PHI 210 Week 3 Summer 2016

Chapter 3: Argument

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We will have two ten-minute breaks: at 7:30 and 9 pm. I will take roll early before we have the weekly Discussion at 9:30 pm before dismissal at 10:00 pm.

REVIEW OF LOGICAL FALLACIES

A fallacy is the use of invalid or otherwise faulty reasoning, or "wrong moves"^[1] in the construction of an argument.^[2][3] A fallacious argument may be deceptive by appearing to be better than it really is. Some fallacies are committed intentionally to manipulate or persuade by deception, while others are committed unintentionally due to carelessness or ignorance. Lawyers acknowledge that the extent to which an argument is sound or unsound depends on the context in which the argument is made.^[4]

Fallacies are commonly divided into "formal" and "informal". A formal fallacy can be expressed neatly in a standard system of logic, such as propositional logic,^[2] while an informal fallacy originates in an error in reasoning other than an improper logical form.^[5] Arguments containing informal fallacies may be formally valid, but still fallacious.^[6]

A formal fallacy is a common error of thinking that can neatly be expressed in standard system of logic.^[2] An argument that is formally fallacious is rendered invalid due to a flaw in its logical structure. Such an argument is always considered to be wrong.

The presence of a formal fallacy in a deductive argument does not imply anything about the argument's premises or its conclusion. Both may actually be true, or may even be more probable as a result of the argument; but the deductive argument is still invalid because the conclusion does not follow from the premises in the manner described. By extension, an argument can contain a formal fallacy even if the argument is not a deductive one: for instance, an inductive argument that incorrectly applies principles of probability or causality can be said to commit a formal fallacy.

Aristotle was the first to systematize logical errors into a list, as being able to refute an opponent's thesis is one way of winning an argument.^[7]

Sometimes a speaker or writer uses a fallacy intentionally. In any context, including academic debate, a conversation among friends, political discourse, advertising, or for comedic purposes, the arguer may use fallacious reasoning to try to persuade the listener or reader, by means other than offering relevant evidence, that the conclusion is true.
Examples of this include the speaker or writer:^[14]

1. Diverting the argument to unrelated issues with a red herring (Ignoratio elenchi)
2. Insulting someone's character (argumentum ad hominem)
3. Assume the conclusion of an argument, a kind of circular reasoning, also called "begging the question" (petitio principi)
4. Making jumps in logic (non-sequitur)
5. Identifying a false cause and effect (post hoc ergo propter hoc)
6. Asserting that everyone agrees (bandwagoning)
7. Creating a "false dilemma" ("either-or fallacy") in which the situation is oversimplified
8. Selectively using facts (card-stacking)
9. Making false or misleading comparisons (false equivalence and false analogy)
10. Generalizing quickly and sloppily (hasty generalization)

In philosophy, the term formal fallacy is used for logical fallacies and defined formally as: a flaw in the structure of a deductive argument which renders the argument invalid.


 




Seinfeld: Elaine's Circular Reasoning, :40

Seinfeld Episode The Maid, Elaine attempts to fight the phone company with circular reasoning.
http://youtu.be/8CVbku6nxhU



Critical Thinking: False Cause Fallacy Example, :33

http://youtu.be/u5xrr4RyqaE



Reductio ad Absurdum

The Big Bang Theory - Reductio ad Absurdum, 1:13

http://youtu.be/ytWGiOuzpe4



Fallacy of Composition - Fire, :44

George illustrates that if there is a fire he should leave first to increase the chances of saving his life, or the fallacy of composition that what is true for the individual (George) is not necessarily true for the group.

http://youtu.be/5CAYhC1W_gQ



post hoc ergo propter hoc

"after this, therefore because of this"

post hoc ergo propter hoc, :42 The Big Bang Theory

Mind you, Sheldon knows informal logic. http://argumentics.blogspot.com/

http://youtu.be/vRJUvFG8gbE



Hasty Generalization commercial examples, 2:00

http://youtu.be/pem_FwggPsM



Critical Thinking Fallacy: Appeal to Inappropriate Authority Example, 1:22

http://youtu.be/jIIRmSV8JKE



Richard Dawkins commits the genetic fallacy, 1:58

William Lane Craig and JP Moreland show how the genetic fallacy has no bearing in terms of the truth or falsity of a proposition.

http://en.wikipedia.org/wiki/Richard_Dawkins

http://youtu.be/uX2uRD4wvYs



Critical Thinking: Appeal to Ignorance Fallacy Example, 1:38

http://youtu.be/2Ra8_gyY9R8



Slippery Slope Fallacy

DIRECTV commercial - Don't Wake Up in a Roadside Ditch, :31

https://youtu.be/kIv3m2gMgUU

Second example - Date, 2:25

Watch a slippery slope fallacy develop when a man and woman are on a date. (Created by spring 2013 Honors Critical Thinking students.)

http://youtu.be/ZMhArBLt8l8



False Analogy Fallacy, 2:00

http://youtu.be/60NSO9pJyVI




The Is/Ought Problem, 1:28

https://youtu.be/eT7yXG2aJdY

Longer explanation, Fallacies: Slippery Slope, 8:12

http://www.criticalthinkeracademy.com

This is a sample video from a video tutorial course titled "Fallacies", one of many videos on critical thinking that you can find at the link above.

http://youtu.be/DtmAw9Ia7LA



Packard Pokes At: Logical Fallacies: Bandwagon, 1:00

http://youtu.be/SCxWYinsqtU






Crazy Wisdom: Daniel Dennett on Reductio ad Absurdum, 2:40

http://youtu.be/sVUMAqMmy7o





Paul Henne: Fallacy of Composition, 3:58

In this video, Paul Henne describes the fallacy of composition, an informal fallacy that arises when we assume that some whole has the same properties as its parts. He also discusses why there aren't colorless cats.

http://youtu.be/JELm6peL_sI



Fallacy of Division

Fallacies: False Dilemma, 8:48

http://www.criticalthinkeracademy.com

This video looks at the fallacy type known as "false dilemma", or "false dichotomy".

http://youtu.be/3-Xf0y13pQI



Philosophical Concepts- Circular Reasoning, 3:29

This short video explains the fallacy known as "circular reasoning" with a little help from a book about frogs.

http://youtu.be/eKLMsxpYago



Appeal to Tradition (Argumentum ad Antiquitatem) Fallacy, 2:44

George finds himself correcting Professor Appenstall's well intentioned, but misguided defense of the college administration.

http://youtu.be/EO2Dhi-lm-w

3.1 Arguments are Support

A premise or premise [a] is a statement that an argument claims will induce or justify a conclusion. In other words: a premise is an assumption that something is true. In logic, an argument requires a set of (at least) two declarative sentences (or "propositions") known as the premises along with another declarative sentence (or "proposition") known as the conclusion. This structure of two premises and one conclusion forms the basic argumentative structure. More complex arguments can use a series of rules to connect several premises to one conclusion, or to derive a number of conclusions from the original premises which then act as premises for additional conclusions. An example of this is the use of the rules of inference found within symbolic logic.

Where do I put the X? 5:00

• Premises and conclusions

Identifying Premises and Conclusions, Premises and Conclusions, 5:35

Before you can analyze an argument you need to be sure that you've clearly identified the conclusion and the premises. This video discusses some of the challenges associated with this task.

Abortion is wrong because all human life is sacred.

What is the conclusion?

What is the premise?

In the space exploration example, what is the conclusion?

What words indicate a conclusion? 

What words indicate a premise?

http://youtu.be/07mehbgE5jc



Aristotle held that any logical argument could be reduced to two premises and a conclusion. Premises are sometimes left unstated in which case they are called missing premises (not updated for gender).

Major Premise: All men are mortal.

Minor Premise: Socrates is a man.

Conclusion: Therefore, Socrates is mortal.

The following is an example of the syllogism written out in prose form:
Socrates is mortal because all men are mortal.

It is evident that a tacitly understood claim is that Socrates is a man. The fully expressed reasoning is thus:

Because all men are mortal and Socrates is a man, Socrates is mortal.

