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A Class Room Logic / Deductive and Inductive, with Special Application to the Science and Art of Teaching cover

A Class Room Logic / Deductive and Inductive, with Special Application to the Science and Art of Teaching

Chapter 290: Footnotes.
By George Hastings McNair
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About This Book

A concise instructional guide presenting fundamentals of deductive and inductive logic with classroom-focused applications for teachers. It explains mental operations involved in thinking, primary laws of thought, logical terms, extension and intension, and methods of definition; develops judgment and inference, immediate and mediate reasoning, syllogism, and inductive generalization; identifies common fallacies and offers techniques for teaching clear reasoning. The text uses simple language, illustrative exercises, diagrams, chapter summaries, and review questions to aid student comprehension and examination review. Emphasis is practical, aiming to strengthen teachers' ability to analyze arguments, construct valid inferences, and cultivate disciplined, serviceable thinking in the classroom.

Footnotes.

1 – NOTE. Sometimes thinking and thought are used interchangeably. This is confusing. Properly, “thinking” is always a process of the knowing mind while “thought” is the product of this process, just as the flour of the gristmill is the product of the grinding process.
2 – Intuitive knowing might be termed habitual knowing.
3 – Mediate Inference.
4 – Intuitive Knowing.
5 – Hyslop’s Elements of Logic (1901), page 100.
6 – Hyslop.
7 – Men do have the power of reason.
8 – Sometimes called contraposition.
9 – From the Greek meaning to reason with.
10 – The student may be sufficiently interested to complete the list.
11 – The student should prove that the last premise may be affirmative.
12 – This cause, however, need not be a single antecedent, in fact it seldom is. “This cause, philosophically speaking, is the sum total of the conditions, positive and negative, taken together.”—Mill. The cause of the price of food stuff being high, involves many conditions, or antecedents, so interwoven that it is impossible to designate any one as being the chief factor concerned.
13 – Those might be named the Five Special Methods of Induction by Analysis.
14 – All cases of finding the net proceeds are examples of the law of residue.

Transcriber’s Notes.

The following corrections have been made in the text:
⭘ – ‘recignize’ replaced with ‘recognize’
(able to recognize each)
⭘ – ‘differenece’ replaced with ‘difference’
(the difference in meaning)
⭘ – ‘non-contotative’ replaced with ‘non-connotative’
(can be non-connotative.)
⭘ – ‘digerentiæ’ replaced with ‘differentiæ’
(by means of its differentiæ.)
⭘ – ‘comfined’ replaced with ‘confined’
(knowledge is confined to)
⭘ – ‘nagtive’ replaced with ‘negative’
(one premise be negative)
⭘ – ‘affirmavite’ replaced with ‘affirmative’
(and a particular affirmative)
⭘ – Printer error: lost end of point (3) and duplicated part of point (4)
⭘ – ‘agruments’ replaced with ‘arguments’
⭘ – ‘analagous’ replaced with ‘analogous’
(custom analogous to giving)
⭘ – ‘(4)’ missing from text
((4) “The man is guilty)
⭘ – ‘abitrary’ replaced with ‘arbitrary’
(words as arbitrary signs)
⭘ – ‘fallicies’ replaced with ‘fallacies’
(and fallacies of converse)
⭘ – ‘sirname’ replaced with ‘surname’
(have the same surname,)
⭘ – ‘generalziation’ replaced with ‘generalization’
(perfectly induced generalization,)
⭘ – ‘uncontradiced’ replaced with ‘uncontradicted’
(incomplete but uncontradicted)
⭘ – ‘prenomenon’ replaced with ‘phenomenon’
(entirely with the phenomenon.)
⭘ – ‘vivdly’ replaced with ‘vividly’
(what is only vividly internal)