A Workbook for Arguments: A Complete Course in Critical - download pdf or read online


By Anthony Weston, David R. Morrow

ISBN-10: 1603847510

ISBN-13: 9781603847513

This booklet builds on Anthony Weston's Rulebook for Arguments to provide an entire textbook for a path in severe considering or casual good judgment.

The workbook comprises the full textual content of the fourth variation of the Rulebook, whereas supplementing this middle textual content with huge extra reasons and routines: homework routines tailored from quite a lot of genuine arguments from newspapers, philosophical texts, literature, videos, YouTube movies, and different assets; useful recommendation to assist scholars be successful whilst utilising the Rulebook's principles to the examples within the homework workouts; feedback for extra perform, outlining actions that scholars can do through themselves or with classmates to enhance their serious pondering abilities, or pointing them to on-line assets to do an analogous; and, precise directions for in-class actions and take-home assignments designed to have interaction scholars in severe thinking.It additionally contains an appendix on mapping arguments, giving scholars a fantastic creation to this important ability in comparing or developing advanced and multi-step arguments, in addition to version solutions to odd-numbered difficulties, together with commentaries at the strengths and weaknesses of chosen pattern solutions and extra dialogue of a few of the noticeable highbrow, philosophical, or moral concerns they increase.

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Extra resources for A Workbook for Arguments: A Complete Course in Critical Thinking

Example text

The result is that the connection between premises and conclusion is lost in the underbrush. It’s interesting underbrush, maybe, but you are still liable to get stuck in it. Re-using the same key phrases can feel repetitive, of course, so you may be tempted to reach for your thesaurus. Don’t go there! The logic depends on clear connections between premises and between premises and conclusion. It remains essential to use a consistent term for each idea. If you are concerned about style—as sometimes you should be, of course— then go for the tightest argument, not the most flowery.

Getting an argument to unfold in this smooth sort of way is a real accomplishment. It’s not easy to find just the right place for each part— and plenty of wrong places are available. Suppose Russell instead argued like this: The evils of the world are due to moral defects quite as much as to lack of intelligence. Until some method of teaching virtue has been discovered, progress will have to be sought by improvement of intelligence rather than of morals. Intelligence is easily improved by methods known to every competent educator.

Women in earlier times were married very young. Juliet in Shakespeare’s Romeo and Juliet was not even fourteen years old. In the Middle Ages, thirteen was the normal age of marriage for a Jewish woman. And during the Roman Empire, many Roman women were married at age thirteen or younger. This argument generalizes from three examples—Juliet, Jewish women in the Middle Ages, and Roman women during the Roman Empire—to “many” or most women in earlier times. To show the form of this argument most clearly, we can list the premises separately, with the conclusion on the “bottom line”: Juliet in Shakespeare’s play was not even fourteen years old.

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A Workbook for Arguments: A Complete Course in Critical Thinking by Anthony Weston, David R. Morrow

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