Term
| 190. (a) How many universes are totally disconnected from the physical universe, ACCORDING TO PLATO? |
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Definition
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Term
| (b) How many universes are totally disconnected from the physical universe, ACCORDING TO ARISTOTLE? |
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Definition
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Term
| 191. What proof was given in class to show that the non-physical aspects of reality are not totally disconnected from the physical aspects of reality? |
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Definition
Physical human bodies are connected to non-physical souls.
We learn about AI through physical aspects of reality. |
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Term
| 192. (a) TRUE or FALSE: Since Aristotle thinks that the physical world and the non-physical world are not totally disconnected from each other, it follows that Aristotle thinks that abstract ideas, human souls, and even God are all physical things. |
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Definition
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Term
| (b) TRUE or FALSE: The only way to say that abstract ideas are non-physical is to say that they are in a separate universe, totally disconnected from the physical world. |
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Definition
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Term
| 193. TRUE or FALSE: Aristotle thinks that there is only one universe, but it has different aspects and things inside it: some physical aspects/items and some non-physical aspects/items. |
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Definition
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Term
| 194. TRUE or FALSE: Aristotle claims that Heraclitus was right about physical things: they are always changing in every way. |
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Definition
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Term
| 195. (a) What do we call the aspect inside a physical thing that makes it ABLE to change? |
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Definition
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Term
| (b) Speaking crudely, what do we call the “stuff” inside a thing? [HINT: Part (a) and part (b) have the same one-word answer.] |
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Definition
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Term
| 196. (a) What do we call the aspects inside a physical thing that make it ACTUALLY what it currently is? |
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Definition
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Term
| 197. What does Aristotle mean by the term “matter”? (HINT: See # 195.) UNDERSTAND the answer. |
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Definition
| the aspects inside a physcal thing that make it able to change (clay can be reshaped into anything) |
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Term
| 198. (a) What is the most basic meaning of the term “form,” according to Aristotle? (HINT: See # 196.) UNDERSTAND the answer. |
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Definition
| the aspects inside a physical thing that make it what it currently actually is. |
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Term
| (b) NOTICE THIS: Aristotle says that abstract ideas are MENTALLY ISOLATED forms, so they are indeed one kind of form. But in order to even understand the definition of abstract ideas as a kind of form, you have to already understand some more basic definition of the word “form.” Therefore, “abstract idea” is NOT the most basic meaning of the term “form,” in Aristotle’s terminology. |
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Definition
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Term
| 199. (a) Express the Theory of Abstraction in a way that uses the terms “mentally,” “matter,” and “form” and that identifies a kind of ISOLATION that goes on. |
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Definition
| in abstraction you mentally isolate the form from the matter of a physical thing |
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Term
| (b) How does Aristotle define the term “abstract idea”? (HINT: The word FORM is involved.) |
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Definition
| a form that has been mentally isolated from matter/material conditions inside someone's mind." |
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Term
| 200. (a) The word “hylomorphism” comes from two Greek words. What does HYLE mean? |
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Definition
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Term
| (b) What does MORPHE mean? |
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Definition
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Term
| 201. (a) Who was the first hylomorphist? |
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Definition
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Term
| (b) TRUE or FALSE: Aristotle was a hylomorphist. |
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Definition
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Term
| (c) TRUE or FALSE: Plato was a hylomorphist. |
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Definition
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Term
| 202. What does the theory of hylomorphism teach about physical things in general? |
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Definition
| the realization that physical things have both form and matter |
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Term
| 203. What does the theory of hylomorphism teach about the relationship of the human body and the human soul? |
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Definition
| your body and soul are both part of you. |
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Term
| 204. What evidence was covered in class to show that hylomorphism explains the relationship of the human body and the human soul better than materialism does? |
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Definition
respects the realization that there are AI in our minds.
materialism- nothing but your body
it can't explain how you have AI in your mind. |
|
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Term
| 205. What evidence was covered in class to show that hylomorphism explains the relationship of the human body and the human soul better than dualism does? |
|
Definition
respects the common intuition that your body is a part of you.
we experience our bodies as part of ourselves.
dualists try to deny this, explain it away. |
|
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Term
| 206. What are the three conditions that a thing can be in with respect to the question of whether or not it exists, according to Aristotle? |
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Definition
1. act
2. potency
3. non-existence |
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Term
| 207. What’s the difference between FIRST ACT and SECOND ACT? |
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Definition
1st act- simply existing
2nd act doing something in addition to just existing |
|
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Term
| TRUE or FALSE: A physical thing in first act is at least sometimes in potency to various second acts. |
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Definition
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Term
| 209. (a) TRUE or FALSE: Aristotle thinks that the human soul is more important than the human body. |
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Definition
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Term
| (b) TRUE or FALSE: Aristotle thinks that the human soul is more important than the human body, but he thinks that the human body is more valuable than Plato and St. Augustine think. |
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Definition
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Term
| (c) TRUE or FALSE: Aristotle thinks that the human body is more important than the human soul, but he also thinks that the human soul is more important than materialists do. |
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Definition
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Term
| 210. WHY does Aristotle think that human body is more valuable than Plato and St. Augustine thought? |
|
Definition
it is so crucial to helping you learn and carry out AI.
