FRESHMAN PROGRAM DIRECTORATE

Logic and Critical Thinking Group Assignment for Freshman Students of social

Section : FS 19

Group members ID No
1. Abdella Jibril..............................UGPR2821/16

2.Abdi Mohammed........................UGPR2822/16

3.Abdujebar Mussa........................UGPR2841/16

4. Abdulkerim Ibrahim...................UGPR2849/16

5.Abdurezak Ahmed........................UGPR2863/16

6.Abu Achu.......................................UGPR2906/16

7.Abubaker Safeno...........................UGPR2908/16

8.Adonay Yeshitila..............................UGPR2930/16

9.Ahmed Mohammed...........................UGPR2947/16

10.Angatu Borecha................................UGPR3007/16

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 Submission Date:Jan 15/2024

Submitted to : Instructor.Jemal Endris (P.H.D.Candidator )

Table of Contents
Contents page

1.introduction....................................................................................... 2

2.List of tables........................................................................................ 3

3.List of figures.4.Argument evaluation: Same-sex marriage and

estiality....................................................................................................8,9

5.Logical relationship between the claim "All philosophers are

intellectuals" and related statements that says "some intellectuals are
not philosophers" and "No intellectuals are philosophers".................10.

6.Reference...............................................................................................11

I.Introduction

In this essay,we will evaluate the argument that allowing same-sex marriage will
lead to people marrying animals and explore the logical relationship between
the claim "All philosophers are intellectuals" and related statements that says
"some intellectuals are not philosophers" and "No intellectuals

3.List of diagram figures

Diagram 2.1. a Venn diagram that shows the statement "All philosophers are intellectuals".
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Diagram 2.2. a Venn diagram that shows the statement "Some intellectuals are not
philosophers".

Diagram2.3. a Venn diagram that shows the statement "No intellectuals are philosophers".

BODY OF THE CONTENTS

1 ) Evaluate the argument:"If we allow same-sex marriage, it will lead

to people marrying animals.Therefore,Same-sex marriage should not
be legalized.

Answer:

✓This argument is a classic example of a logical fallacy known as the

"Slippery Slope" argument.

*The Slippery Slope fallacy occurs when someone argues that one
thing will inevitably lead to another without providing sufficient
evidence to support this claim.Or

=It occurs when someone argues that a certain action will inevitably
lead to a series of increasingly undesirable consequences.

It involves making an unsupported causal chain of events, often by

suggesting that one action will lead to a chain reaction of negative
outcomes.

✓In this case,there is no logical connection or relationship between

allowing same-sex marriage and people marrying animals.

✓There is no evidence or reason to believe that legalizing same-sex

marriage would lead to people wanting to marry animals.

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✓This type of argument fails to establish a direct cause and effect
relationship and relies on fear and speculation rather than sound
reasoning.

★Therefore, the conclusion that same-sex marriage should not be legalized doesn't
logically follow from the premise that it could lead to people marrying animals and
also it isn't a valid reason to oppose same-sex marriage.

2 ) Consider the claim "All philosophers are intellectuals".Using Venn

diagrams, demonstrate the logical relationship between this claim and
the following statements:

a )"Some intellectuals are not philosophers" and

b ) "No intellectuals are philosophers ".

Answer:

✓Firstly,We have to know about Categorical Proposition before going

to dothis questions.

What is a categorical proposition?

★A proposition that relates two classes, or categories is called

a categorical proposition.

★The classes in question are denoted respectively by the subject term

and the predicate term.

★The proposition asserts that either all or part of the class denoted by
the subject term is included in or excluded from the class denoted by
the predicate term.

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★Or in another way,A categorical proposition is a statement that
relates two sets, classes, groups or categories which are presented in
their subject or predicate positions that could be connected based on
inclusion ( partial/whole ) or exclusion ( partial/whole ) relations.

✓Since any categorical proposition asserts that either all or part of the
class denoted by the subject term is included in or excluded from the

class denoted by the predicate term, it follows that there are 4 types of
categorical propositions:

( 1 ) Those that assert that the whole subject class is included in the
predicate class.

( 2 ) Those that assert that part of the subject class is included in the
predicate class.

( 3 ) Those that assert that the whole subject class is excluded from the
predicate class.

( 4 ) Those that assert that part of the subject class is excluded from
the predicate class.

✓A categorical proposition that expresses these relations with

complete clarity is called a standard-form categorical proposition.

