Distinguish Opinion From Truth Philosophy Ppt Free Download

Given the strong and varied opinions that surround many social topics and matters, examining the differences between fact, opinion, and truth may prove useful to leaders as they sort through their own views about contemporary social issues.

Facts, opinions, and truth are often at war with each other. They vie for influence over how people think about a given issue or topic. Distinguishing between them is essential work for smart leaders.

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As they form their own views about a matter, good leaders will give more weight to truths and opinions that rely more heavily on facts. Fact-based opinions, and truths that are informed by facts, are more credible over time.

Smart leaders avoid this trap. They form opinions based on facts and accept truths when they make sense given the question at issue. To remain rational decision-makers, they leave ideology to those who have an answer before they know the question.

Pragmatic theories of truth have the effect of shifting attention awayfrom what makes a statement true and toward what people mean or do indescribing a statement as true. While sharing many of the impulsesbehind deflationary theories of truth (in particular, the idea thattruth is not a substantial property), pragmatic theories also tend toview truth as more than just a useful tool for making generalizations.Pragmatic theories of truth thus emphasize the broader practical andperformative dimensions of truth-talk, stressing the role truth playsin shaping certain kinds of discourse. These practical dimensions,according to pragmatic theories, are essential to understanding theconcept of truth.

A second and related criticism builds on the first. Perhaps utility,long-term durability, and assertibility (etc.) should be viewed not asdefinitions but rather as criteria of truth, as yardsticks fordistinguishing true beliefs from false ones. This seems initiallyplausible and might even serve as a reasonable response to the firstobjection above. Falling back on an earlier distinction, this wouldmean that appeals to utility, long-term durability, and assertibility(etc.) are best seen as answers to the justification and not themetaphysical project. However, without some account of what truth is,or what the necessary and sufficient conditions for truth are, anyattempt to offer criteria of truth is arguably incomplete: we cannothave criteria of truth without first knowing what truth is. If so,then the justification project relies on and presupposes a successfulresolution to the metaphysical project, the latter cannot besidestepped or bracketed, and any theory which attempts to do so willgive at best a partial account of truth (Creighton 1908; Stebbing1914).

If meaning is related to use (as pragmatists generally claim) thenexplaining how a concept is used, and specifying criteria forrecognizing that concept, may provide all one can reasonably expectfrom a theory of truth. Deflationists have often made a similar pointthough, as noted above, pragmatists tend to find deflationary accountsexcessively austere.

1.) An opinion is simply what a given individual (believes) is the truth or what is factual in the case of an event of some kind. As such, an opinion is usually not based on conclusive evidence or deductive logic but instead on an inclination or an intuition which brings the individual to a conclusion. An opinion can also be a deductive conclusion or a scientific conclusion based on irrefutable research that is done for the first time by the individual but has not yet been concurred upon by anyone else at the time the conclusion is drawn.

2.) Philosophy will guide you in many cases people think there is a truth, there is no truth. Accepting there is no truth is very hard. Many truths are only agreeing opinions. Making opinions agree often is creating 'truth'. So philosophy will turn many truths into opinions, contrary to the effect the questions supposes.

We can also distinguish between different types of propositional knowledge, based on the source of that knowledge. Non-empirical or a priori knowledge is possible independently of, or prior to, any experience, and requires only the use of reason; examples include knowledge of logical truths such as the law of non-contradiction, as well as knowledge of abstract claims (such as ethical claims or claims about various conceptual matters). Empirical or a posteriori knowledge is possible only subsequent, or posterior, to certain sense experiences (in addition to the use of reason); examples include knowledge of the color or shape of a physical object or knowledge of geographical locations. (Some philosophers, called rationalists, believe that all knowledge is ultimately grounded upon reason; others, called empiricists, believe that all knowledge is ultimately grounded upon experience.) A thorough epistemology should, of course, address all kinds of knowledge, although there might be different standards for a priori and a posteriori knowledge.

Simply stated, a fact is a truth. A fact is a statement of truth that can be verified and is able to be proven as true. An opinion, in contrast to a fact, is a statement that reflects an author's or the speaker's point of view, beliefs, perspective, personal feelings, and values; opinions cannot be verified and proven to be true or false like a fact can be verified and proven to be true; however, a person's opinion can be supported or refuted when a critical thinker and a critically thinking reader of a text scrutinizes and critically evaluates the author's opinions, point of view, beliefs, perspective, personal feelings and values, and these opinions are based on documented valid and reliable facts.

