Ma. Victoria L.

Diaz
BSBA-2b
I.Introduction
CHILD HAUS’ is a film directed by Louie Ignacio based on the real life Child Haus founded by
Mader Ricky Reyes in 2002 as a temporary home away from home for children from the
provinces stricken with the big C. They can stay there while seeking treatment at the Philippine
General Hospital or other Manila hospitals. Mader Ricky appears as himself at the start of the
film to help explain how Child Haus operates for the welfare of the kiddie patients and their
parents.
There’s not much of a story in the movie produced by BG Productions of Mrs. Baby Go, but the
narrative revolves on six children. The most prominent ones are played Vince Magbanua as the
effeminate MC and Therese Malvar as Jessica who’s ailing from leukemia. They consider each
other their BFF (best friends forever). Both of them are splendid in their respective roles. The
other kids are played by Miggz Cuaderno, Felixia Dizon (the daughter of Allen Dizon who was
so effective in “Magkakabaung”), Erica Yu and Mona Louise Rey. Mona is not really a patient
but the daughter of one of the managers of Child Haus, Grace (Leni Santos). They all give
adequate performances.

The parents are played by Katrina Halili, Ina Feleo, Christopher Roxas and other supporting
players. But the one who stands out is the scene-stealing Mailes Kanapi who goes to town in one
tuhog scene where she gets so hysterical after people gang up on her and she easily makes lamon
to everyone in the cast. Mailes is one formidable co-star as she has done this before in other
movies, just like in “Mangatyanan” as the very assertive publishing boss and in “Hustisya”
where she chew the scenery as a lesbian inmate. Masyadong malakas ang dating.

What we like about the movie, even if the screenplay is so underwritten you’d wish you were
supplied with more relevant information about each of the characters so you can cultivate more
sympathy for them, is that it’s a potential tear jerker but it doesn’t force you to cry. The
anticipation of death is like the sword of Damocles hanging on the heads of most of the major
characters but they try not to dwell on this. We see the children playing, laughing, joking
together, never crying or pitying themselves.

The death of one of the children could have easily been milked dry to make the audience shed
tears but it is effectively done with restraint. In the end, the scene where one child survivor gets
to return home to their province and go kite flying with his family conveys hope and turns the
film into a celebration of life, not death. As the end credits are flashed on screen, the audience at
the SM Megamall where the movie was premiered gave it a big and hearty round of applause.

II.Beliefs

III.Attitudes
IV.Practices
Ma. Victoria L. Diaz

Bsba-2b

Topic 1

Argumentum ad Baculum

(fear of force): the fallacy committed when one appeals to force or the threat of force to bring
about the acceptance of a conclusion.

A. The ad baculum derives its strength from an appeal to human timidity or fear and is a
fallacy when the appeal is not logically related to the claim being made. In other words,
the emotion resulting from a threat rather than a pertinent reason is used to cause
agreement with the purported conclusion of the argument.

B. The ad baculum contains implicitly or explicitly a threat. Behind this threat is often the
idea that in the end, "Might makes right." Threats,per se, however, are not fallacies
because they involve behavior, not arguments.

C. Often the informal structure of argumentum ad baculum is as follows.

II. Examples of ad baculum fallacies:

If statement p is accepted or action a is done, then logically irrelevant event x will happen.
Event x is bad, dangerous, or threatening.
Therefore, statement p is true or action a should be rejected.
Chairman of the Board: "All those opposed to my arguments for the opening of a new
department, signify by saying, ‘I resign.’"
The Department of Transportation needs to reconsider the speed limit proposals on
interstate highways for the simple reason that if they do not, their departmental budget for
Department of Transportation will be cut by 25%.

I'm sure you can support the proposal to diversify into the fast food industry because if I
receive any opposition on this initiative, I will personally see that you are transferred to
the janitorial division of this corporation..

The basis of an ad baculum concerns the fate of medieval philosopher and astronomer
Giordano Bruno. Bruno (1548-1600) envisioned a multitude of solar systems in limitless
space and believed in the astronomical hypothesis of Copernicus. The Medieval
Inquissition threatened his life unless he changed his views. Bruno refused to accept the
conclusion of the ad baculum as so was burned at the stake.

