Unit 2 DQ: What is a Good Argument? (Graded)As we have seen, in formal logic, a good argument has...

Question

Unit 2 DQ: What is a Good Argument? (Graded)

As we have seen, in formal logic, a good argument has true premises and a conclusion that follows from the premises, either necessarily or very likely. Use your knowledge of arguments to discuss the following situation: There is a trolley coming down the tracks and ahead, there are five people tied to the tracks and one person on a side track who are unable to move. The trolley will continue run and will kill the five people. There is nothing you can do to rescue the five people except that there is a lever. If you pull the lever, the train will be directed to the side track, which has only one person tied to it. Discuss your choices. Choose an option. And give a good argument to support your choice.3 short differents answers.

Unit 2 AS: Recognize arguments

Attached Files:

Unit 2 AS.docx

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The following assignment tests the student’s ability to discriminate real arguments from mere opinions, recommendations, or mere statements.

1. Read the 10 passages (see attachment)and decide whether they are arguments.

2. Explain why you think they are/are not arguments.

3. If you think a passage is an argument, write it in argument form numbering the premise(s) and labeling each premise using the capital letter P, and the conclusion using the capital letter C.

4. If the argument is an enthymeme, supply the missing premise or conclusion. 5. Upload as Word document.

Content Assessment Instructions: Read the 20 passages and determine for each one which fallacy is committed. Make sure that you explain why it is a fallacy.

Unit 3 DQ: The Matrix and Consciousness (Graded)

Consider the following predicament, which is similar to that portrayed in the 1999 science fiction action filmThe Matrix: You are the science project of a high school being from an advanced civilization. You were abducted and your brain removed and suspended in a fluid inside a vat. All your feelings, thoughts, emotions, sensations, desires—in short, all your mental contents—are simulated by a computer. Just like in the film, your life seems normal to you, but in reality is just a simulation. Everything you think that you know is not true.

Considering this predicament, is it possible for you to have true knowledge of anything? Or are you destined to be forever the victim of a grand delusion perpetrated by the computer that stimulates your brain? What can you know for sure? 3 shorts different answer

Unit 3 AS: The Mind-Body Problem

This assignment tests the student’s understanding of the mind-body problem and its various implications.

Write a thorough explanation of the following: address the mind-body problem. Discuss why the mind-body problem is a problem. A problem for whom? Make sure to discuss the nature of consciousness, intentionality, subjectivity, and mental causation. Finally, you should dedicate at least a paragraph to indicate the mind-body problem’s social, legal, and moral implications.

Write a minimum of 1000 words (approximately 4-5 double-spaced pages). Upload as word document. Use any style that you prefer, i.e., MLA, APA, Chicago.

Unit 3: Readings

Chapter 4: A Contemporary Defense of Dualism; The Mind-Body Problem; Minds, Brains, and Computers.

Chapter 5: We Are Completely Determined; Human Freedom and the Self.

Unit 4 DQ: In the Mouth of the Cave (Graded)

Consider the following predicament:

A very, very large man is leading a group of explorers out of a cave when he gets stuck in the mouth of the cave and in a very short time high tide will be upon the explorers, and unless the large man is promptly unstuck, the group will be drowned except the fat man, whose head is out of the cave. But fortunately (such as it is), someone has with him a stick of dynamite. Either they use the dynamite and blast the poor innocent large man out of the mouth of the cave or everyone else drowns. Either one dies or many die. If the group does not use the stick, the large man will be rescued in due course.

Consider further another version of this story where the large man, whose head is in the cave, will drown with them; yet another version has it that instead of a large man it is a large pregnant woman obstructing the cave.

If you were part of the group, what solution would you suggest in each scenario? What are the differences, morally speaking, among the various scenarios? Discuss what makes this case morally difficult. 3 differents short answers

unit-2-as-1-yblf2eaj.docx

Olivia · Accepted Answer

Running Head: RECOGNIZING ARGUMENTS 		1
RECOGNIZING ARGUMENTS 		7
RECOGNIZING ARGUMENTS
UNIT 1 
	In this case, my choice would be to pull the lever. Although in both cases, pulling of the lever would result in death of at least one person, the logical choice here would be to pull the lever and save the lives for five people whilst sacrificing only one. This would be a form of Collateral damage to save five people acting only as an unintended side effect. While many would choose any alternative scenarios to all six men, in the absence of one it becomes necessary to choose the one with lesser evil.
Unit 2: 
1. Non Argument 
2. Argument;
P : stem cell research is restricted and  people will die prematurely.
C: To stop premature death stem cell research is needed.
3. Argument;
P: Mortality rates decrease when early abortions are legal.
C: Interest of state in protecting women from hazardous procedure has disappeared.
4. Non argument (opinion or advice)
5. No argument (advice)
6. Argument
P: Surface water organisms sink into the bottom of the ocean.
C: Fishes that swim deep into the ocean for food get predated upon.
7. Argument
P: Atoms are building blocks that can combine to form molecules of different properties.
C: Simple compounds formed from atoms have newer properties than the atoms.
8. Argument
P: Paying chief executives more than ordinary employees creates economic inequality, political instability, violent crime, and reduced life expectancy. 
C: There is no moral justification for chief executives being paid hundreds of times more than ordinary employees. 
9. Argument
P: Freedom of speech and expression are essential for a democratic government. 
C: We must resist all effort to allow the government to censor entertainment. 
10. Logical Fallacy or Invalid Argument
C: Rain can make the car wet but it is not the only way that it could be wet.
Unit 3 DQ: 
	As Descartes once said, "I think therefore I am" is the idea behind this dilemma. A person’s thoughts and emotions even if stimulated by a computer cannot be invalidated. A computer can put information and stimulate the surroundings but it cannot process thoughts into emotions in humans. Although factual knowledge provided by a computer might not be correct but the emotions cannot be disregarded even in a simulation.
Unit 3 AS the Mind-Body Problem
	The Body mind problem address the main issues on whether our body and mind are connected together of just function as separate discrete entities. Humans are capable of not just great physical achievements but we often boast of our intellectual abilities as well. Here lies the problem. In many cases,

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Unit 2 DQ: What is a Good Argument? (Graded) As we have seen, in formal logic, a good argument has true premises and a conclusion that follows from the premises, either necessarily or very likely. Use...