Moly to Holly

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8/9/2019 Moly to Holly

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A Quick Tour

of Logos

The Logical Appea

So what exactly is logic? Who

cares?Informally, logic is about saying things that makesense. ou can think of it in that way if you like!

"It#s pretty sunny to$ay, so you shoul$ wear sunscreen!%

&ormally, logic is the art of arguing ' notlike a (ght or $ebate, but by using the

information we alrea$y know to $rawnew an$ useful conclusions!

"If it#s sunny to$ay, you shoul$ wear sunscreen!In$ee$ it is sunny to$ay!

Therefore, you shoul$ wear sunscreen!%

")ut wait! That *ust looke$ like the exact

same thing you sai$ before, you hack!%

Well, yes! )ut that#s how an argument looks i

form+ ou can break $own any argument intothat makes it easier to think about!

If it#s sunny to$ay, you shoul$ wear sunscree

It is sunny to$ay! -------------------------------------------

Therefore, you shoul$ wear sunscreen!

.remises/gi0ens

1onclusion

2.remises always come (rst, an$ the conclusion always c

4ow about a more complex

argument?5! This piece of fresh fruit is fu66y!

7! It also has see$s!

8! If a fruit is fu66y, it#s either a kiwi or a peach!9! .eaches ha0e a pit they $on#t ha0e see$s!

:! So the fruit can#t be a peach!

;! So the fruit must be a kiwi!

Which of the abo0e sentences is a conclusion?

4ow about a more complex

argument?5! This piece of fresh fruit is fu66y!

7! It also has see$s!

8! If a fruit is fu66y, it#s either a kiwi or a peach!9! .eaches ha0e a pit they $on#t ha0e see$s!

<oo$ logic lets us cobble together lots of $i=erent pieces of information, an$ tell from

them what#s probably or defnitely true.

)ut what counts as "goo$

logic%? That argument was goo$ 2ma$e sense3, becausethe conclusion followe$ from the premises! We#llsee what this means in a moment!

Why $on#t we look at a bad argument?

logic%?Some people ha0e fallen o= cli=s an$ li0e$!

Therefore, if I *ump o= this cli=, I will $e(nitely be (

"1ome on!What coul$possibly gowrong?%

logic%?Some people ha0e fallen o= cli=s an$ li0e$!

This argument is weak! Although the premise iit#s easy to think of ways 20ery painful ways3 t

conclusion coul$ be false! The easiest way tologic is to $o *ust that> try to think of another

2.hilosophers call these counterexamples3!

logic%?Let#s look at two kin$s of arguments!

1. e$ucti0e reasoning>

All interns can breathe (re! So .hilipcan breathe (re!

Is there a piece of the pu66le missing?

All interns can breathe (re! .hilip is anintern! So .hilip can breathe (re!

Sometimes you may encounter "hi$$en% statan$ i$eas, which the writer sneaks in but $oesay outright!

All interns can breathe (re! .hilip isan intern! So .hilip can breathe(re!

Are the premises true?If so, then the conclusion#s100% guaranteed true!@o getting aroun$ it+

2. In$ucti0e reasoning>

I touche$ a sto0e an$ it burne$ me! I $i$ this(fty times, an$ the same thing happene$! So

thenext time I touch the sto0e, it will burn me!

Are the premises true?If so, then the conclusion#s probably true! There mightstill be exceptions!

LIB W4AT?

4ow is this useful to me?

Like Cr! Corgan sai$, the ability to makestrong logical arguments will become more

an$ more important later on in high schoolan$ college!

.athos an$ ethos are still 0aluable+ )ut

your au$ience will be a lot better atDuestioning them! Logos is han$y because,if you use it well, it can#t really be$ispro0e$!

)ut e0en better is the superpower to spotweak logic!

@ext time you watch TE or go online 2withyour parents# permission, of course3, try tokeep track of how many $i=erent argumentsare being pitche$ to you by a$s! 4ow muchinfo is gi0en to you? 4ow much is left out?

