PHILO 170 Introduction to Logic and Scientific Method

	This course presents an introduction to argumentation focused especially on arguments occurring in scientific contexts. We begin with defining the concept of an argument and distinguishing arguments from non-arguments. We then see how the components of basic arguments can fit together in an argument and how this structure can be represented through diagrams. This analysis is prerequisite for evaluation. One cannot tell whether an argument gives good reason for its conclusion unless one can tell what are the reasons put forward and what are the conclusions they are taken to support. A reason will be good just in case it in turn is properly argued for or is vouched for by a proper source in the absence of evidence that the source is unreliable in the current circumstances. Thus, if I perceive an event happening and have no reason to think that my sight deceives me, I find the claim that the event happened acceptable and may use it to support some further claim, if it does. Whether it does is the question of connection adequacy, with different answers for different types of arguments. Some arguments allegedly give conclusive reasons for their conclusion. Paradigm examples are formally valid arguments, such as those used to predict the occurrence of some event on the basis of laws and current conditions. Paradigm examples are formally valid arguments, such as those used to predict the occurrence of some event on the basis of laws and current conditions. The paradigm examples here are deductive and we shall study basic deductive logic.
	Many arguments, typical of scientific contexts, are not conclusive, but indicate that given the reasons we may expect that the conclusion is true, all things being equal—which they may not be. Such arguments instance inference from sample to population, frequently occurring in social science. Some arguments use premises supported on the basis of samples to support further conclusions. Causal arguments may be based on reasoning from samples but involve additional considerations to distinguishing correlation from causation. A special and very important type of causal argument is the inference to the best explanation, moving from data about a given event to a hypothesis given the evidence for it. This course aims to address these questions. We are invited to look both at genuine scientific arguments and pseudo scientific arguments. The term project will involve preparing a paper which contrasts a genuine scientific argument from pseudo science. The grade will be determine by a mid-term, final, posts to Blackboard Discussion Board, and the term composition.