AN INTRODUCTION TO LOGIC - From the Standpoint of Education
Scanned, proofed and corrected from the original edition for your reading pleasure. It is also searchable and contains hyper-links to chapters.
***
An excerpt from the beginning of:
CHAPTER I.
THE PROCESSES INVOLVED IN ACTION.
As I am sitting before the fire reading my paper, I hear the clock strike. It is half-past eight and I must start for my train, for I must be at my place of business by nine. I look at the glass and at the clouds. I put on my hat and coat, take my umbrella, and start for the station. When near the station, I see that the train is signalled, and a moment later see a white line of smoke and then the engine. I hurry, for I know that the train does not stay long in the station.
When I am comfortably seated in the carriage, I reflect on what has just happened. What were the processes my mind went through when I acted as I did? There were so many processes that I can only think of a few of them. In the first place, it is not quite true to say that I heard the clock strike; I heard a particular sound, and concluded or inferred that it came from the clock, since no other thing makes just the noise I heard. There was no need for me to look at the clock, for past experience has told me that it strikes one at the half-hour, and memory told me that it was after eight. Past experience told me also that a train runs every morning at a certain time from the station near at hand to the town in which I have my place of business, and that it arrives at a certain time. I remember also the way to the station, and that when I go out I must take my hat and coat. From the condition of the clouds and the state of the barometer, I infer that it is likely to rain; and experience in the past tells me that it is safer to take an umbrella. I do not see the train signalled: I see the signal down, and past experience has shown me that when the signal is down it is a sign that the train will shortly come: thus I infer from the signal the approach of the train. From the white line of smoke I infer the presence of the train very near the station.
1. Let us analyse these processes a little further. In the first place, I should not have got up from the fire unless I had some definite purpose in doing so. I have, in fact, the object in view of getting to my business at a certain time. That is connected with very many other purposes, wherein are involved many other people, all over the world. I have to earn my living, and my business enables me to do this because of the way in which commerce is organised. Thus, e.g. I may go into an office and do nothing but write: and this enables me to obtain bread, clothes, a house, etc. Not that it would have done so in other days. E.g. if I had lived a thousand years ago, the connection of my work with my bread would have been much closer. I might have been tending the herds or ploughing the fields.
2. This end involves means: and my ability to provide means to my end depends on the extent to which I can anticipate what will happen if I take certain steps. I have gradually learned by experience many things about the life round me, and memory brings them to my aid now. Take the striking of the clock. When I was a very young child, the striking of the clock came as a surprise to me. I had seen clocks, and knew how to tell the time, but had not heard a clock strike. But one day a new clock was brought into the house, and I heard it strike. I wondered where the noise came from, and what it meant. After careful and anxious watching, I discovered that the clock struck one when the hands were at the half-hour, and in a very complicated way when they were at the hour. I thus formed the generalisation, that when the clock strikes one, the hands are at the half-hour. I was now able to use this knowledge when I heard the clock strike one: applying the rule which I had formed, I concluded that the hands stood at the half-hour. But on testing this, I discovered an exception. The clock struck one also if the hands showed one o'clock. I was thus led to alter my generalisation, so as to include this exception. So with all my other generalisations: that when the clouds are heavy it will probably rain; that when the signal is down a train is coming, etc.; these were all learned by experiencing the one thing in conjunction with the other many times, and thence forming a tentative general rule; by applying this tentative general rule (or hypothesis as it is called) to particular cases, and thus verifying or modifying it,
In this process of learning by experience you have all the stages which are gone through by the most advanced scientist in reaching his generalisations. Wherever you have it, the process is always the same, and has the same steps, of which the chief are: experience of particular facts (observation and experiment), grouping these facts together into general propositions (induction: comparison...
1103123906
***
An excerpt from the beginning of:
CHAPTER I.
THE PROCESSES INVOLVED IN ACTION.
As I am sitting before the fire reading my paper, I hear the clock strike. It is half-past eight and I must start for my train, for I must be at my place of business by nine. I look at the glass and at the clouds. I put on my hat and coat, take my umbrella, and start for the station. When near the station, I see that the train is signalled, and a moment later see a white line of smoke and then the engine. I hurry, for I know that the train does not stay long in the station.
When I am comfortably seated in the carriage, I reflect on what has just happened. What were the processes my mind went through when I acted as I did? There were so many processes that I can only think of a few of them. In the first place, it is not quite true to say that I heard the clock strike; I heard a particular sound, and concluded or inferred that it came from the clock, since no other thing makes just the noise I heard. There was no need for me to look at the clock, for past experience has told me that it strikes one at the half-hour, and memory told me that it was after eight. Past experience told me also that a train runs every morning at a certain time from the station near at hand to the town in which I have my place of business, and that it arrives at a certain time. I remember also the way to the station, and that when I go out I must take my hat and coat. From the condition of the clouds and the state of the barometer, I infer that it is likely to rain; and experience in the past tells me that it is safer to take an umbrella. I do not see the train signalled: I see the signal down, and past experience has shown me that when the signal is down it is a sign that the train will shortly come: thus I infer from the signal the approach of the train. From the white line of smoke I infer the presence of the train very near the station.