What time is it?

A$0enF wait, no! Acti0ity time+

.air o= into groups of four! Bach group will recei0e an eof a poor argument 2these may be either in$ucti0e or $

With your group, you will ha0e : minutes to try to comone counterexample F one way in which the argumecoul$ be wrong, e0en if the premises are $e(nitely true.oke it full of holes+

Also, choose a group representati0e to tell us your reas

2It#s G to imagine unlikely or weir$ explanations$on#t be afrai$ to think outsi$e the box!G$$ly enough, logic has 0ery little to $o with facts!3

Some examples>

ARGU!"#$ "I pulle$ an allFnighter stu$ying for last weetest, an$ I en$e$ up with an A! Tire$ness must make me

&U"#!R$ What if you got an A because you actually stGr maybe the test was going to be easy for you all along

ARGU!"#$ "If I play with a$#s power tools, he#ll yell at

)ut a$ is yelling at me for something! So I guess I musplaye$ with the power tools!%

&U"#!R$ What if he#s yelling at you for a $i=erent reasscratching the car, or hammerFthrowing the cat onto the

John Keats

"To Autumn" is a poem by EnglishRomantic poet John Keats (31

October 1795 – 23 ebr!ary 121#$

"%o &!t!mn" is the 'inal or) in agro!p o' poems )non as

Keats*s "119 o+es"$

"%o &!t!mn" is a poem o' threestan,as- each o' ele.en lines$ /ritten

in 119- the str!ct!re is that o' ano+al hymn- ha.ing three clearly

+e'ine+ sections correspon+ing to the0lassical +i.isions o' strophe-

antistrophe- an+ epo+e

%he imagery is richly achie.e+

thro!gh the personi'ication o' &!t!mn

eason o' mists an+ mello 'r!it'!lness-

Close bosom-friend of the maturingsun;

Conspiring with him how to load and bless

With f it th i th t d th th t h

With fruit the vines that round the thatch-evesrun;

%o ben+ ith apples the moss*+ cottage

trees-

A d fill ll f it ith i t th

And fill all fruit with ripeness to thecore;

%o sell the go!r+ an+ pl!mp the ha,el

%o sell the go!r+- an+ pl!mp the ha,elshells

/ith t ) l t t b ++i

/ith a seet )ernel to set b!++ingmore-

&n+ still more- later 'loers 'or the bees-

4ntil they thin) arm +ays ill ne.er cease-

For ummer has o!er brimm!d their clamm"

For ummer has o er-brimm d their clamm"cells#

/ho hath not seen thee o't ami+ thy store

ometimes hoe.er see)s abroa+ may

ometimes hoe.er see)s abroa+ may'in+

%hee sitting careless on a granary 'loor-

%hy hair so't li'te+ by the innoing

%hy hair so'tli'te+ by the innoingin+

Or on a hal' reap6+ '!rro so!n+

Or on a hal'reap + '!rro so!n+asleep-

rose+ ith the '!me o' poppies- hile thy hoo)

pares the ne8t sath an+ all its tin+

pares the ne8t sath an+ all its tin+'loers:

&n+ sometimes li)e a gleaner tho! +ost )eep

tea+y thy la+en hea+ across a

tea+y thy la+en hea+ across abroo)

$r b" a c"der-press% with patient loo&%

" " p % p %

%ho! atchest the last oo,ings- ho!rs by

g yho!rs$

/here are the songs o' pring &y here are

/here are the songs o' pring &y- here arethey

%hi ) t ' th th h t th i t

%hin) not o' them- tho! hast thy m!sic too-;

/hil b + l + bl th 't + i +

/hile barr+ clo!+s bloom the so't+ying +ay

&n+ to!ch the st!bbleplains ith rosyh!e

%hen in a ail'!l choir the small gnats mo!rn

Among the river-sallows% bornel ft

r sin&ing as the light wind lives or

g gies;

sin)ing

&n+ '!ll gron lambs lo!+ bleat 'rom hilly bo!rn

&n+ '!llgron lambs lo!+ bleat 'rom hilly bo!rn

<e+gecric)ets sing an+ no ith treble so't

%he re+breast histles 'rom a gar+encro't

n ga er ng sa os er n es)ies$

E.erything =o! /ante+ to Kno

About Writing Async,

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siemens p+'

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@io libraries

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asyncclient'@ing http client

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M!estionC

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M!estionC

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Reactor pattern

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A Quick Tour

A Quick Tourof Logos

The Logical Appea

So what exactly is logic? Whocares?

