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YOU are better than YOU think. Show
yourself how:
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Logic
chapters 1 to 5 re- appear not in sequence, as is or longer,
in Volume 1A, Pattern Based
Reason, Bon Appetite.
Logic
Mastery
Amazing, Amusing, Amorous, Delicious, Delightful, Edifying,
Strengthening Elixir.
It eases work & learning difficulties Makes the hard easier. Opens eyes.
Leads to greater precision.
in reading and
writing
Logic
mastery makes the hard, easier. Logic
mastery leads to better, stronger and richer comprehension. Logic
mastery improves reading and writing. Logic
mastery ease learning difficulties. Logic
mastery gives a headstart. In sum, logic
mastery will develops critical thinking, improve reading and writing,
and give a firmer base for work and studies at many levels. Good luck.
After logic,
(a) continue reading Three
Skills for Algebra, chapters 8 to 14 and do so alongside site area on solving
liinear Equations ; or (b) see this calculus
starter lesson and Volume 3, Why
Slopes & More Math, chapters 2 to 6;
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Caution: Site advice is approximately
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What may be learnt and when depends on how skills
and concepts are developed. Making the hard easier and clearer will allow
earlier & richer development of skills and concepts.
Try the Twiddla
Whiteboard. In principle, it allows
to people to draw and chat together online on a copy of this webpage or a clean
sheet. The chat may be via text or audio. Visit www.twiddla.com
to set up whiteboards to work with the webpage of your choice.
For online automated help in senior high school maths & calculus,
visit quickmath.com For Automatic
Calculus and Algebra Help with derivatives, integrals, graphs, linear equations,
matrix algebra, visit calc101.com
With overlap, each site quickmath
& calc101offers a different range of
services, some free, some not, all based on webmathematica. Good luck.
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Suggestive or Misleading Questions
Previous: Chapter 4,
Implication Rules
Recall that one question for the one-way rule
When Aunt Jane visits her nephew Tom's home, Tom goes out to play.
asked what could be said for certain about Aunt Jane when Tom goes out to
play? The answer is nothing. But the wording in this question hinted or
suggested that a little bit more could be said for certain about Aunt Jane. The
question was slightly misleading. A less misleading question would be what,
if anything, can be said for certain. You have to be aware of misleading
questions. The topic of suggestive and misleading questions is discussed
next.
Are you trusting? Are you willing to politely accept everything I or someone
else says or suggests without question? The phrase what can you say for sure
in the above question makes you expect something could be said for sure, not
nothing. You have to watch for misleading and suggestive questions in and
outside of this book.
When someone tries to convince you with a suggestive chain of reasoning, you
need to recognize the weak and strong links in that chain. Then you can decide
for yourself whether or not to accept the suggestions or conclusions obtained.
Faulty logic may hide some deliberate deception or some reparable chains of
reason. In particular, you may see where the chain fails and is broken, or where
the chain can be strengthened or repaired. In our thoughts, we need to identify
or keep track of what is certain, what is almost sure, what is guessed, what is
probable, and what is only suggested.
The next example is far-fetched in most worldly locations, but it illustrates
a situation that you need to recognize. Suppose I asked how long have you
been beating your elephant? This question suggests you own a mistreated
elephant. A gullible, too trusting, person overhearing this question could
believe (assume) you own an elephant. A gullible person overhearing the question
could believe this unless you say the question is absurd because you don't own
an elephant.
We all are slightly gullible. It is a matter of politeness not to challenge a
speaker. On hearing a question, we like (or tend) to think each question posed
is correct, honest and not misleading. But we need to continually watch for
questions that are not realistic, especially if the speaker does allow us to
challenge them. Their words may force upon us unchallenged assumptions or
suggestions. Suggestive questions need to be recognized – if not stopped. They
need to be challenged and corrected to prevent the reasoning from continuing in
an absurd or deceptive direction.
A series of suggestive questions is intimidating and forceful. When the
suggestions in them remain unchallenged, you may find yourself at the end of a
long chain of suggestive reasoning, agreeing to or not challenging some
repugnant ideas. So watch for misleading questions. The questions and possibly
the speaker are false. Step by step, or question by question, such false
reasoning needs to be exposed. The exposure could start with the very first
question, and then the next, and the next, and so on.
When a speaker, in posing and answering suggestive questions, leads you to
false or repugnant conclusions, such a speaker has lied and mislead you. Your
intelligence has been deliberately or accidentally insulted. The speaker, a
possible villain, has taken advantage of your politeness or silence. Faulty
reason or lies may be hidden in suggestive questions.
Next: Chapter 5, Continued :Hype & Ethics
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www.whyslopes.com
Volume 1A, Pattern Based Reason
Chapters 1 to 24
FOREWORD
Three Remarks
1 Introduction
2 Communication
3. Elements of Reason
4 Implication Rules
5. Deception
6 Chains of Reason
7 Longer Chains
For & From Consistency
8. Language Change
9 Next Chapters
10 Responsibility
11 Accidental Patterns
12 Knowledge Islands
13 Euclidean Logic
14 Deductive
& Empirical Views of Mathematics
15 Objectivity
16 Origin of Rules
and Patterns
17 Objective Ways
18. Waking up
19. Symbols & Logic
20. Pronouns or Symbols
21. Truth Tables I.
22. Truth Tables II
22. Biconditional
22. Contrapositive
23. IF-THEN table
24. Indirect Reason Again
To reason often means to persuade someone of
the need for an idea or action. That someone could be yourself. So be
careful.
Vol 1A Postscripts
- online only
+Proof by
Absurdity alias proof by contradiction
+How the demand
for consistency supports the law of the excluded middle
There is a difference between
knowing how to spend money,
and having money to spend.
There is likewise a difference
between mastering a skill
and having meeting a situation in which it applies.
.
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