This document discusses various methods and concepts for distinguishing opinions from facts and truth, including:
1. Activities that analyze statements as either facts or opinions, and determine truth through senses, facts, consensus, or documentation.
2. Key terms like arguments, fallacies, biases that can influence opinions. Logic, fallacies like appeals and biases must be considered when evaluating arguments.
3. Philosophical methods like the Socratic method, scientific method, and historical method can be used to determine truth from opinions in different situations. Understanding the difference between opinions and truth can guide us to wisdom in evaluating varied views and making wise decisions.
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.
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.
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.
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 various philosophical theories of truth and methods for determining truth. It defines truth as a core concept in inquiry and knowledge. The document outlines correspondence theory, which holds that something is true if it corresponds to reality, and coherence theory, which says something is true if it makes sense within a given context. It also discusses relativism, constructivism, and consensus theory. The document provides examples and analyzes factors like biases, facts vs opinions, and logical fallacies that can influence determining truth. Activities are included to help students apply these concepts.
The document provides an overview of different philosophical theories for determining truth and discusses concepts like biases, facts vs opinions, and fallacies that are relevant to assessing the truthfulness of statements or ideas. It explains key theories such as the correspondence theory, which views something as true if it corresponds to reality, and the coherence theory, which sees truth as something making sense within a given context. The document also outlines common biases like confirmation bias and cultural bias that can influence perspectives, as well as logical fallacies to watch out for in arguments. It emphasizes that determining truth requires careful consideration of evidence, perspectives, and potential biases or flaws in reasoning.
Critical Thinking & TOK require questioning information and separating facts from unsupported claims. Ultimately, there are no absolute truths - knowledge claims must be scrutinized and supported by evidence while considering alternative viewpoints. We should believe things that are logically coherent and correspond with evidence, avoiding both unwarranted certainty and unfounded skepticism.
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.
This document discusses the concepts of wisdom and truth. It begins by outlining an activity for students to do in groups. It then provides definitions and explanations of wisdom, truth, and related philosophical concepts. Examples are given of facts versus opinions. The document also discusses how to gain wisdom from God according to the Bible and examines logical fallacies and cognitive biases. At the end, students are given application and assessment questions.
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.
Critical thinking involves systematically evaluating beliefs and statements using rational standards. It examines life through examining one's beliefs, as Socrates said an unexamined life is not worth living. Critical thinking uses distinct procedures like identifying claims, premises, conclusions, and arguments to rationally assess existing beliefs and form new ones. Common impediments include self-interested, group, and subjective thinking. Deductive arguments aim to conclusively support conclusions while inductive arguments probably support conclusions. Fallacies involve irrelevant or unacceptable premises while various reasoning patterns help strengthen arguments.
The document discusses different types of logic, including deductive and inductive reasoning. It notes that deductive reasoning is more certain but less informative than inductive reasoning. It also discusses what distinguishes good generalizations from bad ones, including considering number and variety of examples, exceptions, coherence, and subject area. The document describes how logic can help get closer to truth when premises are true and arguments are valid, but gives examples of when conclusions could be tentatively accepted. It also discusses common fallacies in reasoning such as post hoc, ad hominem, circular reasoning, equivocation, and false dilemmas.
This lesson plan is for a senior high school philosophy class and has the following objectives: for students to distinguish a holistic perspective from a partial point of view, recognize deliberately reflective human activities, and realize the value of philosophy. The lesson will introduce the topic of "Doing Philosophy" through a presentation defining philosophy, distinguishing it from opinions and views. It will discuss the pursuit of wisdom through open-minded critical reasoning and language, using analysis, criticism, and speculation. The presentation will also explain the basic components of arguments like propositions, premises, conclusions, and ways to evaluate validity and soundness.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
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.
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.
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 various philosophical theories of truth and methods for determining truth. It defines truth as a core concept in inquiry and knowledge. The document outlines correspondence theory, which holds that something is true if it corresponds to reality, and coherence theory, which says something is true if it makes sense within a given context. It also discusses relativism, constructivism, and consensus theory. The document provides examples and analyzes factors like biases, facts vs opinions, and logical fallacies that can influence determining truth. Activities are included to help students apply these concepts.
The document provides an overview of different philosophical theories for determining truth and discusses concepts like biases, facts vs opinions, and fallacies that are relevant to assessing the truthfulness of statements or ideas. It explains key theories such as the correspondence theory, which views something as true if it corresponds to reality, and the coherence theory, which sees truth as something making sense within a given context. The document also outlines common biases like confirmation bias and cultural bias that can influence perspectives, as well as logical fallacies to watch out for in arguments. It emphasizes that determining truth requires careful consideration of evidence, perspectives, and potential biases or flaws in reasoning.