PLato and St. Augustine thought it was useless and it gets in our way.
Aristotle thinks it is helpful and a very useful tool. |
|
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Term
| 211. WHY is the human soul still more important than the human body, according to Aristotle? |
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Definition
| body serves the soul, helps the soul learn ideas, executes the soul's wishes, proving the soul is more imp |
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Term
212. MULTIPLE CHOICE: Whose writings were lost to Europe between the 400s and the 1100s A.D.?
a. Plato b. St. Augustine c. Aristotle |
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Definition
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Term
| 213. (a) When Aristotle’s writings were rediscovered, what was the result for the progress of science in Western civilization? WHY? |
|
Definition
science begins to develop
we learn through analyzing the data of our 5 senses. |
|
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Term
| (b) Why didn’t the writings of Plato and St. Augustine spark such tremendous progress in science? |
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Definition
philosophy to them means turning inward
Plato thought we should just worry about remembering what we learned in the world of forms and not what our 5 senses tell us.
Augustine thought that we should just wait for god to drop ideas into our minds. |
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Term
214. MULTIPLE CHOICE (IN THIS PARTICULAR QUESTION, CHOOSE ALL THE CORRECT ANSWERS, SINCE THERE IS MORE THAN ONE): Which of the following thinkers adopted and built on Aristotle’s philosophy?
a. St. Augustine b. Plato c. St. Albert the Great d. St. Thomas Aquinas |
|
Definition
| St. Albert the Great and St. Thomas Aquinas |
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Term
| 215. How might someone whose culture is influenced by Aristotle’s philosophy be likely to paint and sculpt differently than someone whose culture is more influenced by Plato’s philosophy or by St. Augustine’s philosophy? Why? |
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Definition
| art is unique, individual, realistic- looks like person because the body is important too |
|
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Term
| 216. (a) In what century did St. Albert the Great and his student St. Thomas Aquinas live? |
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Definition
|
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Term
| (b) TRUE or FALSE: "Thomists" are those who take St. Thomas Aquinas as their teacher in philosophy. |
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Definition
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Term
| 217. Why is Aristotle’s philosophy sometimes called the “Perennial Philosophy”? |
|
Definition
| like a perennial plant, it keeps "blooming" again |
|
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Term
| 218. TRUE or FALSE: Another name for the Perennial Philosophy is “Thomism,” since St. Thomas Aquinas did so much to build on and perfect the Perennial Philosophy. |
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Definition
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(a) materialists (such as the early pre-Socratics were, and such as some people today still are)? |
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Definition
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(b) Pythagoras? |
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Definition
| non numerical parts of reality |
|
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(c) Heraclitus? |
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Definition
| stability/ structure... everything keeps changing. |
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(d) Parmenides and Zeno? |
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Definition
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(e) Sophists? |
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Definition
|
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(f) Socrates? |
|
Definition
| the fact that we know what's right and still do wrong. |
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(g) Plato? |
|
Definition
| not all learning is remembering (we learn new things.) |
|
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Term
219. ANSWER EACH OF THE FOLLOWING QUESTIONS: Which basic truth of common sense is denied by . . .
(h) St. Augustine? |
|
Definition
| learn through analyzing data of our senses |
|
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Term
| 220. (a) TRUE or FALSE: According to what we learned in class, Aristotle was the first philosopher to respect all the most general, basic truths of common sense. |
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Definition
|
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Term
| (b) TRUE or FALSE: To say that Aristotle is the first philosopher to respect all the most general, basic truths of common sense is the same as saying that he is absolutely right in everything he ever said. So, after he died, people like St. Thomas Aquinas built on Aristotle’s philosophy, but there was never any need to correct any errors in Aristotle’s philosophy. |
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Definition
|
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Term
| (c) NOTICE these reasons why part (b) was false: There are places where Aristotle goes beyond what we can know by mere common sense, like when he gives explanations of scientific phenomena that are hard to see without microscopes and telescopes. Since he did not have microscopes and telescopes, he sometimes makes errors about the laws of physics and chemistry and biology. – AND: There are a few other places where he simply misapplies common sense, or explains the facts of common sense in a faulty way. |
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Definition
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Term