1. Let us analyse these processes a little further. In the first place, I should not have got up from the fire unless I had some definite purpose in doing so. I have, in fact, the object in view of getting to my business at a certain time. That is connected with very many other purposes, wherein are involved many other people, all over the world. I have to earn my living, and my business enables me to do this because of the way in which commerce is organised. Thus, e.g. I may go into an office and do nothing but write: and this enables me to obtain bread, clothes, a house, etc. Not that it would have done so in other days. E.g. if I had lived a thousand years ago, the connection of my work with my bread would have been much closer. I might have been tending the herds or ploughing the fields.
2. This end involves means: and my ability to provide means to my end depends on the extent to which I can anticipate what will happen if I take certain steps. I have gradually learned by experience many things about the life round me, and memory brings them to my aid now. Take the striking of the clock. When I was a very young child, the striking of the clock came as a surprise to me. I had seen clocks, and knew how to tell the time, but had not heard a clock strike. But one day a new clock was brought into the house, and I heard it strike. I wondered where the noise came from, and what it meant. After careful and anxious watching, I discovered that the clock struck one when the hands were at the half-hour, and in a very complicated way when they were at the hour. I thus formed the generalisation, that when the clock strikes one, the hands are at the half-hour. I was now able to use this knowledge when I heard the clock strike one: applying the rule which I had formed, I concluded that the hands stood at the half-hour. But on testing this, I discovered an exception. The clock struck one also if the hands showed one o'clock. I was thus led to alter my generalisation, so as to include this exception. So with all my other generalisations: that when the clouds are heavy it will probably rain; that when the signal is down a train is coming, etc.; these were all learned by experiencing the one thing in conjunction with the other many times, and thence forming a tentative general rule; by applying this tentative general rule (or hypothesis as it is called) to particular cases, and thus verifying or modifying it,
In this process of learning by experience you have all the stages which are gone through by the most advanced scientist in reaching his generalisations. Wherever you have it, the process is always the same, and has the same steps, of which the chief are: experience of particular facts (observation and experiment), grouping these facts together into general propositions (induction: comparison...
AN INTRODUCTION TO LOGIC - From the Standpoint of Education
Scanned, proofed and corrected from the original edition for your reading pleasure. It is also searchable and contains hyper-links to chapters.
***
An excerpt from the beginning of:
CHAPTER I.
THE PROCESSES INVOLVED IN ACTION.
As I am sitting before the fire reading my paper, I hear the clock strike. It is half-past eight and I must start for my train, for I must be at my place of business by nine. I look at the glass and at the clouds. I put on my hat and coat, take my umbrella, and start for the station. When near the station, I see that the train is signalled, and a moment later see a white line of smoke and then the engine. I hurry, for I know that the train does not stay long in the station.
When I am comfortably seated in the carriage, I reflect on what has just happened. What were the processes my mind went through when I acted as I did? There were so many processes that I can only think of a few of them. In the first place, it is not quite true to say that I heard the clock strike; I heard a particular sound, and concluded or inferred that it came from the clock, since no other thing makes just the noise I heard. There was no need for me to look at the clock, for past experience has told me that it strikes one at the half-hour, and memory told me that it was after eight. Past experience told me also that a train runs every morning at a certain time from the station near at hand to the town in which I have my place of business, and that it arrives at a certain time. I remember also the way to the station, and that when I go out I must take my hat and coat. From the condition of the clouds and the state of the barometer, I infer that it is likely to rain; and experience in the past tells me that it is safer to take an umbrella. I do not see the train signalled: I see the signal down, and past experience has shown me that when the signal is down it is a sign that the train will shortly come: thus I infer from the signal the approach of the train. From the white line of smoke I infer the presence of the train very near the station.
1. Let us analyse these processes a little further. In the first place, I should not have got up from the fire unless I had some definite purpose in doing so. I have, in fact, the object in view of getting to my business at a certain time. That is connected with very many other purposes, wherein are involved many other people, all over the world. I have to earn my living, and my business enables me to do this because of the way in which commerce is organised. Thus, e.g. I may go into an office and do nothing but write: and this enables me to obtain bread, clothes, a house, etc. Not that it would have done so in other days. E.g. if I had lived a thousand years ago, the connection of my work with my bread would have been much closer. I might have been tending the herds or ploughing the fields.