Bias can lead to prejudice and prejudice can lead to stereotyping. Biases can be detrimental and not helpful to judgment and sound decision making; biases can lead to poor judgment, poor reasoning skills, and faulty decision making because they may close the person's mind off to alternative ideas, truths, and opinions.

Students may encounter fact and opinion questions on standardized tests. Sometimes, they'll have to distinguish between fact and opinion statements, but often they're called upon to determine if a statement within the text is fact or opinion. Practice this skill directly by modeling as a whole group, practicing in small groups, and then allowing students to practice independently.

Being able to distinguish between fact and opinion is both an important reading skill and one to be used in everyday life. A fact is a statement that is true and can be verified objectively, or proven. In other words, a fact is true and correct, no matter what. An opinion, however, is a statement that holds an element of belief; it tells how someone feels. An opinion is not always true and cannot be proven.

Since subjectivity is a different way of knowing, it is important to participate respectfully in dialogue with those whose subjective claims differ from one's own. It is possible to respect the person even while disagreeing with that person's opinion. As Voltaire said, "I may disagree with what you say, but I will defend to the death your right to say it."

Education in music (which includes speeches) begins with the telling of tales in the earliest years of childhood because that is when people are most pliable. Tales must be strictly censored because young children are malleable and absorb all to which they are exposed. Socrates claims, "A young thing can't judge what is hidden sense and what is not; but what he takes into his opinions at that age has a tendency to become hard to eradicate and unchangeable" (378d). Unable to distinguish between good and bad and, therefore, garner examples of how not to behave from bad tales, children will only use bad examples to justify their own bad behavior (391e). Through the telling of carefully crafted tales, mothers and nurses will shape their children's souls (377c). Moreover, children are expected to accept whatever they are told with little free-thought. Radically, Socrates says that anything in youth "assimilates itself to the model whose stamp anyone wishes to give to it" (377b). The implication that children can be shaped completely by education fits with the earlier suggestion that guardians are not meant to have a particular moral nature before their education.

Having completed the discussion of music, Socrates moves onto gymnastic education. Socrates does not advocate a complicated gymnastic regimen; instead, he says that a good soul produces a good body, and that a healthy intellect ensures a healthy body (403d-e). Therefore, by eating and drinking moderately and undertaking a simple physical exercise plan from youth, the body will be as fit as is needed. Gymnastics is mainly responsible for preventing illness and the need for medicine in the city. Medicine, Socrates says, is only welcome as a means for curing easily-fixed illnesses and should never be used to keep those unable to work alive (406). Following his discussion of medicine, Socrates discusses the appropriate character of judges. Like the well-educated guardian, a good judge will be "a late learner of what injustice is" (409b). Although never exposed to injustice personally, he will recognize injustice by its foreignness. This ability to distinguish between good and bad without ever having been directly exposed to the bad is the intended result of the guardians' education.

The philosopher-kings' education aims beyond the attainment of the four virtues and includes the greatest and most beneficial study: that of "the good" (505a). Knowledge of the good is the ultimate virtue; without it the attainment of other virtues is impossible (505a). Furthermore, it is insufficient to merely have opinions about the good. Instead, knowledge of "the good" must be absolute; Socrates says, "When it comes to good things, no one is satisfied with what is opined to be so but each seeks the things that are" (505d). The importance of knowing what is stands out in sharp contrast to the earlier unfounded opinions of the guardians. Before, education consisted of telling false tales to children so that they would absorb the material and have correct opinions. Seen as incapable of determining right and wrong for themselves, children were to be guarded from the truth when it was not wholly good. The new importance of truth and what is also contrasts with the first account's use of lies in educating the guardians. Simply by aiming for true knowledge, this education is more philosophical and Socratic than the first. But despite his adamancy that knowing is superior to opining, Socrates himself claims not to know the good, which allows him to explore it jointly with Glaucon. Socrates' sharing in the educational experience is an effective pedagogical method that benefits both the student and the teacher. 2351a5e196