In this example, the independent clauses preceding the comma (namely, "all men are mortal" and "Socrates is a man") are the premises, while "Socrates is mortal" is the conclusion.

The proof of a conclusion depends on both the truth of the premises and the validity of the argument.

3.1 Practice: Does the Existing Drinking Age Help or Harm?

3.2 Deduction

Understanding the Parts of a Categorical Syllogism
Visualizing Categorical Syllogisms
Figure 1 Syllogism Venn Diagram
Translating Categorical Statements
Truth, Validity, and Soundness
Enthymemes

Lecture 1
Topics
Categorical syllogisms
Premises and Conclusions
Types of propositions
Figures, validity, Venn Diagrams

Pre-Built Course Content

An enthymeme (Greek: ἐνθύμημα, enthumēma), is an informally stated syllogism (a three-part deductive argument) as used in oratorical debates, often relying on premises that are probably rather than certainly true, or relying on unstated assumptions that are omitted because they are already well-known or agreed upon.

In another broader usage, the term "enthymeme" is sometimes used to describe an incomplete argument of forms other than the syllogism, or a less-than-100% argument

Enthymemes Explained - Tutts, 2:35

http://youtu.be/kWjTVTwi0ac



3.2 Practice: Deduction
Syllogisms
3.3 Induction
3.3 Practice: Induction

Debates Over Gun Control

Inductive vs. Deductive

Deductive reasoning, also deductive logic or logical deduction or, informally, "top-down" logic, is the process of reasoning from one or more general statements (premises) to reach a logically certain conclusion.


Deductive reasoning links premises with conclusions. If all premises are true, the terms are clear, and the rules of deductive logic are followed, then the conclusion reached is necessarily true.

Deductive reasoning (top-down logic) contrasts with inductive reasoning (bottom-up logic) in the following way: In deductive reasoning, a conclusion is reached reductively by applying general rules that hold over the entirety of a closed domain of discourse, narrowing the range under consideration until only the conclusion is left. In inductive reasoning, the conclusion is reached by generalizing or extrapolating from initial information. As a result, induction can be used even in an open domain, one where there is epistemic uncertainty.
Inductive reasoning (as opposed to deductive reasoning) is reasoning in which the premises seek to supply strong evidence for (not absolute proof of) the truth of the conclusion. While the conclusion of a deductive argument is supposed to be certain, the truth of the conclusion of an inductive argument is supposed to be probable, based upon the evidence given.

Unlike deductive arguments, inductive reasoning allows for the possibility that the conclusion is false, even if all of the premises are true. Instead of being valid or invalid, inductive arguments are either strong or weak, which describes how probable it is that the conclusion is true.

Inductive vs. Deductive Reasoning by Shmoop, 3:00

There are two different ways to use reasoning: deductive and inductive. Deductive reasoning starts with a general theory, statement, or hypothesis and then works its way down to a conclusion based on evidence. Inductive reasoning starts with a small observation or question and works it's way to a theory by examining the related issues. Writing Guide: http://www.shmoop.com/essay-lab/

https://youtu.be/VXW5mLE5Y2g


A classical example of an incorrect inductive argument was presented by John Vickers:

All of the swans we have seen are white.

Therefore, all swans are white.

Categorical Propositions: A and E Statements

In logic, a categorical proposition, or categorical statement, is a proposition that asserts or denies that all or some of the members of one category (the subject term) are included in another (the predicate term). The study of arguments using categorical statements (i.e., syllogisms) forms an important branch of deductive reasoning that began with the Ancient Greeks.
The Ancient Greeks such as Aristotle identified four primary distinct types of categorical proposition and gave them standard forms (now often called A, E, I, and O). If, abstractly, the subject category is named S and the predicate category is named P, the four standard forms are:

• All S are P. (A form)
• All S are not P. (E form)
• Some S are P. (I form)
• Some S are not P. (O form)

Quantity refers to the amount of members of the subject class that are used in the proposition. If the proposition refers to all members of the subject class, it is universal. If the proposition does not employ all members of the subject class, it is particular. For instance, an I-proposition ("Some S are P") is particular since it only refers to some of the members of the subject class.

Quality refers to whether the proposition affirms or denies the inclusion of a subject within the class of the predicate. The two possible qualities are called affirmative and negative. For instance, an A-proposition ("All S are P") is affirmative since it states that the subject is contained within the predicate. On the other hand, an O-proposition ("Some S are not P") is negative since it excludes the subject from the predicate.

Name	Statement	Quantity	Quality
A	All S are P.	universal	affirmative
E	No S are P.	universal	negative
I	Some S are P.	particular	affirmative
O	Some S are not P.	particular	negative

An important consideration is the definition of the word some. In logic, some refers to "one or more", which could mean "all". Therefore, the statement "Some S are P" does not guarantee that the statement "Some S are not P" is also true.

Distribution

The two terms (subject and predicate) in a categorical proposition may each be classified as distributed or undistributed. If all members of the term's class are affected by the proposition, that class is distributed; otherwise it is undistributed. Every proposition therefore has one of four possible distribution of terms.
Each of the four canonical forms will be examined in turn regarding its distribution of terms. Although not developed here, Venn diagrams are sometimes helpful when trying to understand the distribution of terms for the four forms.
An A-proposition distributes the subject to the predicate, but not the reverse. Consider the following categorical proposition: "All dogs are mammals". All dogs are indeed mammals but it would be false to say all mammals are dogs. Since all dogs are included in the class of mammals, "dogs" is said to be distributed to "mammals". Since all mammals are not necessarily dogs, "mammals" is undistributed to "dogs".


Distribution of Terms in Categorical Claims, 3:26

https://youtu.be/gFoghDaNO9A



An E-proposition distributes bidirectionally between the subject and predicate. From the categorical proposition "No beetles are mammals", we can infer that no mammals are beetles. Since all beetles are defined not to be mammals, and all mammals are defined not to be beetles, both classes are distributed.

Categorical Propositions: I and O Statements

I form

Both terms in an I-proposition are undistributed. For example, "Some Americans are conservatives". Neither term can be entirely distributed to the other. From this proposition it is not possible to say that all Americans are conservatives or that all conservatives are Americans.

O form

In an O-proposition only the predicate is distributed. Consider the following: "Some politicians are not corrupt". Since not all politicians are defined by this rule, the subject is undistributed. The predicate, though, is distributed because all the members of "corrupt people" will not match the group of people defined as "some politicians". Since the rule applies to every member of the corrupt people group, namely, "all corrupt people are not some politicians", the predicate is distributed.

The distribution of the predicate in an O-proposition is often confusing due to its ambiguity. When a statement like "Some politicians are not corrupt" is said to distribute the "corrupt people" group to "some politicians", the information seems of little value since the group "some politicians" is not defined. But if, as an example, this group of "some politicians" were defined to contain a single person, Albert, the relationship becomes more clear. The statement would then mean, of every entry listed in the corrupt people group, not one of them will be Albert: "all corrupt people are not Albert". This is a definition that applies to every member of the "corrupt people" group, and is therefore distributed.

Summary

In short, for the subject to be distributed, the statement must be universal (e.g., "all", "no"). For the predicate to be distributed, the statement must be negative (e.g., "no", "not").

Name	Statement	Distribution
		Subject	Predicate
A	All S are P.	distributed	undistributed
E	No S are P.	distributed	distributed
I	Some S are P.	undistributed	undistributed
O	Some S are not P.	undistributed	distributed

Major, Middle, and Minor Categorical Terms

Major, Minor, and Middle Term, 1:39

An explanation of how to find the major, the minor and the middle terms in a categorical syllogism.
https://youtu.be/_axMz-RHmvg

 

The end terms in a categorical syllogism are the major term and the minor term (not the middle term). These two terms appear together in the conclusion and separately with the middle term in the major premise and minor premise, respectively.

Example:

Major premise: All M are P.

Minor premise: All S are M.

Conclusion: All S are P.

The end terms are in italics. S is the minor term, P is the major term, and M is the middle term.