"On October 10, 1971, Secretary of State William P. Rogers cautioned foreign ministers
that Congress might force the United States reduce its financial contributions to the
United
Nations if Nationalist China is expelled."
As a logical argument, Rogers' caution is fallacious; as a political maneuver no argument is
being adduced.

Topic 2
The Nature of Logic

Abstract: Some of the uses of logic are illustrated, and deductive arguments are briefly
distinguished from inductive arguments.

I. Logic is the study of the methods and principles used in distinguishing correct from incorrect
reasoning.

B. Logic differs from psychology in being a normative or aprescriptive discipline rather than
a descriptive discipline.

1. I.e., it prescribes how one ought to reason; it's not concerned with how one actually does
reason.

2. Logic is concerned with laying down the rules for correct reasoning.

3. Consequently, logic seeks to distinguish good arguments from poor ones.

II. How Logic helps reasoning:

A. "Practice makes better." Some examples of how this course can help reasoning about the
world are as follows.

1. Consider this syllogism:

All followers of Senator Jones are in favor of higher taxes.

All communists are in favor of higher taxes.
All followers of Senator Jones are communists.

It will become easy for us to recognize the fallacy in this argument as the fallacy of the
undistributed middle term.

2. Consider this informal argument:

In spite of the large number of UFO spottings that can be attributed to weather conditions
and known aircraft and other factors, there are hundreds of sightings that cannot be
accounted for. Hence, we can safely conclude that UFO's exit.

Consider this counter-example:

In spite of the large number of quarters put under kid's pillows which can be attributed to
sneaky parents, brothers, sisters, and so forth, there are hundreds of cases which cannot be
accounted for. Therefore, the tooth fairy exits.
Topic 3

Philosophy of logic

the study, from a philosophical perspective, of the nature and types of logic, including problems
in the field and the relation of logic to mathematics and other disciplines.
The term logic comes from the Greek word logos. The variety of senses that logospossesses may
suggest the difficulties to be encountered in characterizing the nature and scope of logic. Among
the partial translations of logos, there are “sentence,” “discourse,” “reason,” “rule,” “ratio,”
“account” (especially the account of the meaning of an expression), “rational principle,” and
“definition.” Not unlike this proliferation of meanings, the subject matter of logic has been said
to be the “laws of thought,” “the rules of right reasoning,” “the principles of valid
argumentation,” “the use of certain words labelled ‘logical constants’,” “truths (true
propositions) based solely on the meanings of the terms they contain,” and so on.

Informally, two kinds of logical reasoning can be distinguished in addition to formal deduction:
induction and abduction. Given a precondition or premise, a conclusion or logical
consequence and a rule or material conditional that implies the conclusion given
the precondition, one can explain that:
Deductive reasoning determines whether the truth of a conclusion can be determined for
that rule, based solely on the truth of the premises. Example: "When it rains, things outside get
wet. The grass is outside, therefore: when it rains, the grass gets wet." Mathematical
logic and philosophical logic are commonly associated with this type of reasoning.Inductive
reasoning attempts to support a determination of the rule. It hypothesizes a rule after numerous
examples are taken to be a conclusion that follows from aprecondition in terms of such a rule.
Example: "The grass got wet numerous times when it rained, therefore: the grass always gets wet
when it rains." While they may be persuasive, these arguments are not deductively valid, see
the problem of induction. Science is associated with this type of reasoning.
Abductive reasoning, a.k.a. inference to the best explanation, selects a cogent set
of preconditions. Given a true conclusion and a rule, it attempts to select some
possiblepremises that, if true also, can support the conclusion, though not uniquely. Example:
"When it rains, the grass gets wet. The grass is wet. Therefore, it might have rained." This kind
of reasoning can be used to develop a hypothesis, which in turn can be tested by additional
reasoning or data. Diagnosticians, detectives, and scientists often use this type of reasoning.

Topic 4

DEDUCTIVE AND INDUCTIVE REASONING

A. It is sometimes argued that in deduction the particular is inferred from the general, as in
 All organisms have RNA.
(This fruit fly is an organism.)
Therefore, this fruit fly has RNA.

B. And it is sometimes said that in induction the general is inferred from the particular, as in

A red-eyed fruit fly has RNA.