| But NOTICE THIS, TOO: Aristotle’s genius was to respect all the facts of common sense and to TRY to explain them. (Like his analysis of motion, or his description of how learning happens, or his account of the extent to which happiness can be obtained during life on earth.) And, as future generations who became Perennial Philosophers realized, he was USUALLY successful! |
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Definition
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Term
| 221. There are at least three subjects that were never systematically studied by anyone before Aristotle. NAME any two of these subjects. |
|
Definition
| biology, zoology and logic |
|
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Term
| 222. BASED ON CLASS LECTURE AND/OR YOUR TEXTBOOK, what are some examples of behaviors that are found among humans but not among animals? |
|
Definition
art, laws, music, architecture
rational ideas pg 61 |
|
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Term
| 223. (a) The explanation of why we do these things is that we are “rational.” That is, we have ‘reason.” What is meant by the term “rational” (or “reason”)? |
|
Definition
| able to apprehend abstract ideas |
|
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Term
| (b) TRUE or FALSE: The term “rational” means “able to apprehend abstract ideas.” |
|
Definition
|
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Term
| 224. UNDERSTAND HOW the facts stated in # 222 are explained by saying that we apprehend abstract ideas and animals do not. Give examples. |
|
Definition
| Animals do not understand beauty nor do they feel the need to express themselves creatively. |
|
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Term
| 225. (a) What famous definition of “man” (or “human being”) did we cover in class? |
|
Definition
|
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Term
| (b) TRUE or FALSE: According to class lecture, a famous definition of man is “the rational animal.” |
|
Definition
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Term
| 226. LOGIC is divided into three parts according to the three acts that our intellects can perform. What are “the three acts of the intellect”? |
|
Definition
1. simple apprehension
2. judgment
3. reasoning |
|
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Term
| 227. DESCRIBE what is meant by SIMPLE APPREHENSION and give EXAMPLES. |
|
Definition
understanding the definition of an individual AI
ex: fish, angry, purple, triangle |
|
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Term
| 228. DESCRIBE what is meant by JUDGEMNT and give EXAMPLES. |
|
Definition
putting 2+ abstract ideas together to form a true of false sentence
ex: dolphins are mammals, some politicians are dishonest |
|
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Term
| 229. DESCRIBE what is meant by REASONING and give EXAMPLES. |
|
Definition
putting multiple judgments together to form an argument or drawing a conclusion from judgments.
ex: all mammals are warm blooded
all dolphins are mammals
therefore all dolphins are warm blooded. |
|
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Term
230. MULTIPLE CHOICE: “Koala bears are cute” is an example of . . .
a. simple apprehension b. judgment c. reasoning |
|
Definition
|
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Term
| 231. (a) TRUE or FALSE: Understanding the idea represented by the English word “triumphantly” is an example of a simple apprehension. |
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Definition
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Term
232. MULTIPLE CHOICE: “All koala bears are cute. Ursula loves cute things. Therefore, Ursula loves koala bears.” This is an example of . . .
a. simple apprehension b. judgment c. reasoning |
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Definition
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Term
233. MULTIPLE CHOICE: “Cleaning.” This is an example of . . .
a. simple apprehension b. judgment c. reasoning |
|
Definition
|
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Term
| 234. What is a “syllogism”? |
|
Definition
|
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Term
| 235. Which act of the intellect includes making definitions? |
|
Definition
|
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Term
| 236. (a) EXPLAIN and UNDERSTAND what is meant by the term SUBSTANCE. (We learned both an informal way of describing it and a formal definition – know both.) |
|
Definition
any kind of object that has characteristics
"a being whose nature it is to exist in itself"
noun |
|
|
Term
| (b) EXPLAIN and UNDERSTAND what is meant by the term ACCIDENT. (We learned both an informal way of describing it and a formal definition – know both.) |
|
Definition
any kind of characteristics an object currently has on purpose or by chance
"a being whose nature it is to exist is of something else"
characteristic or adjective |
|
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Term
| 237. (a) Give an example of a “substance.” |
|
Definition
|
|
Term
| (b) Give an example of an “accident.” |
|
Definition
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Term
| 238. (a) From memory, list the TEN CATEGORIES of abstract ideas. bart minds sis ps and qs |
|
Definition
being acted on: passive voice verbs
acting: active voice verbs
relation:
time
place
position: concerns the realtion of a thing's internal parts
state: concerns what a thing is wearing (or possibly carrying or has at its disposal)
quality: emotional condition, color, flavor, odor, sound, touch, temp, texture, condition of one's will or intellect HOW are you?
quantity: how much how many?
substance |
|
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Term
| b) UNDERSTAND each category. Give an EXAMPLE of each category. |
|
Definition
1. being thrown, was kicked, has been arrested
2. kick, sleep, loves, has hated, (subhect is the one doing the action)
3. up, fatter, left, right, parent, offspring
4. 3:13pm PST, 2010 ad, today
5. in MN, at the kitchen window, in the milky way galaxy
6. sitting, kneeling, upside down, crouching.