In logic, a middle term is a term that appears (as a subject or predicate of a categorical proposition) in both premises but not in the conclusion of a categorical syllogism. The middle term (in bold below) must be distributed in at least one premise but not in the conclusion. The major term and the minor terms, also called the end terms, do appear in the conclusion.


Example:

Major premise: All men are mortal.

Minor premise: Socrates is a man.

Conclusion: Socrates is mortal.

The middle term is bolded above.

Validity
An argument is valid if and only if the truth of its premises entails the truth of its conclusion and each step, sub-argument, or logical operation in the argument is valid. Under such conditions it would be self-contradictory to affirm the premises and deny the conclusion. The corresponding conditional of a valid argument is a logical truth and the negation of its corresponding conditional is a contradiction. The conclusion is a logical consequence of its premises.

CRITICAL THINKING COURSE - valid and invalid arguments, 2:16

https://youtu.be/iE_8mvzi_rI

 

An argument that is not valid is said to be "invalid".

An example of a valid argument is given by the following well-known syllogism:

All men are mortal.

Socrates is a man.

Therefore, Socrates is mortal.

What makes this a valid argument is not that it has true premises and a true conclusion, but the logical necessity of the conclusion, given the two premises. The argument would be just as valid were the premises and conclusion false. The following argument is of the same logical form but with false premises and a false conclusion, and it is equally valid:

All cups are green.

Socrates is a cup.

Therefore, Socrates is green.

No matter how the universe might be constructed, it could never be the case that these arguments should turn out to have simultaneously true premises but a false conclusion. The above arguments may be contrasted with the following invalid one:

All men are immortal.

Socrates is a man.

Therefore, Socrates is mortal.

In this case, the conclusion contradicts the deductive logic of the preceding premises, rather than deriving from it. Therefore the argument is logically 'invalid', even though the conclusion could be considered 'true' in general terms. The premise 'All men are immortal' would likewise be deemed false outside of the framework of classical logic. However, within that system 'true' and 'false' essentially function more like mathematical states such as binary 1s and 0s than the philosophical concepts normally associated with those terms.

A standard view is that whether an argument is valid is a matter of the argument's logical form. Many techniques are employed by logicians to represent an argument's logical form. A simple example, applied to two of the above illustrations, is the following: Let the letters 'P', 'Q', and 'S' stand, respectively, for the set of men, the set of mortals, and Socrates. Using these symbols, the first argument may be abbreviated as:

All P are Q.

S is a P.

Therefore, S is a Q.

Similarly, the third argument becomes:

All P are not Q.

S is a P.

Therefore, S is a Q.

An argument is termed formally valid if it has structural self-consistency, i.e. if when the operands between premises are all true the derived conclusion is always also true. In the third example, the initial premises cannot logically result in the conclusion and is therefore categorized as an invalid argument.

Introduction to the Logic of Syllogism, 8:11

Before you get into the study of the Syllogism and its rules, this short introduction gives you a few basic elements to start from.

https://youtu.be/o5ameb989CY

 

Syllogistic Rules

Rules and Fallacies for Categorical Syllogisms

The following rules must be observed in order to form a valid categorical syllogism:

Rule-1. A valid categorical syllogism will have three and only three unambiguous categorical terms.

The use of exactly three categorical terms is part of the definition of a categorical syllogism, and we saw earlier that the use of an ambiguous term in more than one of its senses amounts to the use of two distinct terms. In categorical syllogisms, using more than three terms commits the fallacy of four terms.

                Fallacy: Four terms 

Example:

Power tends to corrupt 
Knowledge is power 
Knowledge tends to corrupt

Justification: This syllogism appears to have only three terms, but there are really four since one of them, the middle term “power” is used in different senses in the two premises. To reveal the argument’s invalidity we need only note that the word “power” in the first premise means “ the possession of control or command over people,” whereas the word “power” in the second premise means “the ability to control things.

Rule-2. In a valid categorical syllogism the middle term must be distributed in at least one of the premises.

In order to effectively establish the presence of a genuine connection between the major and minor terms, the premises of a syllogism must provide some information about the entire class designated by the middle term. If the middle term were undistributed in both premises, then the two portions of the designated class of which they speak might be completely unrelated to each other. Syllogisms that violate this rule are said to commit the fallacy of the undistributed middle.

Fallacy: Undistributed middle

Example:

All sharks are fish

All salmon are fish

All salmon are sharks

Justification: The middle term is what connects the major and the minor term. If the middle term is never distributed, then the major and minor terms might be related to different parts of the M class, thus giving no common ground to relate S and P.

Rule-3. In a valid categorical syllogism if a term is distributed in the conclusion, it must be distributed in the premises.

A premise that refers only to some members of the class designated by the major or minor term of a syllogism cannot be used to support a conclusion that claims to tell us about every member of that class. Depending which of the terms is misused in this way, syllogisms in violation commit either the fallacy of the illicit major or the fallacy of the illicit minor.

Fallacy: Illicit major; illicit minor

Examples:

All horses are animals

Some dogs are not horses

Some dogs are not animals  

And:

All tigers are mammals

All mammals are animals

All animals are tigers

Justification: When a term is distributed in the conclusion, let’s say that P is distributed, then that term is saying something about every member of the P class. If that same term is NOT distributed in the major premise, then the major premise is saying something about only some members of the P class. Remember that the minor premise says nothing about the P class. Therefore, the conclusion contains information that is not contained in the premises, making the argument invalid.

Rule-4. A valid categorical syllogism may not have two negative premises.

The purpose of the middle term in an argument is to tie the major and minor terms together in such a way that an inference can be drawn, but negative propositions state that the terms of the propositions are exclusive of one another. In an argument consisting of two negative propositions the middle term is excluded from both the major term and the minor term, and thus there is no connection between the two and no inference can be drawn. A violation of this rule is called the fallacy of exclusive premises.

Fallacy: Exclusive premises

Example:

No fish are mammals

Some dogs are not fish

Some dogs are not mammals

Justification: 

If the premises are both negative, then the relationship between S and P is denied. The conclusion cannot, therefore, say anything in a positive fashion. That information goes beyond what is contained in the premises.

Rule-5. If either premise of a valid categorical syllogism is negative, the conclusion must be negative.

An affirmative proposition asserts that one class is included in some way in another class, but a negative proposition that asserts exclusion cannot imply anything about inclusion. For this reason an argument with a negative proposition cannot have an affirmative conclusion. An argument that violates this rule is said to commit the fallacy of drawing an affirmative conclusion from a negative premise.

Fallacy: Drawing an affirmative conclusion from a negative premise, or drawing a negative conclusion from an affirmative premise.

Example:

All crows are birds

Some wolves are not crows

Some wolves are birds

Justification: 

Two directions, here. Take a positive conclusion from one negative premise. The conclusion states that the S class is either wholly or partially contained in the P class. The only way that this can happen is if the S class is either partially or fully contained in the M class (remember, the middle term relates the two) and the M class fully contained in the P class. Negative statements cannot establish this relationship, so a valid conclusion cannot follow. Take a negative conclusion. It asserts that the S class is separated in whole or in part from the P class. If both premises are affirmative, no separation can be established, only connections. Thus, a negative conclusion cannot follow from positive premises. Note: These first four rules working together indicate that any syllogism with two particular premises is invalid.

Rule-6. In valid categorical syllogisms particular propositions cannot be drawn properly from universal premises.

Because we do not assume the existential import of universal propositions, they cannot be used as premises to establish the existential import that is part of any particular proposition. The existential fallacy violates this rule. Although it is possible to identify additional features shared by all valid categorical syllogisms (none of them, for example, have two particular premises), these six rules are jointly sufficient to distinguish between valid and invalid syllogisms.

Fallacy: Existential fallacy

Example:

All mammals are animals

All tigers are mammals

Some tigers are animals 

Justification: 

On the Boolean model, Universal statements make no claims about existence while particular ones do. Thus, if the syllogism has universal premises, they necessarily say nothing about existence. Yet if the conclusion is particular, then it does say something about existence. In which case, the conclusion contains more information than the premises do, thereby making it invalid.

|||| Summary

Rule 1: There must be exactly three unambiguous categorical terms

Fallacy = Four terms

Rule 2: Middle term must be distributed at least once.

