It is frequently claimed by critical thinking and logic textbooks that people commonly commit the fallacy of affirming the consequent. This paper argues that if people did commitment this fallacy with any type of regularity, then it would be easy to locate examples from news media. However, a review of the examples cited by critical thinking and logic textbooks show that it is nearly impossible to find a real instance of this logical fallacy since purported instances of the fallacy are not deductive inferences at all but are instead inferences to the best explanation.

This paper points out a recent error that has been occurring in logic and critical thinking textbooks concerning the definition of a deductively valid argument. Namely, a number of authors define a deductively valid argument as one where the conclusion must be true if the premises are true. This definition is mistaken as it attaches necessity to a statement (the conclusion) rather than to the relationship between premises and the conclusion. In addition to detailing this mistake in a number of textbooks, the paper provides three correct definitions of a valid argument.

This paper describes and argues for the inclusion of a modified form of Venn diagrams in critical thinking courses and textbooks. The modified Venn Diagrams, it is argued, are easier to learn as they more clearly show the meanings of inclusion and exclusion, easier to use when solving problems (including those found on LSAT exams), are often included in LSAT preparatory material, and students tend to have a more thorough understanding of the concept of logical possibility after having used modified Venn diagrams.

This paper incorporates the work that Jeffrey Gold, Jim Robinson, and Jonathan Schonsheck have done into an innovative method for teaching Plato’s Allegory of the Cave. The method involves breaking students into small groups and asking them to draw three images that depict the plot of the Allegory of the Cave. In addition to giving a description of this activity and detailing the pedagogical benefits, the paper considers possible objections to this exercise and suggests that this method provides a model that can be used to teach other highly descriptive images that are found in philosophical texts.

This paper considers the use of Derek Jarman’s film “Wittgenstein” as a valuable resource for those writing upon, thinking about, and teaching Wittgenstein’s philosophy, especially in understanding Wittgenstein’s approach to questions about language and its relationship to reality. The paper begins by considering the role biography plays in philosophical scholarship and how, in the case of Wittgenstein, this has a particularly significant role. Next, the paper describes the form and content of the film before moving to a discussion of strategies for using the film in class. Finally, the paper concludes by arguing that the film is a Wittgensteinian one as it illustrates Wittgenstenian themes by showing them rather than telling them.

This paper argues that everyday virtuous behavior does not arise from a principle or explicit process of thought but is instead the expression of a prereflexive structure of character. On this account, the implicit micro-judgments that characterize everyday virtue are expressions of what is morally salient in everyday situations. Rather than arguing for this claim in a theoretical way, the paper illustrates this position by describing a day-long, Socratic conversation on the topic of “What is Interpersonal Love?” The results of this conversation are that the basis of everyday virtuous behavior concerning interpersonal love is located in the implicit understanding, everyday behavior, and practical decisions that individuals make in the context of their lives.

Drawing upon Aristotle’s claim that when one wants to learn right conduct or virtue, one should emulate those who practice it, this paper describes reasons for how the clear and conscious development of nursing role models can be used to model virtue theory in applied ethics courses. After providing a brief summary of Aristotle’s virtue ethics, the paper turns to a description of the basic models that describe the role of a nurse: surrogate mother, patient’s advocate, traditional caregiver, and trained clinician. With these models in hand, the paper illustrates how virtues and duties can change when the role of the nurse changes and how different models of the nurse’s role connect virtue to practical action in different ways. Finally, the paper concludes with an extension of the above discussion to other areas of professional ethics and a step-by-step procedure for determining occupational duties.