remain today and in the
future.
49. 4. APPEAL TO EMOTION
Using emotions such as pity or sympathy
Ex:
All these charges are baseless; this is just
plain harassment- cant you see how this
affecting my family.
50. 5. FALLACY OF DIVISION
Assuming that what is true for the whole is
true for its parts
Ex:
You came from a family of doctors and
intellectuals! Surely you can do better in
this course.
51. 6. BEGINNING THE
QUESTION
Assuming the thing or idea to be proven is
true; also known as circular argument
Ex:
I have a right to free speech; therefore,
you cannot stop me from talking.
52. 7. CAUSE AND EFFECT
Assuming a cause and effect
relationship between unrelated events
Ex:
Ever since you bought that sweater,
everything has been going wrong in your
life. You should get rid of it.
53. 8. FALLACY OF COMPOSITION
Assuming that what is true of a part is true for
the whole
Ex:
These cases of robbery in this district have
convinced me that the city has become a den
of thieves and criminals.
54. ACTIVITY
EXAMPLE:
89% of the entire Philippine population believes
that he is corrupt, and I do not want to support
this kind of government official.
Appeal to popular
56. 1. ATTRIBUTION EFFECT
Tendency to judge a persons personality
by his or her actions, w/out regard for
external factors.
Ex:
These soldiers who fought in the war are
all bloodthirsty murderers!
57. 2. CONFIRMATION BIAS
Tendency to look for and readily accept
information w/c fits ones own beliefs and
to reject ideas that go against it.
Ex:
How can I accept his view that there is no
God? I am a Christian.
58. 3. FRAMING
Focusing on a certain aspect of a problem
while ignoring other aspects.
Ex:
Investigators are focusing on the
possibility of pilot error.
59. 4. HINDSIGHT
Tendency to see past events as
predictable.
Ex:
There will come a time that the Philippines
will be colonized again by the Americans.
60. 5. CONFLICT OF INTEREST
A person or group is connected to or has a
vested interest in the issue being
discussed.
Ex:
As daughter of the accused, I believe I
have the right to express my opinion on the
issue.
61. 6. CULTURAL BIAS
Analyzing an event or issue based on
ones cultural standards.
Ex:
I do not agree with this Western practice of
placing aged parents in the retirement
homes. We Filipinos take care of our family
members.
#5: Propositions_ Something (such as a plan or offer) that is presented to a person or group of people to consider: a statement to be proved, or discussed: something that someone intends to do or deal with.
FACTS- something that truly exists or happens: something that has actual existence: a true piece of information
#6: CLAIMS- to say that (something) is true when some people may say it is not true.: To say that you have (something); to say that (something) belongs to you or that you deserve (something)