Critical Thinking & TOK require questioning information and separating facts from unsupported claims. Ultimately, there are no absolute truths - knowledge claims must be scrutinized and supported by evidence while considering alternative viewpoints. We should believe things that are logically coherent and correspond with evidence, avoiding both unwarranted certainty and unfounded skepticism.
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.
This document discusses the concepts of wisdom and truth. It begins by outlining an activity for students to do in groups. It then provides definitions and explanations of wisdom, truth, and related philosophical concepts. Examples are given of facts versus opinions. The document also discusses how to gain wisdom from God according to the Bible and examines logical fallacies and cognitive biases. At the end, students are given application and assessment questions.
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.
Critical thinking involves systematically evaluating beliefs and statements using rational standards. It examines life through examining one's beliefs, as Socrates said an unexamined life is not worth living. Critical thinking uses distinct procedures like identifying claims, premises, conclusions, and arguments to rationally assess existing beliefs and form new ones. Common impediments include self-interested, group, and subjective thinking. Deductive arguments aim to conclusively support conclusions while inductive arguments probably support conclusions. Fallacies involve irrelevant or unacceptable premises while various reasoning patterns help strengthen arguments.
The document discusses different types of logic, including deductive and inductive reasoning. It notes that deductive reasoning is more certain but less informative than inductive reasoning. It also discusses what distinguishes good generalizations from bad ones, including considering number and variety of examples, exceptions, coherence, and subject area. The document describes how logic can help get closer to truth when premises are true and arguments are valid, but gives examples of when conclusions could be tentatively accepted. It also discusses common fallacies in reasoning such as post hoc, ad hominem, circular reasoning, equivocation, and false dilemmas.
This lesson plan is for a senior high school philosophy class and has the following objectives: for students to distinguish a holistic perspective from a partial point of view, recognize deliberately reflective human activities, and realize the value of philosophy. The lesson will introduce the topic of "Doing Philosophy" through a presentation defining philosophy, distinguishing it from opinions and views. It will discuss the pursuit of wisdom through open-minded critical reasoning and language, using analysis, criticism, and speculation. The presentation will also explain the basic components of arguments like propositions, premises, conclusions, and ways to evaluate validity and soundness.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
How to Modify Existing Web Pages in Odoo 18Celine George
油
In this slide, well discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features.
Computer Application in Business (commerce)Sudar Sudar
油
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of softwares, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
How to attach file using upload button Odoo 18Celine George
油
In this slide, well discuss on how to attach file using upload button Odoo 18. Odoo features a dedicated model, 'ir.attachments,' designed for storing attachments submitted by end users. We can see the process of utilizing the 'ir.attachments' model to enable file uploads through web forms in this slide.
SOCIAL CHANGE(a change in the institutional and normative structure of societ...DrNidhiAgarwal
油
This PPT is showing the effect of social changes in human life and it is very understandable to the students with easy language.in this contents are Itroduction, definition,Factors affecting social changes ,Main technological factors, Social change and stress , what is eustress and how social changes give impact of the human's life.
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.
Information Technology for class X CBSE skill SubjectVEENAKSHI PATHAK
油
These questions are based on cbse booklet for 10th class information technology subject code 402. these questions are sufficient for exam for first lesion. This subject give benefit to students and good marks. if any student weak in one main subject it can replace with these marks.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
油
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
48. EVIDENCE
48
especially documents can be forged or
falsified.
A person may be issued
with documents
but it may contain wrong information
or typographical error.
49. if your name is mispelled in your
birthcertificate
DOES YOUR IDENTITY CHANGE?
50. Example:
I can ride a bike/ Can I ride a
bike?
I can fry an egg/ Can I fry an egg?
50
51. The obvious answer would be, is to
actually ride it cook it.--- BUT, some would
argue that the proof is not only in the act but
also in the product.
This means that you should not only show
that you can fry an egg but that also you can
make delicious fried eggs.
51
How will you prove that you can really cook an egg?
52. 5.
A BELIEF is true if...
a person can prove a statement through
an action.
52
55. Let usAnalyze
1. It takes me 30 minutes to walk from my home to
school.
2. Living near the school is better because we
dont have to spend much for transportation.
