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  1.  55
    A copy of a book is not a token of a type.David Socher - 2010 - Journal of Aesthetic Education 44 (3):23-28.
    Masons butter their bricks, gardeners deadhead their roses, and who am I to quibble over terms? However, philosophers routinely speak of tokens and types, as if, so it seems to me, they are bringing a greater measure of precision to the table. Here I shall quibble. I shall try to lead the reader to realize that those philosophers are neither being especially precise nor are they following Charles S. Peirce; instead, they are merely lending a false air of scientific respectability (...)
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  2.  16
    A Copy of a Book Is Not a Token of a Type.David Socher - 2010 - Journal of Aesthetic Education 44 (3):23.
    In lieu of an abstract, here is a brief excerpt of the content:A Copy of a Book Is Not a Token of a TypeDavid Socher (bio)Masons butter their bricks, gardeners deadhead their roses, and who am I to quibble over terms? However, philosophers routinely speak of tokens and types, as if, so it seems to me, they are bringing a greater measure of precision to the table. Here I shall quibble. I shall try to lead the reader to realize that (...)
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  3.  43
    A Cardboard Pythagorean Teaching Aid.David Socher - 2005 - Teaching Philosophy 28 (2):155-161.
    A guiding thread in Western thought is that the world has a mathematical structure. This essay articulates this thread by making use of a cardboard teaching aid that illustrates the Pythagorean Theorem and uses this teaching aid as a starting point for discussion about a variety of philosophical and historical topics. To name just a few, the aid can be used to segue into a discussion of the Pythagorean association of shapes with numbers, the nature of deductive argumentation, the demonstration (...)
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  4.  38
    A Little Roundup of Modus Tollens in the Flesh.David Socher - 2007 - Teaching Philosophy 30 (1):111.
    Modus Tollens is the following valid deductive argument form: “If P, then Q. Not Q. Therefore not P.” I show how this structure plays an important part in everyday argument and in everyday non-argument; I show how the argument form fits into non-argument cases. The structure is common as argument, as rhetorical emphasis, and as explanation. Students can see how this pattern is rooted in everyday thought, when elements of the structure are unspoken but nonetheless relied upon, what pictures the (...)
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  5.  27
    Aristotle on pictures of ignoble animals.David Socher - 2005 - Journal of Aesthetic Education 39 (2):27-32.
    In lieu of an abstract, here is a brief excerpt of the content:Aristotle on Pictures of Ignoble AnimalsDavid Socher (bio)The Poetics is a widely read, accessible classic. I think it has a minor flaw of some interest. In a well-known passage early in the Poetics, Aristotle is in error about pictures, or so I shall argue. He writes:And it is natural for all to delight in works of imitation. The truth of this second point is shown by experience: though the (...)
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  6.  39
    A picture is a patchwork of color laid out in a private space in which lie flat imitations of life.David Socher - 2007 - Journal of Aesthetic Education 41 (1):105-112.
    In lieu of an abstract, here is a brief excerpt of the content:A Picture Is a Patchwork of Color Laid Out in a Private Space in Which Lie Flat Imitations of LifeDavid Socher, Independent ScholarThe fish to be fried has an ontological head, an epistemic belly, and an aesthetic tail.1 A picture is a patchwork of color laid out in a private space in which lie flat imitations of life. Such a patchwork constitutes a make-believe visual field. I roll out (...)
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  7.  29
    A propaedeutic to Walter Benjamin.David Socher - 2009 - Journal of Aesthetic Education 43 (4):pp. 1-8.
    In lieu of an abstract, here is a brief excerpt of the content:A Propaedeutic to Walter BenjaminDavid Socher (bio)I took the picture—the Marines took Iwo Jima.—Joe Rosenthal (1912-2006)The Emerson College Web site on Walter Benjamin's essay The Work of Art in an Age of Mechanical Reproduction1 nicely animates some ideas of the essay. One such idea is the following: To an ever greater degree the work of art reproduced becomes the work of art designed for reproducibility. When Benjamin wrote this (...)
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  8.  50
    The Textbook Case of Affirming the Consequent.David Socher - 2001 - Teaching Philosophy 24 (3):241-251.
    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 (...)
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