Want to get notified of all questions as they are asked? Update your mail preferences and turn on "Instant Notification."
Claims are constantly being made, many of which are confusing, ambiguous, too general to be of value, exaggerated, unfalsifiable, and suggest a dichotomy when no such dichotomy exists. Good critical thinking requires a thorough understanding of the claim before attempting to determine its veracity. Good communication requires the ability to make clear, precise, explicit claims, or “strong” claims. The rules of reason in this book provide the framework for obtaining this understanding and ability.
This book / online course is about the the eleven rules of reason for making and evaluating claims. Each covered in detail in the book.
|
This assumes that personal lived experience is the only way method of obtaining knowledge, which is false. Second-hand knowledge, such as that coming from other people, can also be used. If it is a research topic, then we can also look at what academic consensus tells us to come to a judgement.
When it comes to social justice, sometimes passionate supporters will say "if you are not from group X, you don't have the right to (whatever) since you lack the subjective lived experience". What they are trying to say is that some feelings and perceptions are unique to certain groups, and if one is not from that group, they will lack that insight. This is because different groups are treated differently and may face different challenges. That being said, having an unlike experience based on identity is like having a bias. Bias means 'slant', or 'lean'. It does not follow that the argument is invalid or false simply because the person is speaking from a certain socioeconomic viewpoint (Non Sequitur). If an argument is dismissed simply because of someone's identity, as is often unfortunately the case, this is a form of Ad Hominem Circumstantial called the Identity Fallacy. |
answered on Wednesday, Aug 12, 2020 05:46:39 AM by TrappedPrior (RotE) | |
TrappedPrior (RotE) Suggested These Categories |
|
Comments |
|
|