Fallacy = Undistributed Middle

Rule 3: All terms distributed in the conclusion must be distributed in one of the premises.

Fallacy = Illicit major; Illicit minor

HINT: Mark all distributed terms first Remember from Chapter 1 that a deductive argument may not contain more information in the conclusion than is contained in the premises. Thus, arguments that commit the fallacies of illicit major and illicit minor commit this error.

Rule 4: Two negative premises are not allowed.

Fallacy = Exclusive premises The key is that "nothing is said about the relation between the S class and the P class."

Rule 5: A negative premise requires a negative conclusion, and a negative conclusion requires a negative premise.

Fallacy = Drawing an affirmative conclusion from a negative premise. OR
Drawing a negative conclusion from affirmative premises. OR Any syllogism having exactly one negative statement is invalid.

Note the following sub-rule: No valid syllogism can have two particular premises. The last rule is dependent on quantity.

Rule 6: If both premises are universal, the conclusion cannot be particular.

Fallacy =Existential Fallacy}}

Rules for Testing the Validity of Syllogisms, 7:42

This is a tutorial about how to use six rules of validity to determine if a syllogism is valid. It begins with a brief review of mood, figure, and distribution, concepts you'll need to know to apply the rules.. See other videos for a more detailed introduction to mood, figure, and distribution.

https://youtu.be/RPCbVRThYwc

 

WEEK 3 POWERPOINT

Discussion Wk 3 Ch 3 Logic Arguments.ppt
 
Pre-Built Course Content

Lecture 2
Topics
Enthymemes and syllogisms in everyday life
Reasoning errors in categorical syllogisms
Rules for categorical syllogisms

Pre-Built Course Content

Lecture 3
Topics
Deductive argument forms
Hypothetical Syllogism and common errors
Modus ponens and Modus tollens and common errors
Disjunctive Syllogism and common errors
Valid conversions

Pre-Built Course Content

Deductive Thinking: The Syllogism p. 156

Categorical Syllogism - Pt. 1 - Where to put the X?

In this two-part video on categorical arguments and reasoning, I'll explain where to put the "X" for categorical syllogisms using the Venn diagram method, and I'll explain why the x sometimes goes on a line and why at other times it doesn't.
http://youtu.be/PWYiUmJ6wso

Chapter 5.3 Lecture, Rules for Categorical Syllogisms, 6:46

This lecture covers the rules for categorical syllogisms.

http://youtu.be/ZFxH1t1pOYo




Critical Thinking - Lecture 11 (Venn Diagrams), 6:22

http://youtu.be/HlxurMWpzkQ



Resources

Ian Hunter Gun Control 1981 with lyrics, 3:12

http://youtu.be/gAHPHfXu6C8



Ian Hunter Now Is The Time - Newtown Sandy Hook Version, 5:06

On Ian Hunter's Acoustic Trio tour with Andy York (John Mellencamp's Guitarist), and David Roe (Johnny Cash's Upright Bass Player) the trio played the hauntingly beautiful "Now Is The Time" which is a song from an out of print recording (Album or CD) titled "The Artful Dodger".

http://youtu.be/WWSdLTFvMSY

Piers vs. Nugent on Guns

7:47

https://m.youtube.com/watch?v=6rPpqtK2irk



9:17
https://m.youtube.com/watch?v=teBj5-Qmnf8



What is Distribution in Categorical Syllogisms? 10:16

Explains the concept of distribution in Categorical Logic and why different statements distribute their respective terms.

http://youtu.be/7_Y-Bxr4apQ

Led Zeppeling, The Immigrant Song, 4:38, Invasion

Between Dec 2010 and Nov 2013, the Catholic Charities Diocese of Galveston received $15,549,078 in federal grants from Health & Human Services for “Unaccompanied Alien Children Project” with a program description of “Refugee and Entry Assistance.”
Last year, the Catholic Charities Diocese of Fort Worth received $350,000 from Department of Homeland Security for “citizenship and education training” with a program description of “citizenship and immigration services.”
Between September 2010 and September 2013, the Catholic Charities of Dallas received $823,658 from the Department of Homeland Security for “Citizenship Education Training” for “refugee and entrant assistance.”
From Dec 2012 to January 2014, Baptist Child & Family Services received $62,111,126 in federal grants from Health & Human Services for “Unaccompanied Alien Children Program.”
- See more at: http://www.libertynews.com/2014/07/exclusive-hhs-bankrolled-catholic-and-baptist-church-from-2010-to-2013-to-prepare-for-obamas-2014-invasion/#sthash.ojefXhFi.dpuf

Between Dec 2010 and Nov 2013, the Catholic Charities Diocese of Galveston received $15,549,078 in federal grants from Health & Human Services for “Unaccompanied Alien Children Project” with a program description of “Refugee and Entry Assistance.”
Last year, the Catholic Charities Diocese of Fort Worth received $350,000 from Department of Homeland Security for “citizenship and education training” with a program description of “citizenship and immigration services.”
Between September 2010 and September 2013, the Catholic Charities of Dallas received $823,658 from the Department of Homeland Security for “Citizenship Education Training” for “refugee and entrant assistance.”
From Dec 2012 to January 2014, Baptist Child & Family Services received $62,111,126 in federal grants from Health & Human Services for “Unaccompanied Alien Children Program.”
- See more at: http://www.libertynews.com/2014/07/exclusive-hhs-bankrolled-catholic-and-baptist-church-from-2010-to-2013-to-prepare-for-obamas-2014-invasion/#sthash.ojefXhFi.dpuf

Between Dec 2010 and Nov 2013, the Catholic Charities Diocese of Galveston received $15,549,078 in federal grants from Health & Human Services for “Unaccompanied Alien Children Project” with a program description of “Refugee and Entry Assistance.”
Last year, the Catholic Charities Diocese of Fort Worth received $350,000 from Department of Homeland Security for “citizenship and education training” with a program description of “citizenship and immigration services.”
Between September 2010 and September 2013, the Catholic Charities of Dallas received $823,658 from the Department of Homeland Security for “Citizenship Education Training” for “refugee and entrant assistance.”
From Dec 2012 to January 2014, Baptist Child & Family Services received $62,111,126 in federal grants from Health & Human Services for “Unaccompanied Alien Children Program.”
- See more at: http://www.libertynews.com/2014/07/exclusive-hhs-bankrolled-catholic-and-baptist-church-from-2010-to-2013-to-prepare-for-obamas-2014-invasion/#sthash.ojefXhFi.dpuf

RESOURCES

Churches Paid (separation of church and state) to Prepare for Open Borders
Between Dec 2010 and Nov 2013, the Catholic Charities Diocese of Galveston received $15,549,078 in federal grants from Health & Human Services for “Unaccompanied Alien Children Project” with a program description of “Refugee and Entry Assistance.”

Last year, the Catholic Charities Diocese of Fort Worth received $350,000 from Department of Homeland Security for “citizenship and education training” with a program description of “citizenship and immigration services.”

Between September 2010 and September 2013, the Catholic Charities of Dallas received $823,658 from the Department of Homeland Security for “Citizenship Education Training” for “refugee and entrant assistance.”

From Dec 2012 to January 2014, Baptist Child & Family Services received $62,111,126 in federal grants from Health & Human Services for “Unaccompanied Alien Children Program.”
http://ncbsi.utep.edu/documents/UAC%20Project%20Site%20Visits/UTEP%20NCBSI%20Final%20Report%20March%2020%202014.pdf

Cities Fight Back Against Illegal Invasion

http://www.wnd.com/2014/07/hundreds-of-cities-fight-back-against-invasion/

42 Border Deaths as people walk to the U.S.

http://www.breitbart.com/Breitbart-Texas/2014/07/15/Breitbart-Texas-Witnesses-Skeleton-of-Illegal-Migrant-Near-Falfurrias

Thousands Swarm Open Border

http://www.foxnews.com/us/2014/07/14/night-time-on-border-endless-wave-illegal-immigrants-floods-rio-grande-valley/

Open Borders for All

http://www.theblaze.com/stories/2014/07/14/urdu-dictionary-found-on-texas-ranch-near-border-we-just-dont-know-whos-here-already/

1:56


Kuwaiti Professor dreams of Anthrax attack on the US, 8:56



Illegal Immigration, Bill Whittle, 9:49

https://m.youtube.com/watch?v=DnTus_i2aZI



Immigration, World Poverty, and Gumballs, 5:44

https://www.youtube.com/embed/LPjzfGChGlE

Immigration - Global humanitarian reasons for current U.S. immigration are tested in this updated version of immigration author and journalist Roy Beck's colorful presentation of data from the World Bank and U.S. Census Bureau. The 1996 version of this immigration gumballs presentation has been one of the most viewed immigration policy presentations on the internet.