7. hatted, shod, wearing a jacket, carrying a knife
8. angry,sad, purple, sweet, scented, "screech," hot, cold, virtuous, knowledge about geometry
9. 7, 15,136 geometry (triangles, squares) |
|
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Term
| (c) If you are given an example, be able to classify it in one of the ten categories appropriately. For example, classify “overate,” “skunk,” “soft,” “gloved,” “with arms outstretched,” and “in the Western hemisphere.” |
|
Definition
|
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Term
| 239. Which categories are categories of ACCIDENTS? |
|
Definition
| the first nine categories |
|
|
Term
| 240. Give an example of a tree of Porphyry. |
|
Definition
|
|
Term
241. MULTIPLE CHOICE: In which part of Logic did we cover trees of Porphyry?
a. the part that deals with simple apprehension
b. the part that deals with judgment
c. the part that deals with reasoning |
|
Definition
|
|
Term
|
Definition
| a group that contains subgroups |
|
|
Term
|
Definition
| a subgroup that is contained in a genus |
|
|
Term
| 244. (a) What is a SUMMUM GENUS? |
|
Definition
| summum (highest) a genus that is not also a species.. substance |
|
|
Term
| (b) TRUE or FALSE: Each of the ten categories is a SUMMUM GENUS. |
|
Definition
|
|
Term
| 245. (a) What is an INFIMA SPECIES? |
|
Definition
| infima (lowest) a species that is not also a genus |
|
|
Term
| (b) TRUE or FALSE: Each of the ten categories is an INFIMA SPECIES. |
|
Definition
|
|
Term
| (c) Recognize where you’d find an INFIMA SPECIES on a tree of Porphyry. |
|
Definition
|
|
Term
| 246. What is a SPECIFIC DIFFERENCE? |
|
Definition
| most fundamental defining feature of a species, setting it apart from other members the same genus |
|
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Term
| 247. (a) UNDERSTAND the fact that there can be different candidates for the specific difference of a species, and sometimes it is hard to figure out which is the true specific difference. |
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Definition
|
|
Term
| (b) What tree of Porphyry might lead one to think that the best definition of man is “the featherless biped”? Why isn’t that a good definition? UNDERSTAND this issue. |
|
Definition
the fact that man has two legs and no feathers is not the most fundamental defining feature.
not the most basic thing or most defining characteristic |
|
|
Term
| (c) What tree of Porphyry might lead one to think that the best definition of triangle is “the sharpest-edged plane figure”? Why isn’t that a good definition? UNDERSTAND this issue. |
|
Definition
In a triangle all the sides add up to 180 degrees and that is a very important defining feature as well.
the fact that man has two legs and no feathers is not the most fundamental defining feature.
not the most basic thing or most defining characteristic |
|
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Term
| (d) What’s wrong with the following definition: “A hexagon is a six-sided quantity”? (Hint: THINK. There’s a problem with what this definition names as a genus. Hint # 2: THINK. Are there any other six-sided quantities? What about cubes? They aren’t hexagons, but they are six-sided quantities. So, explain what went wrong in the definition of hexagon and how to fix it.) |
|
Definition
| There are other quantities that have six sides. The fact that it has six sides does not set is apart from other members of that genus. It is a six sided two dimensional quantity. |
|
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Term
| 248. Give an example of a definition that is done in terms of GENUS AND SPECIFIC DIFFERENCE. |
|
Definition
A HUMAN BEING IS A RATIONAL ANIMAL
GENUS: ANIMAL
SPECIFIC DIFFERENCE: RATIONAL |
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Term
249. Not all speech is lying. But: “A lie is speech contrary to one’s own thought.”
ANSWER THE FOLLOWING QUESTIONS ABOUT THIS PROPOSED DEFINITION OF LYING:
(a) In this proposed definition of lying, what is the genus?
(b) What is the species?
(c) What is the specific difference? |
|
Definition
genus: speech
species: lie
SD: contrary to one's own thought. |
|
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Term
250. Some balls are for bowling. Others are for baseball. But: “A basketball is a ball whose purpose is to be shot into a hoop.”
ANSWER THE FOLLOWING QUESTIONS ABOUT THIS PROPOSED DEFINITION OF BASKETBALL:
(a) What is the genus?
(b) What is the species?
(c) What is the specific difference? |
|
Definition
G: ball
S: basketball
SD: whose purpose is to be shot into a hoop. |
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Term
251. Some phones are portable, but others are not. “A cellphone is a portable phone.”
ANSWER THE FOLLOWING QUESTIONS ABOUT THIS PROPOSED DEFINITION OF CELLPHONE:
(a) What is the genus?
(b) What is the species?
(c) What is the specific difference? |
|
Definition
G:phone
S: cellphone
SD: portable |
|
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Term
| 252. (a) TRUE or FALSE: In a definition, the genus always precedes the specific difference. |
|
Definition
|
|
Term
| (b) TRUE or FALSE: In a definition, the specific difference always precedes the genus. |
|
Definition
|
|
Term
253. What’s the difference between pencils and other writing instruments? “A pencil is a graphite-tipped writing instrument.”
ANSWER THE FOLLOWING QUESTIONS ABOUT THIS PROPOSED DEFINITION OF PENCIL:
(a) What is the genus?
(b) What is the species?
(c) What is the specific difference? |
|
Definition
G: writing instrument
S: pencil
SD: graphite tipped |
|
|
Term
254. What makes rough different from other textures? “Rough is a texture whose surface consists of tiny bumps.”
ANSWER THE FOLLOWING QUESTIONS ABOUT THIS PROPOSED DEFINITION OF ROUGH:
(a) What is the genus?
(b) What is the species?