2. This end involves means: and my ability to provide means to my end depends on the extent to which I can anticipate what will happen if I take certain steps. I have gradually learned by experience many things about the life round me, and memory brings them to my aid now. Take the striking of the clock. When I was a very young child, the striking of the clock came as a surprise to me. I had seen clocks, and knew how to tell the time, but had not heard a clock strike. But one day a new clock was brought into the house, and I heard it strike. I wondered where the noise came from, and what it meant. After careful and anxious watching, I discovered that the clock struck one when the hands were at the half-hour, and in a very complicated way when they were at the hour. I thus formed the generalisation, that when the clock strikes one, the hands are at the half-hour. I was now able to use this knowledge when I heard the clock strike one: applying the rule which I had formed, I concluded that the hands stood at the half-hour. But on testing this, I discovered an exception. The clock struck one also if the hands showed one o'clock. I was thus led to alter my generalisation, so as to include this exception. So with all my other generalisations: that when the clouds are heavy it will probably rain; that when the signal is down a train is coming, etc.; these were all learned by experiencing the one thing in conjunction with the other many times, and thence forming a tentative general rule; by applying this tentative general rule (or hypothesis as it is called) to particular cases, and thus verifying or modifying it,
In this process of learning by experience you have all the stages which are gone through by the most advanced scientist in reaching his generalisations. Wherever you have it, the process is always the same, and has the same steps, of which the chief are: experience of particular facts (observation and experiment), grouping these facts together into general propositions (induction: comparison...
***
An excerpt from the beginning of:
CHAPTER I.
THE PROCESSES INVOLVED IN ACTION.
As I am sitting before the fire reading my paper, I hear the clock strike. It is half-past eight and I must start for my train, for I must be at my place of business by nine. I look at the glass and at the clouds. I put on my hat and coat, take my umbrella, and start for the station. When near the station, I see that the train is signalled, and a moment later see a white line of smoke and then the engine. I hurry, for I know that the train does not stay long in the station.
When I am comfortably seated in the carriage, I reflect on what has just happened. What were the processes my mind went through when I acted as I did? There were so many processes that I can only think of a few of them. In the first place, it is not quite true to say that I heard the clock strike; I heard a particular sound, and concluded or inferred that it came from the clock, since no other thing makes just the noise I heard. There was no need for me to look at the clock, for past experience has told me that it strikes one at the half-hour, and memory told me that it was after eight. Past experience told me also that a train runs every morning at a certain time from the station near at hand to the town in which I have my place of business, and that it arrives at a certain time. I remember also the way to the station, and that when I go out I must take my hat and coat. From the condition of the clouds and the state of the barometer, I infer that it is likely to rain; and experience in the past tells me that it is safer to take an umbrella. I do not see the train signalled: I see the signal down, and past experience has shown me that when the signal is down it is a sign that the train will shortly come: thus I infer from the signal the approach of the train. From the white line of smoke I infer the presence of the train very near the station.
1. Let us analyse these processes a little further. In the first place, I should not have got up from the fire unless I had some definite purpose in doing so. I have, in fact, the object in view of getting to my business at a certain time. That is connected with very many other purposes, wherein are involved many other people, all over the world. I have to earn my living, and my business enables me to do this because of the way in which commerce is organised. Thus, e.g. I may go into an office and do nothing but write: and this enables me to obtain bread, clothes, a house, etc. Not that it would have done so in other days. E.g. if I had lived a thousand years ago, the connection of my work with my bread would have been much closer. I might have been tending the herds or ploughing the fields.
2. This end involves means: and my ability to provide means to my end depends on the extent to which I can anticipate what will happen if I take certain steps. I have gradually learned by experience many things about the life round me, and memory brings them to my aid now. Take the striking of the clock. When I was a very young child, the striking of the clock came as a surprise to me. I had seen clocks, and knew how to tell the time, but had not heard a clock strike. But one day a new clock was brought into the house, and I heard it strike. I wondered where the noise came from, and what it meant. After careful and anxious watching, I discovered that the clock struck one when the hands were at the half-hour, and in a very complicated way when they were at the hour. I thus formed the generalisation, that when the clock strikes one, the hands are at the half-hour. I was now able to use this knowledge when I heard the clock strike one: applying the rule which I had formed, I concluded that the hands stood at the half-hour. But on testing this, I discovered an exception. The clock struck one also if the hands showed one o'clock. I was thus led to alter my generalisation, so as to include this exception. So with all my other generalisations: that when the clouds are heavy it will probably rain; that when the signal is down a train is coming, etc.; these were all learned by experiencing the one thing in conjunction with the other many times, and thence forming a tentative general rule; by applying this tentative general rule (or hypothesis as it is called) to particular cases, and thus verifying or modifying it,
In this process of learning by experience you have all the stages which are gone through by the most advanced scientist in reaching his generalisations. Wherever you have it, the process is always the same, and has the same steps, of which the chief are: experience of particular facts (observation and experiment), grouping these facts together into general propositions (induction: comparison...
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AN INTRODUCTION TO LOGIC - From the Standpoint of Education
AN INTRODUCTION TO LOGIC - From the Standpoint of Education
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Product Details
| BN ID: | 2940012932785 |
|---|---|
| Publisher: | Leila's Books |
| Publication date: | 06/05/2011 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 432 KB |
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