Presented by immigration author/journalist Roy Beck

Learn More http://www.NumbersUSA.org

NumbersUSA Education & Research Foundation is a non-profit, non-partisan organization that favors an environmentally sustainable and economically just America and seeks to educate the public about the effects of high levels of immigration on U.S. overpopulation, the environment, jobs, and wages. We use government data to conduct research on the impacts of U.S. population growth, consumption, sprawl, and current levels of immigration and educate the public, opinion leaders and policy makers on the results of those and other studies.



Operation Jade Helm 15 Arizona 04/17; Preparing for Riots Chemical, Biological warfare FEMA Region 9, 4:41

https://www.youtube.com/watch?v=pjHOQNjbh_Y&app=desktop

Jade Helm National Guard in Ontario California, 1:21

https://www.youtube.com/watch?v=Hj7efDgGRH0&feature=youtu.be

Dennis Prager Thinks Gay Marriage Bigger Threat Than Bad Economy, 7:57

https://youtu.be/V9A9sVV24gA

REL 212 Week 3 Summer 2016

The presentation may contain content that is deemed objectionable to a particular viewer because of the view expressed or the conduct depicted. The views expressed are provided for learning purposes only, and do not necessarily express the views, or opinions, of Strayer University, your professor, or those participating in videos or other media.

We will have two ten-minute breaks: at 7:30 - 7:40; and, at 9:00 pm - 9:10 pm. I will take roll early, we have our Discussion at the appointed time, before you are dismissed at 10:15 pm.

• Read:
  • Chapter 5: Buddhism
• View the Other Preparation Materials
  
  
• View the lectures contained in the course shell
  
  
• Participate in the Discussion titled "Noble Action, Sacred Call, or Desire"
  
  
• Complete and submit the World View Chart Assignment

What's Buddhist about Socially Engaged Buddhism?

David R. Loy
 
http://www.zen-occidental.net/articles1/loy12-english.html

Hinduism

Buddhism

Daoism - Confucianism


Vocabulary:

Theos

Poly - many gods

Panentheistic - divine presence

Pantheist - Nature itself is divine

Non-theist - personal God is irrelevant

Deistic - Creator God but uninvolved with creation

Monotheistic - One Supreme God

Good & evil, yin and yang

Free will - ability to choose

Lecture 1

Join Strayer professor Dr. Meg Rinck as she discusses the second column of the World View Chart: What a religion states are the characteristics of their God/Ultimate Reality.

The Nature of God

https://blackboard.strayer.edu/bbcswebdav/institution/REL/212/1152/Week%203/Lecture%201/lecture.html

Lecture 2

Old, sick, dead

4 Laws of Buddhism

Eight-fold path

Please watch this video describing the history of the Buddha.

https://blackboard.strayer.edu/bbcswebdav/institution/REL/212/1152/Week%203/Lecture%202/lecture.html

Buddhism, Week 3



https://www.khanacademy.org/partner-content/arts-humanities-partners/asian-art-museum/aam-buddhism-topic



Group Activities

A. Keep in mind your definition of religion.

Review Activities for Week 3

B. "Why are people religious?”

C. What examples can you find of the music you listen to that reflects various perceptions of the sacred, or ultimacy. I can play a few examples and discuss how they reflect religion. You may also bring a few of your favorite songs that are not so obviously religious, but which raise religious issues.

D. "Beyond the Sound Bites:"

Bring to class at least one article from a recent newspaper, magazine, or Internet story that reflects the roles of religion in modern society. A few students may present their articles to the class. The task will also serve as the basis for a preliminary discussion of the coverage of religion by the popular media.

Seattle mayor offers plan to help followers of Sharia law buy houses http://www.bizjournals.com/seattle/blog/2015/07/seattle-mayor-offers-plan-to-help-followers-of.html

New Ties Emerge Between Clinton And Mysterious Islamic Cleric http://dailycaller.com/2016/07/13/new-ties-emerge-between-clinton-and-mysterious-islamic-cleric/#ixzz4EtNnViQW
Erdogan, Turkey
Fethullah Gulen

1857 Mt. Eaton Road, Saylorsburg, PA

Hospital Refuses to Release Medical Records of Five-Year-Old Idaho Victim Raped By Muslim Migrants http://www.breitbart.com/big-government/2016/07/16/exclusive-hospital-refuses-to-release-medical-records-of-five-year-old-idaho-victim-raped-by-muslim-migrants/

28 Pages: Saudis Killed Americans on 9/11 https://www.scribd.com/document/318410207/28-pages#from_embed

Baton Rouge Shooter


p. 18
Absolutist and liberal responses to modernity

Is religion violent, or, at least, conflict-ridden?

Why do some people resist "the Other," or reject those of another faith?



Those who resist contemporary influences and affirm what they perceive as the historical core of their religion could be called absolutists. . . . They may encourage antipathy or even violence against people of other religious traditions (p. 18)."

Key Terms

Absolutist	Immanent	Redaction
Agnosticism	Incarnation	Religion
Allegory	Intelligent design	Ritual
Atheism	Liberal	Sacred
Awakening	Metaphysics	Scientific materialism
Charisma	Monotheism	Secularism
Comparative religion	Mysticism	Spirituality
Creationism	Myth	Symbol
Dogma	Orthodox	Theism
Enlightenment	Phenomenology	Transcendent
Exclusivism	Polytheism	Universalism
Fundamentalism	Profane
Gnosis	Realization

Bodh Gaya: center of the Buddhist world, 3:00

https://youtu.be/qk-9Ez3xICY

Read: Chapter 5: Buddha

https://www.librarything.com/catalog/gmicksmith&collection=-1&deepsearch=Buddha

Buddhism

https://www.librarything.com/catalog/gmicksmith&collection=-1&deepsearch=Buddhism
Buddha/Buddhism References:

The Teachings of the Compassionate Buddha by E. A. Burtt, NAL Trade (2000).

Buddha and the Gospel of Buddhism by Ananda K. Coomaraswamy, Harper Torchbooks (1964).

Siddhartha by Hermann Hesse, Other authors: Hilda Rosner (Translator), New Directions Publishing Corporation (1951).

Buddhism: Its Essence & Development by Edward Conze, Harper (1975).
For Theravada:

Buddhism in Translations by Henry Clarke Warren, Atheneum Publishers (1970).

4. The Birth of the Buddha, pp. 46-47

Here is the story of how the Buddha, at birth, announced himself.

13. Questions Which Tend Not for Edification, pp. 120-121

This relates how the Buddha answered questions when he did not always provide the answers.

For Mahayana:

https://www.librarything.com/catalog/gmicksmith&collection=-1&deepsearch=Mahayana
Selected Writings of Nichiren by Philip Yampolsky, Columbia University Press (1990).

The Lotus Sutra in Japanese Culture by George Joji Tanabe, Other authors: Willa Jane Tanabe, University of Hawaii Press (1989).

The Platform Sutra of the Sixth Patriarch by Hui-neng, Other authors: Philip Yampolsky (Translator), Columbia University Press (1978).

And, obviously, for Nagarjuna (below).

Nagarjuna: The Philosophy of the Middle Way (SUNY Series in Buddhist Studies) by David J. Kalupahana, State Univ of New York Pr (1986).

Zen Buddhism by Daisetz T. Suzuki, Other authors: William Barrett, Three Leaves (1996).