(c) What is the specific difference? |
|
Definition
G: texture
S: rough
SD: surface consists of tiny bumps |
|
|
Term
| 255. (a) How many categories are expressed by the term “-2”? Which categories? So, technically, is -2 a number? Explain. |
|
Definition
|
|
Term
| (b) Is zero a number? THINK about your answer to part (a) and compare…... How do you get the concept of zero? Don’t you have to first think about number, which is in the category of quantity, and then imagine taking away all quantity – leaving you with zero? So, how many categories did you have to think of in order to come up with the abstract idea of zero? Which categories? |
|
Definition
|
|
Term
| (c) Well, then, is zero, technically, a number, or is it a hybrid concept of number and another concept besides number? Since this makes zero exactly like -2 with respect to the issue of how it is generated in our minds, doesn’t this mean zero is, technically, a “negative number,” if we must indeed call it a number at all? -----------Interesting, eh? |
|
Definition
|
|
Term
| (d) DISCLAIMER: Questions (a), (b), and (c) are just here to make you think. Maybe I am wrong to try to make you think that zero is a negative and, furthermore, is not a genuine number. Also, maybe my whole theory that a negative number is not a genuine number (since it is not a quantity) is faulty. But I once heard about a college math professor teaching that zero is negative, and this is how I make sense of that in terms of logic. I’m just having fun thinking about these things. What do you think? |
|
Definition
|
|
Term
256. Which part of logic studies the Square of Opposition?
a. the part that deals with simple apprehension
b. the part that deals with judgment
c. the part that deals with reasoning |
|
Definition
| the part that deals with judgment |
|
|
Term
| 257. (a) What is an A judgment? Give an EXAMPLE. (b) What is an E judgment? Give an EXAMPLE. (c) What is an I judgment? Give an EXAMPLE. (d) What is an O judgment? Give an EXAMPLE. |
|
Definition
A: all x is y ex; All dolphins are mammals
E: No x is y; no snakes are cute
I: some x is y; some politicians are honest
O: some x is not y; some politicians are not honest. |
|
|
Term
| 258. DRAW the Square of Opposition. LABEL all four corners. STATE what each of the corners stands for. LABEL the contraries, the contradictories, the subcontraries, and the subalterns. |
|
Definition
|
|
Term
259. MULTIPLE CHOICE: “Two of the fifteen men were axe-murderers.” This is an example of an . . .
a. A judgment b. E judgment c. I judgment d. O judgment |
|
Definition
|
|
Term
260. MULTIPLE CHOICE: “Not one of the 600 soldiers surrendered.” This is an example of an . . .
a. A judgment b. E judgment c. I judgment d. O judgment |
|
Definition
|
|
Term
261. MULTIPLE CHOICE: “A few of the students did not study later than 9:00pm.” This is an example of an . . .
a. A judgment b. E judgment c. I judgment d. O judgment |
|
Definition
|
|
Term
262. MULTIPLE CHOICE: “No man is an island.” This is an example of an . . .
a. A judgment b. E judgment c. I judgment d. O judgment |
|
Definition
|
|
Term
263. MULTIPLE CHOICE: “Every bicyclist loves St. Paul.” This is an example of an . . .
a. A judgment b. E judgment c. I judgment d. O judgment
264. “All firefighters are brave.” ANSWER THE FOLLOWING QUESTIONS ABOUT THIS JUDGMENT:
(a) What is the contradictory of this judgment (or does it lack a contradictory)?
(b) What is the contrary of this judgment (or does it lack a contrary)?
(c) What is the subcontrary of this judgment (or does it lack a subcontrary)?
(d) Does this judgment have a subaltern? If so, what is it? If not, what judgment is it the subaltern of?
(e) If you are arguing against someone who says “all firefighters are brave,” state the judgment that you should be trying to prove. |
|
Definition
263. A judgment
264.
a. some firefighters are not brave
b. No firefighters are brave.
c. there is no subcontrary
d. some firefighters are brave.
e. You should try to prove the contradictory (some firefighters are not brave) |
|
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Term
265. “Some trains arrive on time in St. Paul.”
(a) What is the contradictory of this judgment (or does it lack a contradictory)?
(b) What is the contrary of this judgment (or does it lack a contrary)?
(c) What is the subcontrary of this judgment (or does it lack a subcontrary)?
(d) Does this judgment have a subaltern? If so, what is it? If not, what judgment is it the subaltern of?
(e) If you are arguing against someone who says “Some trains arrive on time in St. Paul,” state the judgment that you should be trying to prove. |
|
Definition
a. No trains arrive on time to st. paul
b. there is no contrary
c. some do not arrive on time.
d. all trains arrive on time to st. paul
e. no trains arrive on time to st. paul |
|
|
Term
266. “Some businesses are not trying to make money.”
(a) What is the contradictory of this judgment (or does it lack a contradictory)?
(b) What is the contrary of this judgment (or does it lack a contrary)?
(c) What is the subcontrary of this judgment (or does it lack a subcontrary)?
(d) Does this judgment have a subaltern? If so, what is it? If not, what judgment is it the subaltern of?
