1. Give Give and and expla xplain in as disc discus usse sed d in clas class s how how comp compar arat ativ ive e anal analys ysis is can can be made made of arguments , poems, and songs. Discuss here how logic applies to art. Philosophical Philosophical analysis applies to art and music. A poem has stanzas, its words have rhyme in them and also, it has measure. usic is no di!erent from a poem. "f we brea#down music, we realize that the thoughts contained in its lyrics are recurring. $e realize then that poems and music have the same form and the di!erences lie in their content and context i.e. in music, context refers to the di!erent instruments used. %hese three &ualities also refer to the dimensions of reasoning. $ith this being #nown, logic is applicable. %he lines in a song or a poem can be considered as arguments. A line with a correct form is a valid argument. A line correct form and content is a sound argument. A line with all the three &ualities satis'ed satis'ed is rational. () *agot ni mich +. Give Give and explai explain n the natur nature e and limits limits of the scient scienti'c i'c method. method. Discu Discuss ss here how each method involves some #ind of shortcoming At its core, the scienti'c method is a systematized method of induction. "t begins by observation through the use of the 've senses. After observing, the next step is the formulation formulation of the problem based on the observed things. After formulating formulating the problem, a hypoth hypothesi esis s is formul formulate ated d in order order to solve solve the the probl problem. em. After fter the formul formulati ation on of the hypoth hypothesi esis, s, is the exper experime imenta ntatio tion n step step or the testin testing g of the hypoth hypothesi esis. s. After After the exper experime imenta ntatio tion, n, formul formulati ation on of a theor theory y comes comes next. next. ach ach step step has some some #ind #ind of shortcomi shortcoming, ng, for the observat observation ion step, step, bias is not necessarily necessarily eliminated eliminated because the observ observer er interp interpre rets ts what what he obser observes ves in contex contextt of some some prior prior or past past exper experien ience. ce. *imilarly, the formulation of the problem and the formulation of the hypothesis also share this this shortc shortcomi oming ng becaus because e in the the interp interpre retat tation ion of the prob problem lem and the hypoth hypothesi esis, s, language is used which can also be in-uenced by bias. "n the testing of the hypothesis step or experimentation step, the hypothesis must be testable by observation otherwise otherwise it cant be tested. "f it is indeed testable, it will only tell if something is wrong but never where it has gone gone wrong. "n the formulation formulation of a theory, there should should be enough &uantity of observations, there should be an unbiased representative representative sample of universal discourse discourse and no observable counterinstance counterinstance in order for the theory to be accepted. *ince the product of the scienti'c method are theories, the nature of theories is also an impor importan tantt part part of the the natur nature e of scien scienti' ti'c c method method.. %hroug %hroughou houtt the histor history y of scienc science, e, theories have been either revised or re/ected. 0rom this, it can be said that theories are not the truth, however it can be said that theories are useful for predicting the future and that the more theories you have the more accurate the prediction prediction is. . Give Give and and expla explain in how a concep conceptua tuall analys analysis is as dis discu cuss ssed ed in class class may be made made of the traditional concept of mind. Discuss here the nature of an alternative to this traditional concept laid down by Gilbert 2yle. "n the traditional concept of mind, having a mind means having a ghost or a soul in a machine called the human body. %his implies that the mind is treated as separate from the body. "n terms of action, an acting body must have its own volition in order for its action to be considered rational otherwise it is considered irrational. "n the traditional sense, animals and computers dont have minds and therefore are not capable of rational action. 3owever, in an alternative sense, a#a the dispositional concept of mind, someone4something has a mind if it can4has the capacity or disposition to ta#e in
inputs, process these inputs and generate outputs corresponding to need. 0rom these, it can be inferred that animals and computers also have minds in an absolute sense but when compared to humans they dont have minds because their outputs are incomparable to human outputs. 5. Give and explain how a conceptual analysis as discussed in class may be made of the traditional concept of intelligence. Discuss here the nature of an alternative to this traditional concept laid down by Allan %uring. 6. Give and explain here as discussed in class how long)term future environmental issues relate to politics. Discuss here how liberal democratic distribution of goods and services within a society radically di!er from sociocentric distribution. 7. Give and explain here how a conceptual analysis discussed in class may be made of moral issues. Discuss here how logic relates to moral reasoning and philosophical logic. oral reasoning is based on the norms of right and wrong. "n determining what is right and wrong, two types of reasoning can be used8 teleological and deontological reasoning. "n teleological reasoning, the value of the action, good or bad4right or wrong, is based on the results of the action. 9n the other hand, in deontological reasoning, the nature of the action is independent of its results. 0or example, a man who reasons with teleological reasoning who is threatened to the point of losing everything :possession, money etc; he has, could probably #ill if it means saving everything he has. 3owever, a man who reasons with deontological reasoning in put in the same situation will have second thoughts about his actions regardless of the results because it involves #illing. <. Give and explain at least three types of proofs for the existence of God discussed in class. Discuss here the fault of each of these types. 0irst is the Proof of Design by %homas A&uinas, in which he states that there is a designer, a#a God which designs the forms of the ob/ects that we see around us. 3owever in +=th century computer programming, designs can be generated by random patterns4series of numbers. 0urthermore, the design we see in nature is a result of the natural selection. 0rom these, it can be said that designs can be produced even if there is no designer behind them. %he second is Proof of Primary >ause which states that events are a product of cause and e!ect and the other causes are dependent on some other causes. Going ad in'nitum into the past, a single primary cause would be obtained. A&uinas said that this primary cause is not dependent on some other cause other than God. %he shortcoming of this argument is that the primary cause does not necessarily follow that God is the cause behind that primary cause. %he third is Pascals $ager which states that humans can bet with their lives either that God exists or does not exist. %here are a few possibilities8 if you believe in God and there is a God, then there is no problem. *imilarly if you believe in God, and there is no God then there is also no problem. 9n the other hand, if you dont believe in God and there is no God then there is also no problem. 3owever if you dont believe in God and there is a God, then you have a big problem. 0rom Pascals $ager it can be seen that believing in God would net you more gains than losses however this #ind of argument is always applicable to all the other possible ?gods? which ma#es this proof invalid.