Scripture of the Lotus Blossom of the Fine Dharma: The Lotus Sutra (Records of Civilization: Sources and Studies) by Leon Hurvitz, Columbia University Press (1976).

Buddhist Religions: A Historical Introduction (Religious Life in History) by Richard H. Robinson, Other authors: Willard L. Johnson, Thanissaro Bhikkhu, Wadsworth Publishing (2004).

Dhammapada by P. Lal, Farrar Straus Giroux (1967).

Zen Flesh Zen Bones: A Collection of Zen and Pre-zen Writings by Paul Reps, Other authors: Nyogen Senzaki, Tuttle Publishing (1998).

p. 18, #14

Muddy Road

This is an interesting tale about monks and females and how to treat them.

The Buddhist Tradition: In India, China and Japan by William Theodore De Bary, Vintage (1972).
Buddhist Texts Through the Ages (Oneworld Classics in Religious Studies) by Edward Conze, Oneworld Publications (1995).

Nagarjuna:

Nagarjuna: The Philosophy of the Middle Way (SUNY Series in Buddhist Studies) by David J. Kalupahana, State Univ of New York Pr (1986).

Buddhism FisherBriefPPT_Ch5_JAT.ppt

Key Terms in Buddhism:

---

anatman:  the state of non-soulness that, according to the Buddha, was the natural state of humanity

arhat:  state of sainthood in Buddhism

Dalai Lama:  Leader of Tibetan Buddhism and, until 1950, the spiritual and political ruler of Tibet

koan:  literally means, "case study"; a riddle, tale, or short statement used by Zen masters to bring students to sudden insight

Mahayana:  literally means, "the expansive way," or "the big raft"; the largest branch of Buddhism

Nirvana:  literally means, "blowing out," or "extinguish"; cessation of human individuality and suffering

Pure Land Buddhism:  version of Mahayana Buddhism popular in Japan; it teaches that its devotees can achieve a paradise, called the 'Pure Land of the West,' after their deaths

Sangha:  Buddhist monastic order

tanha:  desire, thirst, or craving; a concept identified by Buddha as that which causes suffering

Theravada:  literally means, "the tradition of the elders"; the smaller branch of Buddhism

Zen Buddhism:  Form of Mahayana Buddhism that teaches that the real truth about life comes from intuitive flashes of insight

Buddhism Overview

Brief History, Contemporary Situation, Geographical History, Basic Tenets & Practices, and Sacred Texts.

Yes

Buddhism A Separate Peace: Basic Principles

1:11

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/religion/MRK/videos/myreligionkit/BasicPrinciples_MyLab.html

Yes

Bodhi Tree, :47

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/religion/MRK/videos/myreligionkit/BodhiTree_MyLab.html

Lord Buddha Stories - The Life of Buddha - Beginning of the Journey - Animated Stories for Kids, 6:45
Buddha stories, stories for children, the life of buddha, kids stories, stories for kids, short stories for kids, animation cartoon, moral stories,animation stories, animated cartoon stories, bedtime stories..

Lord Buddha Stories - Beginning of Journey -
The calm and compassionate face of the Buddha is known all over the world. Buddha was a spiritual teacher of ancient India whose ideas on freeing mankind from sorrow and suffering form the basis of Buddhism. Buddha was born in the sixth century BC., into a royal family. Known as Siddhartha, he realized that human life was short and full of sadness. He found out a path to Enlightenment and spiritual fulfillment. He was then known as the Buddha,which means "Enlightened One". For the rest of his life, the Buddha travelled great distances teaching people about the "MIDDLE PATH", the way to end to suffering. He taught the four Noble Truths of suffering, cause of suffering, end of suffering, and the Path to do that. Buddhism offers hope and access to spiritual understanding and satisfaction to everybody. Throughout the world today, people still follow the teaching of the Buddha.
Siddhartha encounters four unexpected sights which make him think of a way out of the sorrowful world.

Subscribe to the KidsAnimations Youtube Channel -
https://www.youtube.com/user/kidsanim...

Click here to Watch our other Lord Buddha Stories Stories -
https://www.youtube.com/watch?v=SpJS6...

Become a KidsAnimations Fan on Facebook:
https://www.facebook.com/superaudioma...

Playlists
Tales of Ganesha -
https://www.youtube.com/watch?v=3hJvD...

Hitopadesha Tales -
https://www.youtube.com/watch?v=10dFG...

Akbar and Birbal Stories -
https://www.youtube.com/watch?v=8RRgT...

GIVE YOUR KIDS A BEST START IN LIFE.. THANKS FOR WATCHING
FOR ONLINE PURCHASE VISIT US AT
http://www.musicandchants.com/

Connect with us:

google+: https://plus.google.com/1110598335080...
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twitter: https://twitter.com/musicandchants

http://youtu.be/uR8uK2iWSHE



Masterpiece: The Buddha Triumphing over Mara
 
The main figure in this stone sculpture from the 900s shows many characteristic features of images of the Buddha. Here we see elements that tell us we're in the presence of the Buddha as he was on the threshold of achieving enlightenment. Above his head are branches of heart-shaped leaves. They indicate the sacred bodhi tree, under which he is said to have attained enlightenment some 2,500 years ago, 3:05

https://youtu.be/lA8pSpp-FS4



View the Other Preparation Materials

View the lectures contained in the course shell

Participate in the Discussion titled "Noble Action, Sacred Call, or Desire"

Complete and submit the World View Chart Assignment



Standing Buddha statue at the Tokyo National Museum. One of the earliest known representations of the Buddha, 1st–2nd century CE.

Yes
Buddhism A Separate Peace: Beginnings of Buddhism, :34

Brief introduction to the origin of Buddhism and its expansion into many countries.

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/religion/MRK/videos/myreligionkit/BeginningsofBuddhism_MyLab.html




A short documentary on the stupa, a hemispherical mound that represents the burial mound of the Buddha, 4:29

https://youtu.be/NJsLHcL3Bvs




Yes
 Theravada, :56

Tamil Muslims (Tamil: தமிழ் முஸ்லிம்கள், tamiḻ muslimgal) are Tamil-speaking people with Islam as their faith. There are about 3 to 4 million Tamil Muslims in India mostly in Tamil Nadu state and also in neighbouring Kerala. A significant Tamil-speaking Muslim population numbering 1.8 million or more live in the Northern, Eastern provinces and Colombo in Sri Lanka and many other pockets across central, southwest provinces; however they are listed as a separate ethnic group in official statistics. There are around 500,000 in Malaysia and 20,000 in Singapore. Tamil Muslims are largely urban traders rather than farmers. There is a substantial diaspora of Tamil Muslims, particularly in South East Asia, which has seen their presence as early as the 13th century. In the late 20th century, the diaspora expanded to the North America and Western Europe. They are called Cholias in Myanmar, Mamak in Malaysia and Rathas in South Africa.

The Liberation Tigers of Tamil Eelam (Tamil: தமிழீழ விடுதலைப் புலிகள், Sinhala: දෙමළ ඊළාම් විමුක්ති කොටි Tamiḻīḻa viṭutalaip pulikaḷ, commonly known as the LTTE or the Tamil Tigers) is a now defunct organisation that was based in northern Sri Lanka. Founded in May 1976 by Velupillai Prabhakaran, it waged a secessionist nationalist campaign to create an independent state in the north and east of Sri Lanka for Tamil people. This campaign evolved into the Sri Lankan Civil War, which ran from 1983 until 2009, when the LTTE was decisively defeated by the Sri Lankan Military under the leadership of President Mahinda Rajapaksa.


At the height of its power, the LTTE possessed a well-developed militia and carried out many high-profile attacks, including the assassinations of several high-ranking Sri Lankan and Indian politicians. The LTTE was the only militant group to assassinate two world leaders: former Indian Prime Minister Rajiv Gandhi in 1991 and Sri Lankan President Ranasinghe Premadasa in 1993.