(e) If you are arguing against someone who says “Some businesses are not trying to make money,” state the judgment that you should be trying to prove. |
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Definition
a. all businesses are trying to make money
b. there is no contrary
c. some businesses are trying to make money
d. no businesses are trying to make money
e. no businesses are trying to make money. |
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Term
267. MULTIPLE CHOICE: When you are in a debate, you should try to prove the ________ of your opponent’s position.
a. contrary b. subcontrary c. contradictory d. subaltern e. judgment that your opponent’s position is subaltern of |
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Definition
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Term
| 268. (a) WHY should you try to prove the contradictory of your opponent’s position? |
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Definition
| only need to find one example. Don't need to prove it completely wrong |
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Term
| (b) WHY should you NOT try to prove the contrary of your opponent’s position? |
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Definition
| because that's more than you need to prove (and sometimes it's more than you can to prove) |
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Term
| (c) WHY should you NOT try to prove the subcontrary of your opponent’s position? |
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Definition
It does not rule out your opponent's position.
two subcontraries can be true at the same time. |
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Term
| (d) WHY should you NOT try to prove the subaltern of your opponent’s position (nor the judgment that your opponent’s position is the subaltern of)? |
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Definition
| that's basically agreeing with your opponent |
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Term
| 269. (a) Be able to identify the major term, the minor term, and the middle term in any argument that is given to you. |
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Definition
major term: predicate of the conclusion
minor term: subject of the conclusion
middle term: appears twice in the premisses but not at all in the conclusion. |
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Term
(b) Identify the major term, the middle term, and the minor term in the following argument:
“Some UST students are geniuses.
All UST students are rich.
Therefore, some rich people are geniuses.” |
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Definition
major term: are geniuses
minor term: rich people
middle term: UST students |
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Term
(c) Identify the major term, the middle term, and the minor term in the following argument:
“No 1960s-era cars had rear-wheel drive.
Some cars in the classic car show had rear-wheel drive.
Therefore, some cars in the classic car show were not 1960s-era cars.” |
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Definition
major term: were not 1960s-era cars
minor term: cars in the classic car show
middle term: rear-wheel drive |
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Term
(d) Identify the major term, the middle term, and the minor term in the following argument:
“All free things come with strings attached.
Some cellphones are free.
Therefore, some cellphones come with strings attached.” |
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Definition
major term: come with strings attached
minor term: cellphones
middle term: free things |
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Term
| 270. (a) Be able to identify the major premiss, the minor premiss, and the conclusion in any argument that is given to you. |
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Definition
major premise: the premiss that contains the major term
minor premise: the premiss that contains the minor term.
conclusion: the conclusion |
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Term
(b) Identify the major premiss, the minor premiss, and the conclusion in the following argument:
“Some trees in St. Paul have Dutch elm disease. All diseased trees should be cut down. Therefore, some trees in St. Paul should be cut down.” |
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Definition
major premise: All diseases trees should be cut down.
minor premise: Some trees in St. Paul have Dutch elm disease
conclusion: Therefore, some trees in St. Paul should be cut down |
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Term
(c) Identify the major premiss, the minor premiss, and the conclusion in the following argument:
“Let me prove to you that none of my neighbor’s pets is nice. Here’s the proof: Pets that attack children are not nice. But all of my neighbor’s pets attack children.” |
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Definition
major premise: Pets that attack children are not nice.
minor premise: But all of my neighbor’s pets attack children.
conclusion: None of my neighbor's pets is nice. |
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Term
(d) Identify the major premiss, the minor premiss, and the conclusion in the following argument:
“Smart students love logic. We are smart students. So, we love logic.” |
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Definition
major premise: Smart students love logic.
minor premise: We are smart students
conclusion: We love logic |
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Term
271. (a) Which term is most important in an argument – the middle term, the minor term, or the major term?
(b) WHY? |
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Definition
| Finding the right middle terms is the most important thing in an argument, since that's how you make the connection that is found in your conclusion. |
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Term
| 272. (a) What is a premiss? |
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Definition
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Term
| (b) TRUE or FALSE: All premisses are judgments. (HINT: Just look at the definition of “premiss.” |
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Definition
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Term
273. MULTIPLE CHOICE: What determines the “figure” of a syllogism?
a. where the middle term is placed
b. which combination of A, E, I, and O judgments is used, and in what order they are used |
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Definition
| Where the middle term is placed. |
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Term
274. MULTIPLE CHOICE: What determines the “mood” of a syllogism?
a. where the middle term is placed
b. which combination of A, E, I, and O judgments is used, and in what order they are used |
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Definition
| which combination of A, E, I, and O judgments is used, and in what order they are used |
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Term
| 275. Understand the CODE involved in the VOWELS in the following syllogism names: BARBARA, FESTINO, and DARAPTI. (NOTE: Do not worry about the code involved in the consonants.) |
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Definition
Barbara: 1st figure
A: All animals are cute.
A: All koala bears are animals
A: Therefore, All koala bears are cute.
Festino: 2nd figure
E: No Y is X.
I: Some W is X
O: Therefore, some W is not Y.
Darapti: 3rd figure
A: All X is Y.