Informally, logic is about saying things that makesense. ou can think of it in that way if you like!

"It#s pretty sunny to$ay, so you shoul$ wear sunscreen!%

&ormally, logic is the art of arguing ' not like a (ghtor $ebate, but by using the information we alrea$yknow to $raw new an$ useful conclusions!

"If it#s sunny to$ay, you shoul$ wear sunscreen!In$ee$ it is sunny to$ay! Therefore, you shoul$ wear sunscreen!%

")ut wait! That *ust looke$ like the exactsame thing you sai$ before, you hack!%

Well yes )ut that#s how an argument looks i

Well, yes! )ut that s how an argument looks iform+ ou can break $own any argument intothat makes it easier to think about!

If it#s sunny to$ay, you shoul$ wear sunscree

It is sunny to$ay! -------------------------------------------

Therefore, you shoul$ wear sunscreen!

.remises/gi0ens

1onclusion

2.remises always come (rst, an$ the conclusion always c

4ow about a more complexargument?

5! This piece of fresh fruit is fu66y!7! It also has see$s!

8! If a fruit is fu66y, it#s either a kiwi or a peach!

9! .eaches ha0e a pit they $on#t ha0e see$s!

Which of the abo0e sentences is a conclusion?

4ow about a more complexargument?

5! This piece of fresh fruit is fu66y!7! It also has see$s!

8! If a fruit is fu66y, it#s either a kiwi or a peach!

9! .eaches ha0e a pit they $on#t ha0e see$s!

<oo$ logic lets us cobble together lots of $i=erent pieces of information, an$ tell from

them what#s probably or defnitely true.

)ut what counts as "goo$ logic%?

That argument was goo$ 2ma$e sense3, becausethe conclusion followe$ from the premises! We#llsee what this means in a moment!

see what this means in a moment!

Why $on#t we look at a bad argument?

Some people ha0e fallen o= cli=s an$ li0e$!

Therefore if I *ump o= this cli= I will $e(nitely be (

"1ome on!

What coul$possibly gowrong?%

Some people ha0e fallen o= cli=s an$ li0e$!

Therefore if I *ump o= this cli= I will $e(nitely be (

This argument is weak! Although the premise iit#s easy to think of ways 20ery painful ways3 tconclusion coul$ be false! The easiest way tologic is to $o *ust that> try to think of another

2.hilosophers call these counterexamples3!

Let#s look at two kin$s of arguments!1. e$ucti0e reasoning>

All interns can breathe (re! So .hilipcan breathe (re!

Is there a piece of the pu66le missing?

All interns can breathe (re! .hilip is anintern! So .hilip can breathe (re!

Sometimes you may encounter "hi$$en% statan$ i$eas, which the writer sneaks in but $oe

say outright!

All interns can breathe (re! .hilip isan intern! So .hilip can breathe(re!

Are the premises true?If so, then the conclusion#s

100% guaranteed true!@o getting aroun$ it+

Let#s look at two kin$s of arguments!2. In$ucti0e reasoning>

I touche$ a sto0e an$ it burne$ me! I $i$this

(fty times, an$ the same thing happene$!

So thenext time I touch the sto0e, it will burn me!

Are the premises true?If so, then the conclusion#s

probably true! There mightstill be exceptions! LIB W4AT?

Like Cr! Corgan sai$, the ability to makestrong logical arguments will become more

strong logical arguments will become morean$ more important later on in high schoolan$ college!