A white-eyed fruit fly has RNA.
A Hawaiian fruit fly has RNA.
Therefore, all fruit flies have RNA.

C. But these definitions are misleading for several reasons. Let us briefly note some of them.

1. In some kinds of deduction, the general is inferred from the particular (e.g., induction by
complete enumeration):

Only Plato and Aristotle were the great Greek philosophers.

Plato and Aristotle lived in Athens.

Therefore, all the great Greek philosophers lived in Athens.

a. In induction by complete enumeration all the members of a class are listed with some
characteristic and then a summary statement is made about the whole class.

Entity e1 has property p1

Entity e2 has property p

Entity en has property pn

This example is a deductive argument.

2. In some kinds of induction, the particular is inferred from the general (with another
particular premiss).

All the great Greek philosophers wrote treatises on science.

All philosophers named Aristotle wrote treatises on science.

Therefore Aristotle was a great Greek philosopher.

a. This argument is only probable even though all of the statements in it happen to be
true. E.g., compare the substitution of "Thales" for "Aristotle."

b. The argument is inductive even though it moves from general to specific. (Note that
interpretation of this example does not obviate the claim that the argument is an invalid
deductive argument, if someone mistakenly claims the conclusion follows with necessity.
Apart from the psychological aspects the argument is inductive because the conclusion
follows with some probability.)
3. Finally you, yourself, might remember having difficulty in applying the definition as it
was given in a science class or education class because it is sometimes difficult to
distinguish between a general statement and a particular statement.

a. Consider the following cases:

1. "The whale is a mammal" means "All whales are mammals."

2. "All persons whose name is Lee Archie in this classroom are silly persons" means
"Lee Archie is a silly person."

3. "All present kings of France are bald" fails to have a reference.

4. "All ideal gasses are perfectly elastic"

Topic 5
Judgment and proposition

IN LOGIC, termrepresents idea or concept. Ideas are the raw materials of knowledge
but they cannot be said to be true or false in themselves. Only after we compare or
contrast two or more ideas, or express relations, or an agreement or disagreement
between them that we can speak of truth or falsity. The mental operation involved here
is called judgment.
Judgment is an act in which the mind pronounces the agreement or disagreement of
ideas among themselves. It is an act in which the intellect affirms or denies one idea of
another. For instance, our intellect may relate the ideas this dog and Dalmatianand
affirm, This dog is a Dalmatian. This is an example of a judgment expressed in a
proposition. The proposition therefore is the oral or written expression of the
judgment. Often used interchangeably with statement, it as a verbal expression
proclaiming a truth or falsity.
Proposition (Statement) and Sentences
Ideas are expressed in words which we call terms. In the same way, judgments are
expressed in sentences we call propositions orstatements.
Propositionsare distinct from sentences. For one thing,proposition, which is an
expression of judgment, is made up ofconcepts while sentence is made up of words. In
a declarative sentence, the proposition is not the sentence itself, but that which is
expressed or asserted, which is either true or false. In other words, a sentence is not the
bearer of truth or falsehood. These areproperties of propositions.

Often, when we make a statement, we do not know how many, if any, members of the
subject class exist. Consequently, it could be begging the question to say that the
statement is specific or general.

Aside from food, water, and shelter, the one thing that a person will most need in life is
an education. Of those four necessities, education is the only one that can help ensure a
person’s consistent ability to provide himself or herself with the other three.
Unfortunately, the importance of logical thinking skills is underestimated in education,
and training in logical thinking skills is therefore grossly neglected.

Logical thinking is the process in which one uses reasoning consistently to come to a
conclusion. Problems or situations that involve logical thinking call for structure, for
relationships between facts, and for chains of reasoning that “make sense.”

In his book Brain Building, Dr Karl Albrecht says that the basis of all logical thinking
issequential thought. This process involves taking the important ideas, facts, and
conclusions involved in a problem and arranging them in a chain-like progression that
takes on a meaning in and of itself. To think logically is to think in steps.

Logical thinking skills give learners the ability to understand what they have read or
been shown, and also to build upon that knowledge without incremental guidance.
Logical thinking teaches students that knowledge is fluid and builds upon itself.