A: All X is W
I: Therefore, some W is Y. |
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Term
| 276. For a multiple choice question, be able to recognize an example of each of the following syllogisms: BARBARA, FESTINO, and DARAPTI. (Just notice WHICH FIGURE each one is in, and WHICH COMBINATION OF JUDGMENTS is used in it.) |
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Definition
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Term
| 277. What is a valid argument? |
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Definition
| an argument whose conclusion must be true IF its premisses are true. |
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Term
| 278. What is a sound argument? |
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Definition
| a valid argument whose premisses (and conclusion as well) are IN FACT true. |
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Term
| 279. (a) TRUE or FALSE: All valid arguments are sound. |
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Definition
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Term
| (b) TRUE or FALSE: All sound arguments are valid. |
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Definition
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Term
| (c) TRUE or FALSE: Some invalid arguments are sound. |
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Definition
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Term
| (d) TRUE or FALSE: Some unsound arguments are valid. |
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Definition
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Term
| 280. Recognize the difference between the way Aristotle’s logic operates and the way Symbolic Logic operates with respect to the part of Logic that concerns reasoning. |
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Definition
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Term
| 281. (a) Give an example of a Modus Ponens argument. |
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Definition
1. If it is raining then my teddy bear is getting wet.
2. It is raining
3. Therefore, my teddy bear is getting wet |
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Term
| (b) Be able to RECOGNIZE a Modus Ponens argument if you are given a list of argument forms and you have to choose “which one is Modus Ponens?” |
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Definition
1. If p then q
2. p.
3. Therefore q. |
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Term
| 282. (a) Give an example of a Modus Tollens argument. |
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Definition
1. If it is raining then my teddy bear is getting wet.
2. My teddy bear is not getting wet.
3. Therefore it is not raining. |
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Term
| (b) Be able to RECOGNIZE a Modus Tollens argument if you are given a list of argument forms and you have to choose “which one is Modus Tollens?” |
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Definition
1. If p then q
2. not q
3. Therefore not p. |
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Term
| 283. (a) Why do some people prefer Symbolic Logic over Aristotle’s Logic? |
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Definition
| Symbolic Logic is more mathematical and precise, computer like |
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Term
| (b) What argument was given in class in order to show that Aristotle’s Logic is better than Symbolic Logic? |
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Definition
think in terms of AI
natural language reflects IDEAS
Thinking in terms of ideas is NOT IMPRECISE- you don't need symbols to be precise.
Thus Aristotle's logic respects the nature of humans more. (our rationality) |
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Term
284. In a multiple choice question, be able to identify which choices are vegetative powers. For example:
MULTIPLE CHOICE: Which of the following is one of the vegetative powers?
a. touch
b. the passive intellect
c. the will
d. memory
e. growth |
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Definition
| growth (also nutrition and reproduction) |
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Term
| 285. What are the five external senses? |
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Definition
1. touch
2. taste
3. smell
4. hearing
5. sight |
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Term
286. In a multiple choice question, be able to identify which choices are internal senses. For example:
MULTIPLE CHOICE: Which of the following is one of the five internal senses?
a. touch
b. the passive intellect
c. the will
d. memory
e. growth |
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Definition
1. the unifying sense
2. imagination
3. memory
4. reminiscence
5. the estimative |
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Term
| 287. What two things does the unifying sense do? |
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Definition
1. puts the data of the external senses together into a single picture (what you are seeing is what you are hearing.)
2. tells you which sense you are using |
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Term
| 288. What’s the difference between memory and reminiscence? |
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Definition
Memory: remembers sensory images that have been experienced
reminiscence: the ability to try to remember something in particular. |
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Term
| 289. (a) TRUE or FALSE: The instincts of a non-human animal are called its “estimative power.” |
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Definition
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Term
| (b) TRUE or FALSE: The instincts of a non-human animal are called its “locomotive power.” |
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Definition
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Term
| 290. What does the locomotive power do? |
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Definition
| the ability to move oneself physically from place to place |
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Term
| 291. What does the estimative power do IN HUMANS, but NOT in animals? |
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Definition
| In man, this power works together with the intellect, so that you can apply your ideas to individual physical things. So, in us, it sometimes called the cogitative power. |
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Term
| 292. What’s the difference between imagination and memory? |
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Definition
imagination: produces sensory images of individual physical things, even when they are not present.
memory: remembers sensory images that have been experienced |
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Term
| 293. (a) The two sensitive appetitive powers are the concupiscible appetite and the irascible appetite. What does the concupiscible appetite do? |
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Definition
| produces desires to get things that are easy to get and desires to avoid things that are easy to avoid. |
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Term
| (b) What does the irascible appetite do? |
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Definition
| produces desires to get things that are hard to get and to avoid things that are hard to avoid. |
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Term
| (c) TRUE or FALSE: The sensitive appetitive powers produce emotions. |
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Definition
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Term
| (d) What’s the difference between the concupiscible appetite and the irascible appetite? [HINT: Just repeat your answers from parts (a) and (b).] |
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Definition
irascible: produces desires to get things that are hard to get and to avoid things that are hard to avoid.
