philosophy Custom Essay

Philosophy 105, Online, Spring 2013-1014, Quiz #2, on Chapter 3. See also "Definitions," a document posted on the BB-Learn web site.

Answer all the questions. Please be sure to follow the formatting instructions in the syllabus and keep the grading rubrics in mind. Total points = 100. There are 20 questions; each is worth 5 points.

THREE DEF. BELOW:
Three Types of Definitions
I will here define various words in three ways (the same three ways discussed in the textbook).
This sheet does not replace the discussion in the textbook, or the exercises; it is an elaboration.
1. Definition by example (= an "ostensive" definition; definition by ostension; definition by pointing to the object, physically [with a finger, perhaps] or verbally [that thing over there]. The word is

"tree." I say to you: "Do you see that big green thing over there? That’s a tree." Or I take you by the hand and force your hand against the bark of the tree. "Aha! You’re touching

a tree."
Of course, three definitions might fail. In the former case, maybe there is a big green trash dumpster in the vicinity of the tree. In the latter case, you might wonder whether the bark itself is the tree, or the pain

that you’re feeling in your hand is a tree, or the bug you squashed with your
hand is a tree. Be careful what you touch or point to (and what you don’t).

2. Definition by synonym: provide usually just one word that means exactly or nearly the same thing as the word being defined or taught to another person. "Pupil" is often a good-enough synonym

for "student." Here, too, there are problems. Suppose you ask me what "talkative" means (you never heard the word, for various understandable reasons). I reply with a synonym:

"loquacious." I probably haven’t defined "talkative" well-enough for you.

3. Analytical definition: I would have to write out a full sentence that describes in detail the item being defined, a description that allows us to identify the object when we come across it. So: "A student is

a person who is learning or being taught a subject, usually by another person who is
called the teacher, and this learning process is usually carried out in a formal organization." Or: "A square is a figure made up of 4 connected straight lines of exactly the same length which, if they

meet, do so perpendicularly, and whose internal angles (all 4) are 90 degrees each (for a total of 360)." That’s probably an over-description of a square.

QUESTION BEGIN BELW:

Section I. True/False. Indicate whether the statement is true or false by putting a T or F next to the word "answer" (2 points). Then explain your answer (3 points).
1. A successful definition of the word “cat” would empower you to decide correctly that this animal is a cat and to decide correctly that that animal is not.
Answer:

2. Any successful definition by synonym of the word “cat” would also be a successful definition by synonym of the word “vertebrate.”
Answer:

3. Definitions purely by example could be used to differentiate the meanings of these two expressions: “the morning star” and “the evening star.”
Answer:

4. If you want to teach successfully the meaning of a noun-word in your language to a person who knows nothing at all of your language, you can use only a definition by example.
Answer:

5. The word “minotaur” can be defined by example.
Answer:

6. Any successful analytical definition of the word “mammal” would also be a successful analytical definition of the word “animal.”
Answer:

Section II: Multiple-Choice. Highlight in yellow your answer, both the letter and the words.

7. To conclude that what holds true of an individual in a group is automatically true of the group itself is known as the fallacy of

a. composition
b. division
c. vagueness
d. ambiguity
e. unclear thinking

8. Classify the following as a type of definition: Do you see that bump on your thumb? That’s a wart, kiddo.

a. definition by example
b. definition by synonym
c. analytical definition
d. illicit definition
e. two of the above

9. Classify the following as a type of definition: I know what love is. You can leave your hat on. [Randy Newman]

a. definition by example
b. definition by synonym
c. analytical definition
d. stupid definition
e. none of the above

10. Classify the following as a type of definition: “Obscenity," according to Pennsylvania statute Title 18, Part 2, Chapter 59, §5903(b), is "Any material or performance, if the average person

applying contemporary community standards would find that the subject matter taken as a whole appeals to the prurient interest."

a. definition by example
b. definition by synonym
c. analytical definition
d. indecent definition
e. illicit definition

11. Classify the following: I may not be able to state precisely what pornography is, but the magazines on that rack are cases in point.

a. definition by example
b. definition by synonym
c. analytical definition
d. legal definition
e. archaic definition

12. A grouping ambiguity is

a. a particular kind of semantic ambiguity
b. a particular kind of syntactic ambiguity
c. not a type of ambiguity at all
d. a weaseler or an example of vagueness
e. a matter of the failure of synonymy

13. Classify the following: A monster is anything that goes bump in the night.

a. definition by example
b. definition by synonym
c. analytical definition
d. luxurious definition
e. none of the above

14. Classify the following: In the field of philosophy, ontological solipsism is the belief or theory that only the self exists.

a. definition by example
b. definition by synonym
c. analytical definition
d. artificial definition
e. two of the above

15. Classify the following: “Everything has its purpose" is, obviously, a cliché.

a. definition by example
b. definition by synonym
c. analytical definition
d. novel definition
e. aural definition

16. Classify the following: “Awesome" is just another word for "way cool.”

a. definition by example
b. definition by synonym
c. analytical definition
d. inferior definition
e. two of the above

Section III: Disambiguation. For each sentence below, all of which are syntactically ambiguous, provide two different meanings that the sentence could have as a result of that syntactic ambiguity. Make sure

that your answers do not repeat the original ambiguity or introduce a new ambiguity of any kind.
17. Before you decide to force the rat into the pie box, you should eat it.
a.

b.

18. Sandy is a nasty love addict.
a.

b.

19. Being easy to humor, I was given a group of eight-year-olds to entertain.
a.

b.

20. If John is worried about living alone, as I am, he should ask his sister for help.

a.

b.