3. My sister ate the last piece of pizza.
4. My sister is a selfish person because she ate the
last piece and didnt share it with me.
5. The police firmly pushed the suspect to his
kneed and placed him in handcuffs.
6. The aggressive manner by which the police
arrested the suspect is an example of brutality
that characterizes our p3
o
6 lice force.
56. Which of the following statements are similar?
Let's rearrange them.
57. It takes me 30 minutes to walk
from my home to school.
Living near the school is
better because we dont
have to spend much for
transportation.
My sister ate the last piece of
pizza.
My sister is a selfish person
because she ate the last piece
and didnt share it with me.
The police firmly pushed the
suspect to his kneed and
placed him in handcuffs.
The aggressive manner by
which the police arrested the
suspect is an example of
brutality that characterizes
our police force.
57
Which column has statements that are more factual?
58. It takes me 30 minutes to walk
from my home to school.
Living near the school is
better because we dont
have to spend much for
transportation.
My sister ate the last piece of
pizza.
My sister is a selfish person
because she ate the last piece
and didnt share it with me.
The police firmly pushed the
suspect to his kneed and
placed him in handcuffs.
FACTUAL
The aggressive manner by
which the police arrested the
suspect is an example of
brutality that characterizes
our police force.
OPINION
58
Which column has statements that are more factual?
60. OPINION
Comprised of statements which not
only give facts but also provide
conclusions or perspectives regarding
certain situations.
They may advance a belief about
certain things or provide
explanations.
The bases for making arguments
and convincing people that a
certain claim is a fact. They are
often influenced by bias.
62. Beliefs
Statements that express convictions that are not
easily and clearly explained by facts.
T
o judge the truthfulness of a belief, we must also
consider things such as the persons experiences
and views.
63. Beliefs
Example: I believe that God put me on this Earth
to spread his message of love.
64. Explanation
Statements that assume the claim to be true and
provide reasons why the statement is true.
Example: Statement 4: My sister is selfish
because...
65. Arguments
Series of statements that provide reasons to convince
the reader or listener that a claim or opinion is
truthful.
They often take the form of statements that are
either claims of facts and are phrased in such a way
that they seem reasonable.
66. 3rd JOURNAL
OUTPUT
A. Imagine that you are part
of the conversation, how will
you react to the statements?
B. Give a reaction to the
article Describe how you will
determine the truth of the
claims given
PAGE: 28-29
66
67. Arguments
Series of statements that provide reasons to convince
the reader or listener that a claim or opinion is
truthful.
However, a number of arguments may be based on
faulty reasoning.
69. LOGIC
- Is the branch of philosophy that focuses on the analysis of
arguments.
70. FALLACY
(Kamalian)
An idea that a lot of people think is true but is
in fact false
A misleading argument
71. FALLACY CHARACTERISTICS EXAMPLE
Ad hominem Attacking the person instead
of the argument itself
Of course he believes that the
government is flawed, he is a rebel and
a Communist
Ad baculum
(appeal to force)
Using the threat of force or an
undesirable event to advance an
argument
If you do not agree with my political
opinions, you will receive flat 70 on
your
Ad misericordiam
(appeal to pity)
Using emotions such as pity
and sympathy
Y
ca
or
udc
.ant fire me, I have a wife and 12
kids who will go hungry if I lose this
job.
Ad populum (appeal to
majority or bandwagon)
The idea is presented as
acceptable because a lot
of people accept it
Every boy your age already has a
girlfriend, you should go find one!
Ad antiquitatem
(appeal to tradition)
The idea is acceptable
because it has been true
for a long time
Marriage has traditionally been between
a man and a woman; therefore, gay
marriage should not be allowed.
Ad verecundiam
(appeal to authority)
misusing an
authority
4 out of 5 dentists agree that brushing your teeth
makes your life meaningful.
Richard Dawkins, an evolutionary biologist and perhaps
the foremost expert in the field, says that evolution is
true. Therefore, it's true.
72. FALLACY CHARACTERISTICS EXAMPLE
Fallacy of
Composition
Assuming that what is true
of a part is true for the
whole
Each brick in that building weighs less
than a pound. Therefore, the building
weighs less than a pound.
Hydrogen is not wet. Oxygen is not wet.
Therefore, water (H2O) is not wet.
Fallacy of Division Assuming that what is true
for the whole is true for its
parts
You come from a family of doctors and lawyers! Surely, you can do
better in this course!
