unit-5-Love-is-a-Fallacy

LessonFiveLoveisaFallacy----byMaxShulmanAims1.Tohaveabasicknowledgeofthetermsinlogic.2.Toappreciatethehumorinthestory.3.Toanalyzethestructureofthestory4.ToappreciatethelanguageTeachingContents1.Specialtermsinlogic2.Detailedstudyofthetext3.Organizationalpattern4.Thechiefattractionofthestory5.Languagefeatures6.ExercisesTimeallocation1.Termsinlogic(15min.)2.Detailedstudyofthetext(110min.)3.Structureanalysis(15min.)4.Languageappreciation(15min.)5.Exercise(25min.)LessonFive•I.Specialtermsinlogic–argument--astatementwhichisofferedasanevidenceoraproof.–Itconsistsoftwomajorelements•1.conclusion•2.premises--apreviousstatementservingasabasisforanargument.–Conclusionistobedrawnfrompremises.Specialtermsinlogic•fallacy--falsereasoning,asinanargument–aweaknessandlackoflogicorgoodsenseinanargumentorpieceofreasoningfallacy•Usually,anargumentiscorrect(deductivelyvalid)ifthepremisescanprovideenoughconclusiveevidencefortheconclusion.Otherwisetheargumentiswrong.Itissaidtobefallacious.Specialtermsinlogic•Threekindsoffallacy:–1.materialfallacy--initsmaterialcontentthroughamisstatementofthefacts.–2.verbalfallacy--initswordingthroughanincorrectuseofterms.–3.formalfallacy-initsstructurethroughtheuseofanimproperprocessofinference.FalseAnalogy–Highschoolshouldnotrequireafreshmanwritingcourse.Harvarddoesn'trequireafreshmanwritingcourse,andthestudentsgetalongfinewithoutit.–---Theanalogyisfalsebecausethetwoitemsdon'thavestrongenoughsimilaritiestopredictthatwhathappensinonewillhappenintheother.DictaSimpliciter–Everyonewantstogetmarriedsomeday.–---Theexamplestartsalogicaltrainofthoughtwithanassumptionthatisfalse.Noteveryonewantstogetmarried.Evadingtheissue–Thereareanumberofhandyfallaciesthatpeoplepressintoservicetosidestepaproblemwhileappearingtopursuethepoint.(文不对题)1）Distraction–Suds'n'Pudsisagreatrestaurant:youcanseehowshiningcleanthekitchensare.–---Theexampleiscalleddistractionbecausethereader'sattentionisdrawntothecleanlinessofthekitcheninsteadoftotheexcellenceofthefood,whichisusuallythedeterminerofagreatrestaurant.2）Adhominem•againsttheperson.poisoningthewell–MsBauerisaterribleEnglishteacher.Shealwayswearsbluejeans–---Insteadofpointoutfaultsinteachingtechnique,itcallsattentiontothingsaboutateacherasapersonthatareunrelatedtoherteachingperformance.3）Admisericordian(anappealtopity)•Lookatthisfourteen-year-oldchildwho'srunawayfromhometohidehershame--pregnant,unwashed,friendless.penniless,atthemercyofoursocialserviceagencies.Canyoutillclaimthatsexshouldbetaughtintheclassroom?3）Admisericordian(anappealtopity)–---Inthisshiftyapproachtoargumentation,thewritergivestearjerkingdescriptionsofthecruelopponents'victimsinordertoarousesympathyfromthereader.HastyGeneralization–MrWang'shandwritingisterrible.Mr.Hu'shandwritingisalsoterribleandyouknowhowterriblemen'shandwritingis.–---Itappliesaspecialcasetogeneralrule.Thatfactthatcertainperson'shandwritingisbaddoesn'timplythatallmen‘shandwritingisbad.Posthoc,ergopropterhoc–•“Afterthis,thereforebecauseofthis–ThelastfivetimesthatI'vewornmywhitepants,somethingdepressinghashappened.I'mnotgoingtowearthosepantsagain!–--ThisfallacyassumesthatifeventYhappenedaftereventX,thenXmustbethecauseofY.CircularReasoning•orBeggingthequestion:–Juanisanimpressivespeakerbecausehealwaystoucheshislistenersdeeply.CircularReasoning•---Thisproblemoccurswhenthewritertriestosupportaclaimbyrestatingitindifferentwords.Youcantellthisexampleiscircularbyconsideringthis“WhyisJuananimpressivespeaker?”“Becausehetoucheshislistenersdeeply.?”“WhyareJuan'slistenerstouchedsodeeply?”“Becauseheisanimpressivespeaker.”–impressive=touchingsomeonedeeplyAppealtotheWrongAuthority–Mypoliticalscienceteachersaysthatthenewmathisimpossibleforchildrentolearn“.AppealtotheWrongAuthority–---Ifthestudentbelievesthatpoliticalscienceteacher'slowopinionofnewmathstronglysupportsanargumentagainstnewmath,thestudentiswrong.Thepoliticalscienceteacherisanauthority,butinadifferentfield.NonSequitur--itdoesn'tfollow–Studentswhotakeearthscienceinsteadofphysicsarelazy.Susietookearthscienceinsteadofphysics.Susieshouldbekickedoutofschool–---Ifthefirststatementiscorrect,thenyoucouldconcludethatSusieislazy.Butthere'snothinginthatlineofreasoningthatsayslazystudentsshouldbekickedoutofschool.Theconclusiondoesn'tfollow.II.Detailedstudyofthetext:•title--humorous/wellchosen–1.Whenfallacyistakeninitsordinarysense,thetitlemeans:•Thereisadeceptiveordelusivequalityaboutlove.•LovehasdelusivequalitiesDetailedstudyofthetext:–2.Whenfallacyishavinglogicalsense,itmeans:•Lovecannotbededucedfromasetofgivenpremises.•Lovecannotfollowthegivenrules.•Loveisanerror,adeceptionandanemotionthatdoesnotfollowtheprinciplesoflogic.CharlesLamb(1775-1834)–EnglishessayistandcriticwhoisnowbestknownforhisEssaysofElia(1823,1833).HecollaboratedwithhissisterMaryinadaptingShakespeare'splaysintostoriesforchildren.–TalesfromShakespeare–SpecimensofEnglishDramaticPoetsunfetter--setfree–letsthgofreely/becompletelyoutofcontrol–limp--drooping,lackingfirmness–flaccid--soft,flabby–spongy--soft,porous,fullofholes,notfirm–specifi