A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of TeachingMcNair, George Hastings
Philosophy
A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of Teaching
McNair, George Hastings
Logic
(12) The logical meaning of the dilemma is suggested by the popular
conception. One is said to be in a dilemma when two courses are open
to him, neither of which is specially attractive.
A logical dilemma presents two alternatives either one of which might
well be avoided.
The major premise of the dilemma is hypothetical; while the minor is
disjunctive.
(13) The four forms of the dilemma are the simple constructive,
the simple destructive, the complex constructive and the complex
destructive.
(14) The dilemma is subject to the hypothetical rule which is, “The
minor premise must either affirm the antecedent or deny the consequent.”
(15) The minor premise need not be a logical disjunctive provided the
major conforms to the hypothetical rule.
(16) Frequently when ordinary experiences are reduced to augmentative
form they present a disjunctive proposition followed by a hypothetical
argument.
=20. REVIEW QUESTIONS.=
(1) Relate the three kinds of arguments to the three general kinds
of propositions.
(2) Define and illustrate the hypothetical argument.
(3) Explain the term conjunctive with reference to hypothetical
arguments.
(4) Explain and illustrate antecedent and consequent in hypothetical
arguments.
(5) Select from the following the antecedent and consequent:
(1) “I usually succeed when I try.”
(2) “I will not undertake it unless you guarantee half of the
sum needed.”
(3) “Though I speak with the tongues of men and of angels,
and have not charity, I am become as sounding brass or a
tinkling cymbal.”
(6) Illustrate the two kinds of hypothetical syllogisms which are
valid.
(7) State and explain the rule to which hypothetical arguments must
conform.
(8) State and exemplify the one exception to the hypothetical rule.
(9) Explain how hypothetical arguments may be reduced to the
categorical form. Illustrate.
(10) Show by illustration that denying the antecedent is equivalent
to _illicit major_, while affirming the consequent is equivalent
to _undistributed middle_.
(11) Reduce to the categorical form and test:
“If Napoleon had possessed more of the spirit of Washington, he
would have been less famous but a better man than he was; but
he did not possess the spirit of the ‘Father of His Country.’”
(12) Test according to outline the following hypothetical arguments:
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