concupiscible: produces desires to get things that are easy to get and desires to avoid things that are easy to avoid. |
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Term
| 294. (a) What does the agent intellect do? |
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Definition
isolates aspects of sensory images and turns them into abstract ideas.
take in data from 5 sense |
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Term
| (b) What does the passive intellect do? |
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Definition
receives and stores the aspects isolated by the agent intellect as abstract ideas
store the data |
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Term
| c) What’s the difference between the agent intellect and the passive intellect? [HINT: Just repeat your answers from parts (a) and (b).] |
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Definition
agent: isolates aspects of sensory images and turns them into abstract ideas.
passive:receives and stores the aspects isolated by the agent intellect as abstract ideas |
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Term
| 295. What are the three rational powers that humans have? |
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Definition
1. the agent intellect
2. the passive intellect
3. the will |
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Term
| 296. TRUE or FALSE: The will is classified as a rational power (not a sensitive power) because it can make choices according to an abstract idea/ideal. |
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Definition
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Term
| 297. (a) TRUE or FALSE: Vegetative powers are abilities that plants and animals have, but that humans lack. |
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Definition
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Term
| (b) TRUE or FALSE: A sensitive power is an ability that humans and animals have, but that plants lack. |
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Definition
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Term
| (c) TRUE or FALSE: Rational powers are abilities that plants lack, whereas animals and humans have them. |
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Definition
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Term
| 298. Name any two of the three pieces of evidence that we covered in class to justify the claim that we have free will. (See the back side of the Free Will handout). |
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Definition
1. The feeling that you have the ability to choose at least some of your actions is so stong that it is self-evident that you have free will.
2. We blame people when they ignore our commands and advice in a way that makes it clear that we think that they had a choice about whether to listen to us. We don't blame computers or animals in the same way.
3. The incredibly wide variety of cultures and lifestyles produced in a different historical eras and even in the same historical eras. |
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Term
| 299. (a) In your own words OR in the words of the “Your Soul” handout (if you wish), express the basic proof that we covered on the last day or two of this course in favor of the claim that the human soul is spiritual (that is, totally non-physical). Express it in the way you would if you were explaining it to someone who never took our course. |
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Definition
1. Whatever can contain totally non-material abstract ideas must itself be totally non-material
2. The human soul can contain totally non-material abstract ideas.
3. Therefore, the human soul is totally non-material.
Your soul contains AI
AI are contained to one place/time |
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Term
| 300. What evidence is there in favor of the claim that only totally non-material things can contain totally non-material abstract ideas? |
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Definition
AI are not confined to one place or time.
Your brain does not actually contain AI.
They must exist in something non-physical. |
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Term
| 301. According to page 2 of the “Your Soul” handout, why can’t a totally non-material thing (such as a human soul) be made out of physical stuff? (You may answer in your own words – this is not a memorization question!) |
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Definition
| Physical things are limited to material conditions and can only be in one place at one time. Your soul is non-physical and cannot be contained in one place or time. |
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Term
| 302. According to pages 2-3 of the “Your Soul” handout, why can’t a totally non-material thing (such as a human soul) be made out of spiritual stuff? (You may answer in your own words – this is not a memorization question!) |
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Definition
| Since non-material things cannot be broken up, you can't put pieces of non-material things together to form something new. |
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Term
| 303. (a) Then what stuff (if any) WAS your soul made from? |
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Definition
| No stuff at all, since it was not made out of physical stuff, nor out of non-physical stuff. |
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Term
| (b) What is the evidence that GOD is the Being Who made your soul? (Why not, say, your parents, or an angel?) |
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Definition
| because making something out of absolutely nothing takes infinite power, only a being a with power infinite could have made your soul at the moment you came to exist in your mother's womb. |
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Term
| 304. (a) TRUE or FALSE: After death, you lack a brain. But your brain is not the part of you that contains abstract ideas. So, the way in which you learn new abstract ideas is exactly the same as it was before you died. |
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Definition
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Term
| 305. What philosophical argument on page 4 of the handout shows that your soul will be rewarded or punished in the afterlife |
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Definition
| We assume that god is just. Ultimate justice. |
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Term
| 307. The word “philosophy” comes from the Greek words “PHILO and SOPHIA. What do these words literally mean? |
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Definition
Philo- love of
Sophia- wisdom
Philosophy literally means lover of wisdom. |
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Term
| 308. What official definition of philosophical wisdom did we cover at the start of this course? |
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Definition
| The knowledge of all things in their 1st causes and principles as seen by the natural light of reason. |
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Term
| 309. EXTRA CREDIT QUESTION: The test will contain an extra credit question based on the handout entitled “A Brief History of Modern Philosophy.” If you read all six pages of it and become reasonably familiar with its contents, you’ll be able to recognize which topics ARE discussed in the handout and which ARE NOT. And then you’ll get the extra credit question right, as a reward for reading something that really you should find intensely interesting anyway – how the battle between philosophies has shaped the world we live in today. |
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Definition
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