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Read Ebook: Ready About; or Sailing the Boat by Optic Oliver
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Ebook has 44 lines and 2208 words, and 1 pages
INTRODUCTION.
The Origin and Scope of Logic, 1
Logic as a Preventive of Error or Fallacy--The Inner Sophist, 17
The Axioms of Dialectic and of Syllogism, 29
THE LOGIC OF CONSISTENCY--SYLLOGISM AND DEFINITION.
THE ELEMENTS OF PROPOSITIONS.
General Names and Allied Distinctions, 43
The Syllogistic Analysis of Proposition, into Terms. The Bare Analytic Forms. The Practice of Syllogistic Analysis. Some Technical Difficulties, 62
DEFINITION.
Imperfect Understanding of Words. Verification of the Meaning--Dialectic. Fixation of the Meaning--Division or Classification, Definition, Naming, 82
The Five Predicables--Verbal and Real Predication, 105
Aristotle's Categories, 112
The Controversy about Universals--Difficulties concerning the Relation of General Names to Thought and to Reality, 120
THE INTERPRETATION OF PROPOSITIONS.
Theories of Predication--Theories of Judgment, 131
The "Opposition" of Propositions--The Interpretation of "No," 139
The Implication of Propositions--Immediate Formal Inference --Eduction, 146
The Counter-Implication of Propositions, 156
THE INTERDEPENDENCE OF PROPOSITIONS.
The Syllogism, 167
The Figures and Moods of the Syllogism. The First Figure. The Minor Figures and their Reduction to the First. Sorites, 173
The Demonstration of the Syllogistic Moods--The Canons of the Syllogism, 185
The Analysis of Arguments into Syllogistic Forms, 196
Enthymemes, 205
The Utility of the Syllogism, 209
Conditional Arguments--Hypothetical Syllogism, Disjunctive Syllogism and Dilemma, 215
Formal or Aristotelian Induction--Inductive Argument--The Inductive Syllogism, 235
INDUCTIVE LOGIC, OR THE LOGIC OF SCIENCE.
Introduction, 243
The Data of Experience as Grounds of Inference or Rational Belief, 273
Ascertainment of Simple Facts in their Order--Personal Observation--Hearsay Evidence--Method of Testing Traditional Evidence, 285
Method of Observation--Single Difference. The Principle of Single Difference. Application of the Principle, 308
Methods of Observation--Elimination--Single Agreement. The Principle of Elimination. The Principle of Single Agreement. Mill's "Joint Method of Agreement and Difference," 318
Methods of Observation--Minor Methods. Concomitant Variations. Single Residue, 329
The Method of Explanation. The Four Stages of Orderly Procedure. Obstacles to Explanation--Plurality of Causes and Intermixture of Effects. The Proof of a Hypothesis, 334
Supplementary Methods of Investigation. The Maintenance of Averages--Supplement to the Method of Difference. The Presumption from Extra-Casual Coincidence, 351
Probable Inference to Particulars--The Measurement of Probability, 362
Inference from Analogy, 367
INTRODUCTION.
The question has sometimes been asked, Where should we begin in Logic? Particularly within the present century has this difficulty been felt, when the study of Logic has been revived and made intricate by the different purposes of its cultivators.
Where did the founder of Logic begin? Where did Aristotle begin? This seems to be the simplest way of settling where we should begin, for the system shaped by Aristotle is still the trunk of the tree, though there have been so many offshoots from the old stump and so many parasitic plants have wound themselves round it that Logic is now almost as tangled a growth as the Yews of Borrowdale--
An intertwisted mass of fibres serpentine Upcoiling and inveterately convolved.
It used to be said that Logic had remained for two thousand years precisely as Aristotle left it. It was an example of a science or art perfected at one stroke by the genius of its first inventor. The bewildered student must often wish that this were so: it is only superficially true. Much of Aristotle's nomenclature and his central formulae have been retained, but they have been very variously supplemented and interpreted to very different purposes--often to no purpose at all.
The Cambridge mathematician's boast about his new theorem--"The best of it all is that it can never by any possibility be made of the slightest use to anybody for anything"--might be made with truth about many of the later developments of Logic. We may say the same, indeed, about the later developments of any subject that has been a playground for generation after generation of acute intellects, happy in their own disinterested exercise. Educational subjects--subjects appropriated for the general schooling of young minds--are particularly apt to be developed out of the lines of their original intention. So many influences conspire to pervert the original aim. The convenience of the teacher, the convenience of the learner, the love of novelty, the love of symmetry, the love of subtlety; easy-going indolence on the one hand and intellectual restlessness on the other--all these motives act from within on traditional matter without regard to any external purpose whatever. Thus in Logic difficulties have been glossed over and simplified for the dull understanding, while acute minds have revelled in variations and new and ingenious manipulations of the old formulae, and in multiplication and more exact and sym
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