✓A categorical proposition is in standard form if and only if it is a

substitution instance of one of the following 4 forms.let's say A be

philosopher and B be intellectual then,we have the following options:

1. All A are B.

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 2.No B are A.

3. Some B are A.

4.Some B are not A.

✓Accordingly,we have four propositions and each of these

propositions has quantifier, subject term, copula (sentential
connective), and predicate term.

✓to sum up,these are called the components of a categorical

proposition.

∆ Quantifier:-indicate the quantity or amount of the subject class.

•The words "all", "no",and "some" are called quantifiers.

∆ Subject term:-refers to any term (word) or phrase that consists of a

set of things.

∆ Copula:-is a sentential connective that relates the subject and

predicate terms.

•The words "are", and "are not" are called the copula because they

link (or "couple") the subject term with the predicate term.

∆ Predicate term:-is a term consisting set of things which has some

3★ In logic,the quantifier "some" always mean "at least one".

Quality, Quantity, and Distribution

∆ Quality and quantity are attributes of categorical propositions.

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*Hence,it is useful to rephrase the meaning of categorical propositions
in class terminology:

Proposition Meaning in Class notation

•All A are B. Every member of the A class is a member of the

B class ; i.e, the A class is included in the B class.

•No A are B. No member of the A class is a member of the B

class ; i.e, the A class is not included in the B

class.

•Some B are not A. At least one member of the A class is not a

member of the B class.

∆ The quality of a categorical proposition is either affirmative or

negative depending on whether it affirms or denies class membership.
✓It follow that,"All A are B" & "Some B are A" have affirmative
quality,

and "No B are A" & "Some B are not A" have negative quality.

∆ The quantity of a categorical proposition is either universal or

particular depending on whether the statement makes a claim about
every member or just some member of the class denoted by the
subject term.

✓"All A are B" & "No B are A" each assert something about every
member of the A class and thus are universal propositions,and "Some

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B are A" & "Some B are not A" assert something about one or more
members of the B class and hence are particular propositions.

∆ Unlike quality and quantity, which are attributes of propositions,

distribution is an attribute of the terms ( subject and predicate ) of

proposition.

✓A term is said to be distributed if the proposition makes an assertion

about every member of the class denoted by the term ; otherwise,it is
undistributed.

•Let's represent the statements with letters

Subject= A and Predicate = B

Letter Name Standard form Quality Quantity Distribution

A All A are B. Affirmative Universal A

E No B are A Negative Universal A&B

O Some B are not A Negative Particular B

Venn Diagram
∆ Venn diagram:- is an arrangement of overlapping circles in which
each circle represents the class denoted by a term in a categorical
proposition.

I )"All philosophers are intellectuals"

∆ All A are B

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•The shaded part does
not indicate the
proposition All A are B,
hence it is empty.

i.e, every members of

the philosopher
class is a member of the intellectuals class.

or the A class is included in the B class.

II )"Some intellectuals are not philosophers"

∆ Some A are not B.

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•The "X" sign indicates that at least one member of the intellectuals class is not
found in the philosophers class.

Or at least one member of A class is not found in B class.

III )"No intellectuals are philosophers".

∆ No A are B

•The shaded part

represents that the
intersection area is empty
or null.

Or no middle ground exists for the proposition "No A are B"

i.e, the intersection area contains no members of A and B .

Squares of Opposition: Traditional and Modern Squares

Of Opposition

1) Traditional Square of Opposition

( Aristotelian Standpoint )

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a.The logical relationship between the general statement "All
philosophers are intellectuals" with the the first statement
"Some intellectuals are not philosophers" is Contradictory.

b.The logical relationship between the general statement "All

philosophers are intellectuals" with the second statement

"No intellectuals are philosophers" is Contrary.

2 ) Modern Square of Opposition ( Boolean Standpoint )

I.The logical relationship between the general statement "All
philosophers are intellectuals" and the first statement

"Some intellectuals are not philosophers" is Contradictory.

II.The logical relationship between the general statement "All

philosophers are intellectuals" and the second statement

"No intellectuals are philosophers" is Logically Undetermined.

6.REFERENCES,

1.Logic and Critical Thinking Freshman Module, Ministry of

Science and Higher Education ( MoSHE ), Addis Ababa

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2.Damer,Edward.(2005).Attacking faulty reasoning.A
practical guide to fallacy free argument.W.C.learning,USA.

3.Power point of our Instructor of Logic and critical

thinking.

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