.athos an$ ethos are still 0aluable+ )utyour au$ience will be a lot better atDuestioning them! Logos is han$y because,if you use it well, it can#t really be$ispro0e$!

)ut e0en better is the superpower to spotweak logic!

@ext time you watch TE or go online 2withyour parents# permission, of course3, try to

keep track of how many $i=erent argumentsare being pitche$ to you by a$s! 4ow muchinfo is gi0en to you? 4ow much is left out?

What time is it?

A$0enF wait, no! Acti0ity time+.air o= into groups of four! Bach group will recei0e an e

g p g pof a poor argument 2these may be either in$ucti0e or $

With your group, you will ha0e : minutes to try to comone counterexample F one way in which the argumecoul$ be wrong, e0en if the premises are $e(nitely true.oke it full of holes+Also, choose a group representati0e to tell us your reas

2It#s G to imagine unlikely or weir$ explanations$on#t be afrai$ to think outsi$e the box!G$$ly enough, logic has 0ery little to $o with facts!3

Some examples>

ARGU!"#$ "I pulle$ an allFnighter stu$ying for last weetest, an$ I en$e$ up with an A! Tire$ness must make me

&U"#!R$ What if you got an A because you actually stGr maybe the test was going to be easy for you all along

ARGU!"#$ "If I play with a$#s power tools, he#ll yell at)ut a$ is yelling at me for something! So I guess I musplaye$ with the power tools!%

&U"#!R$ What if he#s yelling at you for a $i=erent reasscratching the car, or hammerFthrowing the cat onto the

John Keats

"To Autumn" is a poem by EnglishRomantic poet John Keats (31

Romantic poet John Keats (31October 1795 – 23 ebr!ary 121#$

"%o &!t!mn" is the 'inal or) in agro!p o' poems )non as

gro!p o' poems )non asKeats*s "119 o+es"$

"%o &!t!mn" is a poem o' threestan,as- each o' ele.en lines$ /ritten

in 119- the str!ct!re is that o' ano+al hymn- ha.ing three clearly

o+al hymn- ha.ing three clearly+e'ine+ sections correspon+ing to the

0lassical +i.isions o' strophe-antistrophe- an+ epo+e

%he imagery is richly achie.e+th h th i'i ti ' & t

thro!gh the personi'ication o' &!t!mn

eason o' mists an+ mello 'r!it'!lness-

Close bosom-friend of the maturingsun;

Conspiring with him how to load and bless

With fruit the vines that round the thatch-evesrun;

%o ben+ ith apples the moss*+ cottagetrees-

And fill all fruit with ripeness to thecore;

%o sell the go!r+- an+ pl!mp the ha,el

shells

/ith a seet )ernel to set b!++ingmore-

&n+ still more- later 'loers 'or the bees-

4ntil they thin) arm +ays ill ne.er cease-

For ummer has o!er-brimm!d their clamm"cells#

/ho hath not seen thee o't ami+ thy store

ometimes hoe.er see)s abroa+ may'in+

rose+ ith the '!me o' poppies- hile thy hoo)

pares the ne8t sath an+ all its tin+'loers:

&n+ sometimes li)e a gleaner tho! +ost )eep

tea+y thy la+en hea+ across a broo)

$r b" a c"der-press% with patient loo&%

%ho! atchest the last oo,ings- ho!rs byho!rs$

/here are the songs o' pring &y- here arethey

%hin) not o' them- tho! hast thy m!sic too-;

/hile barr+ clo!+s bloom the so't+ying +ay

&n+ to!ch the st!bbleplains ith rosy h!e

%hen in a ail'!l choir the small gnats mo!rn

Among the river-sallows% borne

r sin&ing as the light wind lives ories;sin)ing

&n+ '!llgron lambs lo!+ bleat 'rom hilly bo!rn

%he re+breast histles 'rom a gar+en

n ga er ng sa os er n e

s)ies$

Moly to Holly

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