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/religion/MRK/videos/myreligionkit/Theraveda_MyLab.html





Korean Buddhist art
This video documents the creation of a Buddhist painting by the monk artist, Seol-min (formerly known as Jae-u), who has dedicated her life to keeping the tradition of Buddhist painting alive. Learn more about Korean Buddhism on education.asianart.org. 5:31
https://youtu.be/thvh5PdR6yM
Zen Mystical Spirit of the East: Thich Nhat Hahn, 1:09

Zen master Thich Nhat Hanh identifies the goal of mindfulness practice--to be present in the here and now--and the video depicts a scene of meditation at Plum Village monastery in France.

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/religion/MRK/videos/myreligionkit/ThichNhatHahn_MyLab.html


An introduction to Zen, a form of Buddhism that emphasizes seeking one's own Buddha nature through meditation. Learn more about Buddhism in Japan on the education.asianart.org. 3:21
https://youtu.be/_WAi2fwUqN4
Mystical Spirit of the East: Dalai Lama, :31

The Dalai Lama states his conviction that all world religions have the same potential to transform humanity for the better

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/religion/MRK/videos/myreligionkit/DalaiLama_MyLab.html

Recommended Readings

Buddhism

https://www.librarything.com/catalog/gmicksmith&collection=-1&deepsearch=Buddhism
Hagen, Steve, Buddhism is Not What You Think. While there are many texts that introduce the basic beliefs and concepts of Buddhism, this reading takes the opposite tack: correcting common misunderstandings and misperceptions of the faith.

Hanh, Thich Nhat, The Heart of the Buddha’s Teaching. Thich Nhat Hanh is one of the most recognized Buddhists in the world, and is widely commended for his ability to apply Buddhist principles to the modern world.

Payutto, Prayudh A., Buddhist Economics. Payutto presents a Buddhist perspective on economics.
Smith, Huston and Novak, Phillip, Buddhism. This reading introduces Vipassana, or Theravadin meditation, and provides a good introduction to one of the unique aspects of Theravada Buddhism.

Activities

 

1. Think about the role that desire plays in your everyday actions and long-­term life goals. Then, try to imagine what it would be like to live a life in which one did not make decisions and act on the basis of desires.

 

2. Spend 10 minutes in class trying a simple meditation exercise. You will sit quietly and simply try to identify everything that goes on in your mind. Then, we will find whether you found you had control over your thoughts, and what it would take to be able to control the mind.

After we have meditated as a class, we will see a display of the Buddhist control of the mind which actually ties into the American involvement in Vietnam.

Buddhist Monk - self immolation, 5:18

http://youtu.be/E37cMtCrKoA

June 11, 1963, Thich Quang Duc, a Buddhist monk from Vietnam, burned himself to death at a busy intersection in downtown Saigon to bring attention to the repressive policies of the Diem regime that controlled the South Vietnamese government at the time. Buddhist monks asked the regime to lift its ban on flying the traditional Buddhist flag, to grant Buddhism the same rights as Catholicism, to stop detaining Buddhists and to give Buddhist monks and nuns the right to practice and spread their religion.
As he burned he never moved a muscle, never uttered a sound.



Buddhism is a nontheistic religion that encompasses a variety of traditions, beliefs and practices largely based on teachings attributed to Siddhartha Gautama, who is commonly known as the Buddha, meaning "the awakened one". According to Buddhist tradition, the Buddha lived and taught in the eastern part of the Indian subcontinent sometime between the 6th and 4th centuries BCE. He is recognized by Buddhists as an awakened or enlightened teacher who shared his insights to help sentient beings end their suffering through the elimination of ignorance and craving by way of understanding and the seeing of dependent origination and the Four Noble Truths, with the ultimate goal of attainment of the sublime state of Nirvana, by practicing the Noble Eightfold Path (also known as the Middle Way).


Two major extant branches of Buddhism are generally recognized: Theravada ("The School of the Elders") and Mahayana ("The Great Vehicle"). Theravada has a widespread following in Sri Lanka and Southeast Asia (Cambodia, Laos, Thailand, Myanmar etc.). Mahayana is found throughout East Asia (China, Korea, Japan, Vietnam, Singapore, Taiwan etc.) and includes the traditions of Pure Land, Zen, Nichiren Buddhism, Tibetan Buddhism, Shingon, and Tiantai (Tendai). In some classifications, Vajrayana—practiced mainly in Tibet and Mongolia, and adjacent parts of China and Russia—is recognized as a third branch, with a body of teachings attributed to Indian siddhas, while others classify it as a part of Mahayana.

Buddhist schools vary on the exact nature of the path to liberation, the importance and canonicity of various teachings and scriptures, and especially their respective practices. One consistent belief held by all Buddhist schools is the lack of a Creator deity. The foundations of Buddhist tradition and practice are the Three Jewels: the Buddha, the Dharma (the teachings), and the Sangha (the community). Taking "refuge in the triple gem" has traditionally been a declaration and commitment to being on the Buddhist path, and in general distinguishes a Buddhist from a non-Buddhist. Other practices may include following ethical precepts; support of the monastic community; renouncing conventional living and becoming a monastic; the development of mindfulness and practice of meditation; cultivation of higher wisdom and discernment; study of scriptures; devotional practices; ceremonies; and in the Mahayana tradition, invocation of buddhas and bodhisattvas.

Small Group Exercise (hand-out)


Origin of All Things
THE CREATION STORY OF HINDUISM AND BUDDHISM, 1:06

http://youtu.be/8sm07vbY1OA



Nature of God

How does the concept of God figures in Buddhism">How does the concept of God figure in Buddhism? 3:43

Some people say Buddhism is an atheistic religion. Is it true? This clip attempts to discuss this topic on the concept of God in Buddhism. Ven. Dr. H. Gunaratana and Ven. Dr. K. Sri Dhammananda gives concise but accurate explanation into this contentious issue. This video production attempts to discuss various questions that Buddhists and non-Buddhists ask about the Teachings of the Enlightened One and how to practise these teachings in the modern world. Although Buddhism is the religion of nearly one fifth of the world's population, there are many misunderstandings about its Doctrine and Practice. The most Venerable Dr. K. Sri Dhammananda Nayaka Maha Thera together with Ven. Dr, H. Gunaratana, Ven. K. Wimalajothi and Ven. Wimala answered various questions put to them by a panel of well-known Buddhist leaders.


http://youtu.be/_Iu4OLl82kQ



View of Human Nature

Nepal: Buddhism, Humanity and God -- English trailer, 2:21

This documentary depicts the complex relationship among Buddhism, human beings and God. It is produced by faculty members and students in the Department of Media and Communication, City University of Hong Kong.

What does man and God seek?

http://youtu.be/JAg0uUsW9io




View of Good and Evil

Buddhism and the difference between good and evil, 6:55

I follow a kind of Buddhism called "Pure Land", in Japanese 浄土真宗, and we say that everybody is looking for Happiness, nobody wants to suffer. The question is: what is happiness? Where does suffering come from? What should we do to achieve Happiness? What should we not do to avoid suffering?
There is a clear distinction between happiness and suffering, between good and evil, they are not the same thing.

According to Pure Land Buddhism, the very first thing Buddha Siddharta said soon after achieving Enlightenment was 人生は苦なり, "Life is suffering", all people in this world are suffering.

There are 8 kinds of suffering, called 四苦八苦
生苦 suffering of living
病苦 suffering of disease
老苦 suffering of getting old
死苦 suffering of dying
愛別離苦 suffering of losing loved ones
怨憎会苦 suffering of meeting unpleasant ones
求不得苦 suffering of not obtaining things
五陰盛苦 suffering of having a physical body

What should we do to achieve Happiness and avoid suffering?
According to Buddhism we must follow the Principle of Cause and Effect.
The Principle of Cause and Effect says 善因善果, 善因 meaning good cause, 善果 meaning good results. If we do good actions we will receive good results. If we do good actions we will receive Happiness. It also says 悪因悪果, 悪因 meaning bad cause, 悪果 meaning bad results. If we do evil actions we will receive evil results. If we do evil actions we will receive suffering.