I heard that the Catholic Church was involved in a sex scandal
cover-up. Therefore, my 102-year-old Catholic neighbor, who
frequently attends Church, is guilty as well!
Hasty The generalization is You can't speak French. I cant
Generalization reached too hastily. There speak French. Carla can't speak
are too few instances or French; therefore, nobody in this
evidences to support such a school can speak French.
conclusion.
Post Hoc
(false cause)
Assuming a cause-and-
effect relationship
between unrelated events
Every time you wear your red
scarf, you cry. You should
get rid of it.
73. BIAS (PAGKILING)
The personal views of the person presenting it.
They are not necessarily errors in reasoning, but
refer to tendencies or influences which affect
the views of people.
74. BIAS CHARACTERISTICS EXAMPLE
Correspon
dence bias
(Fundame
ntal
attributio
n error)
Tendency to judge a
persons personality by
his/her actions without
regard for external
factors or situations
The soldiers who
fought in the
war are all
bloodthirsty
murderers.
Confirmation
bias
the tendency to look for
and accept information
in a way that confirms
one's own beliefs and
reject ideas that go
against it
How can I accept his
view that there is no
God? I am a Christian!
75. BIAS CHARACTERISTICS EXAMPLE
Conflict of interest A person or group is connected to
or has a vested interest in the
issue
As the daughter of the accused, I believe
that I have the right to express my opinion
on the issue of his alleged corrupt
practices.
Cultural bias Analyzing an event or issue
based on ones cultural
standards
I do not agree with this Western practice
of placing the elderly in retirement
homes.
We Filipinos take care of our family members.
Framing Focusing on a certain aspect of a
problem while ignoring other
aspects
Preliminary evidences has still not
pointed out the actual cause of the plane
crash, but investigators are currently
focusing on the possibility of pilot error.
Hindsight
(knew-it-all-along
phenomenon)
Is when, after an event occurs, we
feel we already knew what was
going to happen
When you put a glass on the edge of a table
and you start cleaning and bumped the glass
and it fell to the ground and
76. HOW CAN AN UNDERSTANDING OF THE
DIFFERNCE BETWEENTRUTHAND
OPINION LEAD USTO WISDOM?
Understanding of opinions and facts and the
means to distinguish one from the other
can further improve our understanding and
appreciation of varied views and ideas. The
ability to determine truth goes hand in
hand with the holistic perspective and
enables us to make wiser decisions,
especially in choosing the ideas and views
which we find acceptable.
76
77. HOW CAN AN UNDERSTANDING OF THE
DIFFERNCE BETWEENTRUTHAND
OPINION LEAD USTO WISDOM?
77
An individual cannot live his or her life just
agreeing with everybody he or she meets. A
critical mind aided by philosophy can help us form
our own personal point of view that can guide us
in making decisions and actions when faced with a
problem.
Philosophy can help us determine ideas that are
truthful and acceptable which we can then use
to form our own views regarding certain
matters.
78. Let us imagine several individuals reacting to a
news in television and radio about the recent
killings of drug pushers and addicts throughout the
country
MANGANTONIO ATTY.MACARAIG MRS.LOPEZ
FATHERGOMEZ MR.TOLENTINO MRS.ALONZO
78
79. NOW, LET'S LOOK AT THEIR BACKGROUND
MANGANTONIO
A citizen who lives in a
barangay where the
presence of drugs addicts
is a problem
ATTY.MACARAIG
A lawyer and a
citizen
MRS.LOPEZ
A housewife
whose family
lives in a
community
FATHERGOMEZ
A priest
MR.TOLENTINO
A father whose
daughter was raped
and murdered by drug
addicts.
MRS.ALONZO
A mother whose son
is
a drug addict.
80. Figuring out the backgrounds of the people
who made the statements allows us to
undertand the context by which they formed
their views and opinions on the issue.
86. Which among the opinions is most similar to your
own personal bias regarding the issue of the drug
addicts?
87. PHILOSOPHY CAN HELP US EXAMINE VARIOUS VIEWS
ON RELEVANT ISSUES AND OUR LIVES. AN OBJECTIVE
EVALUATION OF OPINIONS AND AN AWARENESS OF OUR
OWN PERSONAL BIASES CAN HELP US MAKE WISE
CHOICES RAGRDING THE MOST ACCEPTABLE VIEWS TO
ADOPT AND THE RIGHT ACTIONS TO UNDERTAKE.
87
88. How will you determine the truth from an opinion?
89. How do we evaluate truth from opinions in
different situations?