Coursera课程提升逻辑思考：论点分析入门

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《理解论点：非形式逻辑入门》是一门在Coursera上提供的课程，由 Walter Sinnott-Armstrong 和 Robert J. Fogelin 教授共同编著，适合所有对逻辑思考感兴趣的学员，不论其专业背景是否与信息技术相关。该课程旨在帮助学习者掌握日常论证和推理的基本原则，使他们能够批判性地分析论据、评估论证的有效性和逻辑结构。在这门第八版教材中，作者深入探讨了各种论证技巧，包括识别前提、结论、论证方式以及逻辑谬误等核心概念。课程内容涵盖了从简单的一般性论述到复杂论证的结构分析，引导学生通过实践练习来提升逻辑思维能力。对于程序员而言，这不仅有助于在技术讨论中清晰表达观点，也有助于增强问题解决和决策制定时的逻辑严谨性。课程涵盖了以下关键知识点： 1. 论证结构：学习者会学习如何构建一个有效的论证，包括识别并组织主题句、支持性理由和结论之间的关系。 2. 前提和结论：理解一个论证中的前提（即用来支持结论的事实或观点）与结论之间的逻辑联系，以及如何确保两者之间的合理性。 3. 推理类型：区分演绎推理（从一般原则推出具体事实）和归纳推理（从特殊事实推断一般原则），以及它们在实际论证中的应用。 4. 逻辑谬误：识别和避免常见的逻辑错误，如偷换概念、诉诸情感、假设过度等，这些错误会影响论证的质量。 5. 批判性思维：学会如何批判性地评估他人的论证，培养独立思考和判断的能力。 6. 论证的应用：课程将理论知识与现实生活中的例子相结合，让学生能在不同情境中灵活运用所学逻辑技巧。 7. 在线交互：Coursera平台提供了丰富的互动元素，包括视频讲座、阅读材料、讨论论坛和实践作业，使学习过程更具参与性和深度。通过这个课程，无论是初学者还是已有一定逻辑基础的人，都能提升自己的论证技巧，这对于在IT行业中有效沟通、分析问题和解决问题至关重要。同时，这也是一种跨学科的学习，有助于拓展个人知识视野，提高综合素质。

Traditionally, logic has been considered the most general science dealing

with arguments. The task of logic is to discover the fundamental principles

for distinguishing good arguments from bad ones.

For certain purposes, arguments are best studied as abstract patterns of

reasoning. Logic can then focus on these general forms rather than on par-

ticular arguments, such as your attempt to prove to the bank that they, not

you, made a mistake. The study of those general principles that make cer-

tain patterns of argument valid and other patterns of argument invalid is

called formal logic. Two chapters of this work are dedicated to formal logic.

A different but complementary way of viewing an argument is to treat it

as a particular use of language: Presenting arguments is one of the impor-

tant things we do with words. This approach stresses that arguing is a lin-

guistic activity. Instead of studying arguments as abstract patterns, it

examines them as they occur in concrete settings. It raises questions of the

following kind:

What is the place of argument within language as a whole?

What words or phrases are characteristic of arguments?

How do these words function?

What task or tasks are arguments supposed to perform?

When an approach to argument has this emphasis, the study is called infor-

mal logic. Though it contains a substantial treatment of formal logic, Under-

standing Arguments, as its subtitle indicates, is primarily a textbook in

informal logic.

The eighth edition of Understanding Arguments differs from the seventh

edition in a number of significant ways. The uses of arguments have been

brought right up front for emphasis. The chapters have been split up and re-

organized for clarity. Some of the more difficult and confusing topics have

been dropped to simplify and streamline the text. This edition also contains

new readings on scientific reasoning in Chapter 20 and on religious reason-

ing in Chapter 21. These new readings make the text more relevant to con-

temporary debates. Finally, this edition includes a large-scale updating of

examples, exercises, and discussion questions throughout the text, includ-

ing a liberal sprinkling of quotations from Jon Stewart and Stephen Colbert

PREFACE

How to Analyze

Arguments

Arguments are all around us. They bombard us constantly in advertisements; in

courtrooms; in political, moral, and religious debates; in academic courses on

mathematics, science, history, literature, and philosophy; and in our personal lives

when we make decisions about our careers, finances, and families. These crucial

aspects of our lives cannot be understood fully without understanding arguments.

The goal of this book, then, is to help us understand arguments and, thereby, to

understand our lives.

We will view arguments as tools. To understand a tool, we need to know the pur-

poses for which it is used, the material out of which it is made, and the forms that it

takes. For example, hammers are normally used to drive nails or to pound malleable

substances. Hammers are usually made out of a metal head and a handle of wood,

plastic, or metal. A typical hammer’s handle is long and thin, and its head is per-

pendicular to its handle. Similarly, in order to understand arguments, we need to

investigate their purposes, materials, and forms.

Chapter 1 discusses the main purposes or uses of arguments. The material from

which arguments are made is language, so Chapters 2–3 explore language in gen-

eral and then the language of argument in particular. Chapters 4–5 use the lessons

learned by then to analyze concrete examples of arguments in detail. The following

chapters turn to the forms of arguments, including deductive forms in Part II

(Chapters 6–7) and inductive forms in Part III (Chapters 8–12). Each form of argu-

ment comes with its own standards of adequacy. Part IV (Chapters 13–17) will then

consider the main ways in which arguments can go astray, including fallacies of

clarity, relevance, and vacuity. Finally, Part V (Chapters 18–22) will explore exam-

ples of arguments in different fields—law, morality, religion, science, and philosophy—

in order to see both how such arguments differ and how they share common features

of arguments in general. By the end of this journey, we should understand argu-

ments much better.

Uses of Arguments

What are arguments? In our view, arguments are tools, so the first step toward

understanding arguments is to ask what they are used for—what people are trying

to accomplish when they give arguments. This brief chapter will propose a defini-

tion of arguments and then explore two main purposes of arguments: justification

and explanation. Both justifications and explanations try to provide reasons, but

reasons of different kinds. Justifications are supposed to give reasons to believe their

conclusions, whereas explanations are supposed to give reasons why their conclu-

sions are true. Each of these purposes is more complicated and fascinating than is

usually assumed.

WHAT ARGUMENTS ARE

The word “argument“ may suggest quarrels or squabbles. That is what a

child means when she reports that her parents are having an argument.

Arguments of that sort often include abuse, name-calling, and yelling. That

is not what this book is about. The goal here is not to teach you to yell

louder, to be more abusive, or to beat your opponents into submission.

Our topic is the kind of argument defined by Monty Python in their justly

famous “Argument Clinic.” In this skit, a client enters a clinic and pays for

an argument. In the first room, however, all he gets is abuse, which is not

argument. When he finally finds the right room to get an argument, the per-

son who is supposed to give him an argument simply denies whatever the

client says, so the client complains that mere denial is different from argu-

ment, because “an argument is a connected series of statements to establish

a definite proposition.” This definition is almost correct. As we will see, the

purpose of an argument need not always be to “establish” its conclusion,

both because some conclusions were established in advance and because

many reasons are inconclusive. Nonetheless, Monty Python’s definition

needs to be modified only a little in order to arrive at an adequate definition:

An argument is a connected series of sentences, statements, or propositions

(called “premises”) that are intended to give reasons of some kind for a sentence,

statement, or proposition (called the “conclusion”).

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