What is a good action and what is an evil action?
A good action is unselfish. Its purpose is to make other people happy, to bring Happiness to other people, to give Happiness to other people.
In Japanese this is called 自利利他(jiririta).
An evil action is selfish. Its purpose is to make oneself happy. In Japanese it is called 我利我利亡者(garigari moja).

That is also the difference between Buddhas and humans.

Buddhas, like anyone else, also want Happiness, they don't want to suffer.

According to the Principle of Cause and Effect ,the only way to receive Happiness, is by giving Happiness. If you give Happiness you will receive Happiness. If you give suffering, you will receive suffering, you receive what you give, that is what the Principle of Cause and Effect says.

Buddhas are completely unselfish because they know and follow the Principle of Cause and Effect.

Buddhas will do anything to make other people happy, even sacrificing their own lives. They are not afraid of dying, they are not afraid of anything. Buddhas are completely fearless. The fear of death is the worst of all sufferings, and by overcoming the worst of all sufferings, Buddhas have overcome all kinds of sufferings. By overcoming death, Buddhas have become immortal, never to experience the suffering of death again.

Human beings, on the other hand, are selfish, they think only about themselves, they want things for themselves, they want money, they want fortune, they want family, and they will do anything to "defend" their money, their fortune, their family, their lives.

Human beings are afraid of dying, they will do anything to "defend" their own lives, they will even kill other people .

Because human beings are afraid of death, they are afraid of anything, they live in constant fear. Everything human beings do is to try to avoid death. Human beings pursue money because they are afraid of dying. But all the money in the world cannot stop death, humans don't become immortal just by having money.
The world after death is decided by our own actions.

Selfish people will go to a selfish world. Unselfish people will go to an unselfish world. The future is the continuation of the present. The future is the result of the present.

If you are selfish, after death, you will go to a world of people just like you, selfish, coward, suspicious, afraid of dying, ready to do to anything to "defend" their own lives, even kill other people. This world in Buddhism is called 地獄 (jigoku), translated as hell.

If you are unselfish, after death, you will go to a world of people just like you, unselfish, courageous, fearless, people who think about you, who care about you, who will do anything to make you happy, even sacrificing their own lives. This world in Buddhism is called 極楽(gokuraku), the buddhist paradise.

The very first step in Buddhism is to follow the Principle of Cause and Effect and do 廃悪修善(haiaku shuzen), to stop doing evil deeds, and do good deeds.

http://youtu.be/qKmB_8r5dys



View of "Salvation"

Buddhist Path to Salvation.wmv, 4:42

http://youtu.be/qltNTIWGU9I



View of After Life

Concept of Heaven and Hell in Buddhism, 4:07

This Q&A is part of a presentation held in 1997 at the Buddhist Missionary Society, KL.

Although Buddhism is the religion of nearly one fifth of the world's population, there are many misunderstandings about its Doctrine and Practice. The most Venerable Dr. K. Sri Dhammananda Nayaka Maha Thera together with Ven. Dr, H. Gunaratana, Ven. K. Wimalajothi and Ven. Wimala answered various questions put to them by a panel of well-known Buddhist leaders.

What is the concept of Heaven and Hell in Buddhism? Answers are provided here by Ven. Dr. K. Sri Dhammananda together with Ven. Dr. H. Gunaratana.

http://youtu.be/LFJVYL-me_c



Practices and Rituals

Buddhism Today-Types of Buddhist rituals in Thailand, 4:12

http://youtu.be/-SwC9mZnF0s
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Vajrayana 1:03

http://media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/religion/MRK/videos/myreligionkit/Vajrayana_MyLab.html

Celebrations and Festivals

REFERENCES

Buddhism and the Modern World
Buddhist Monk - self immolation, 5:18
http://youtu.be/E37cMtCrKoA
June 11, 1963, Thich Quang Duc, a Buddhist monk from Vietnam, burned himself to death at a busy intersection in downtown Saigon to bring attention to the repressive policies of the Diem regime that controlled the South Vietnamese government at the time. Buddhist monks asked the regime to lift its ban on flying the traditional Buddhist flag, to grant Buddhism the same rights as Catholicism, to stop detaining Buddhists and to give Buddhist monks and nuns the right to practice and spread their religion.
As he burned he never moved a muscle, never uttered a sound.



Tibetan Buddhist Monks - Relaxing Music, 44:13
http://youtu.be/M507436kl4Q



Carry On My Wayward Son Kansas Lyrics, 5:28

• This was written by Kansas guitarist Kerry Livgren. According to Livgren, the song was not written to express anything specifically religious, though it certainly expresses spiritual searching and other ideas.
  
  Livgren became an evangelical Christian in 1980, and has said that his songwriting to that point was all about "searching." Regarding this song, he explained: "I felt a profound urge to 'Carry On' and continue the search. I saw myself as the 'Wayward Son,' alienated from the ultimate reality, and yet striving to know it or him. The positive note at the end ('Surely heaven waits for you') seemed strange and premature, but I felt impelled to include it in the lyrics. It proved to be prophetic."
• This song can be seen as the continuation of the last song of Kansas' previous album Masque. As stated in the last verse of "The Pinnacle":
  "I stood where no man goes/Above the din I rose
  Life is amusing though we are losing
  Drowned in tears of awe..."
  
  By definition in the Cambridge dictionary, "Din" is a loud unpleasant confused noise which lasts for a long time. The first line of "Carry On Wayward Son" is: "Once I rose above the noise and confusion." (thanks, Rich - Trenton, NJ)
• This was the group's first major hit, and like their next one, "Dust In The Wind," it was a last minute addition to the album. Kerry Livgren wrote the song just two days before they started recording Leftoverture. At that point, the band was polishing the songs they had, not bringing in new ones. "I've got one more song that you might want to hear," he told the band, and when he played "Carry On," they knew it was a hit and made it the lead track on the album.
• The a cappella vocals in the beginning of this song gave it a very distinctive intro. This worked well on Rock radio stations where disc jockeys rarely talked over the music.
• This song has appeared in several movies, including Heroes (1977), Happy Gilmore (1996) and Anchorman - The Legend of Ron Burgundy (2004).
• The Oak Ridge Boys recorded this for the album When Pigs Fly: Songs You Never Thought You'd Hear. Cevin Soling, who put the compilation together, said: "The Oak Ridge Boys, I wanted them to do Nine Inch Nails' 'Closer,' and I had this wonderful arrangement worked out... this very 'Elvira' Country version of the Nine Inch Nails' 'Closer,' with all the doo-wops and poppa oom maus and everything. I could not wait to get them in the studio to work on that. I had alternate lyrics, you know, but they were still uncomfortable with doing that. So that kind of went back and forth and somehow "Wayward Son" got thrown out there. I don't remember exactly who picked that one, but generally I'd give the artist a few choices and they sort of pick among them." (Check out our interview with Cevin Soling.)
• This song is featured in the South Park episode "Guitar Queer-O." In the episode, Stan and Kyle become obsessed with the video game Guitar Hero and often play to "Carry On Wayward Son." The song is played throughout the episode. (thanks, Matthew - Hawthorne, NJ)

http://youtu.be/o3T7-VbfYLU



Steely Dan - Bodhisattva (With Lyrics), 5:18

Steely Dan - Bodhisattva

Bodhisattva
Would you take me by the hand
Bodhisattva
Would you take me by the hand
Can you show me
The shine of your Japan
The sparkle of your china
Can you show me
Bodhisattva
Bodhisattva
I'm gonna sell my house in town
Bodhisattva
I'm gonna sell my house in town
And I'll be there
To shine in your Japan
To sparkle in your China
Yes I'll be there
Bodhisattva

http://youtu.be/LGdyVnW86SY

Buddhist Meditation Music for Positive Energy: Buddhist Thai Monks ... ▶ 2:01:28 https://www.youtube.com/watch?v=cDCS19EOsrA Dec 11, 2014 - Uploaded by NuMeditationMusic Buddhist Meditation Music for Positive Energy: Buddhist Thai Monks ... Buddhism is not a religion but a ...
How a Prince Became the Buddha, 10:49
https://youtu.be/bj7VMsfqCWc
Buddhist Music
https://youtu.be/ABy95341Dto