Lesson 4 Love is a Fallacy

.,Unit5LoveisFallacy,-ByMaxShulman,.,Aims,Tohaveabasicknowledgeofthetermsinlogic.Toappreciatethehumorinthestory.ToanalyzethestructureofthestoryToappreciatethelanguage,.,TeachingContents,SpecialtermsinlogicDetailedstudyofthetextOrganizationalpatternThechiefattractionofthestoryLanguagefeaturesExercises,.,Timeallocation,Termsinlogic(15min.)Detailedstudyofthetext(210min.)Structureanalysis(15min.)Languageappreciation(15min.)Exercise(25min.),.,IIBackgroundKnowledge,1.MaxShulman(March14,1919August28,1988)awriterintheearly40sasoneofAmericasbest-knownhumorists.Lotsofhisnovelswereadaptedtothescreen.,.,1.MaxShulman,.BestrememberedforcreatingthepopularcharacterDobieGillis,atypicalAmericanteenwhofrequentlysufferedfromromanticangst(擔(dān)憂）.Thecharacterappearedonapopulartelevisionsitcom（situationcomedy)duringthe50sandwasinafeaturefilmin1953.ThetextisfromTheManyLovesofDobieGillieswhichwasapopularTVplay.,.,TheManyLovesofDobieGillies,.,TheManyLovesofDobieGillies,.,CharlesLamb(1775-1834),EnglishessayistandcriticwhoisnowbestknownforhisEssaysofElia(1823,1833).HecollaboratedwithhissisterMaryinadaptingShakespearesplaysintostoriesforchildren.TalesfromShakespeareSpecimensofEnglishDramaticPoets,.,ThomasCarlyle(1795-1881),Englishauthor,ScottishwriterHeinfluencedsocialthinkingaboutthenewindustrialworkingclassthroughhisessayChartismandhisbook“ThePresentandthePast”.Heisbestknownforhisepichistoryof“TheFrenchRevolution”(1837)andhislectures“OnHeroesandHero-Workshop”(1841),.,ThomasCarlyle(1795-1881),HeproducedSartorResartus(裁縫）1833-34,thebookinwhichhefirstdevelopedhischaracteristicstyleandthought.ThisbookisaveiledSardonic(scornful挖苦的)attackupontheshams(欺騙）andpretencesofsociety,uponhollowrank,hollowofficialism,hollowcustom,outofwhichlifeandusefulnesshavedeparted.,.,ThomasCarlyle(1795-1881),Carlyledevelopedapeculiarstyleofhisownwhichwascalled-“Carlyese”“Carlylism”卡萊爾風(fēng)格Style-acompoundofbiblicalphrasescolloquialismsTeutonic（條頓的，日爾曼的）twistshisowncoiningarrangedinunexpectedsequences.,.,JohnRuskin-(1819-1900),EnglishcriticandsocialtheoristawriteronartandarchitectureInhislaterwritingsheattackedsocialandeconomicproblemsModernPaintersTheStonesofVeniceTheSevenLampsofArchitectureTimeandTide,.,JohnRuskin-(1819-1900),Positiveprogramforsocialreforms:SesameandLilies（芝麻和百合）TheCrownofWildOliveTheKingoftheGoldenRiver,.,BackgroundKnowledge,2.LogicalFallacyAnargumentinlogicpresentsevidenceinsupportofsomethesisorconclusion.Anargumenthastwocomponents:aconclusion,thethesisarguedfor;andcertainpremises（前提）,theconsiderationsadduced（引用）onbehalfoftheconclusion.,.,2.LogicalFallacy,Theconclusionissaidtobedrawn,orinferred,fromthepremises.Anargumentisdeductivelyvalid（演繹的有效性）whenitspremisesprovideconclusiveevidencefortheconclusion.Anargumentthatfailstobeconclusivelydeducedisinvalid;itissaidtobefallacious.,.,2.LogicalFallacy,Fallaciesaredividedintoeightgroups:1.DictoSimpliciter(絕對判斷)(Para.66)2.HastyGeneralization(草率結(jié)論)(Para.72)3.PostHoc(牽強附會)(Para.77)4.ContradictoryPremises(矛盾前提）（Para.83）5.AdMisericordiam(文不對題)（Para.96）6.FalseAnalogy(錯誤類比)7.HypothesisContrarytoFacts(與事實相反的假設(shè)）（Para.103）8.PoisoningtheWell(井下放毒)(Para.112),.,DictaSimpliciter（絕對判斷）,Everyonewantstogetmarriedsomeday.-Theexamplestartsalogicaltrainofthoughtwithanassumptionthatisfalse.Noteveryonewantstogetmarried.,.,HastyGeneralization（草率結(jié)論）,MrWangshandwritingisterrible.Mr.Hushandwritingisalsoterribleandyouknowhowterriblemenshandwritingis.-Itappliesaspecialcasetogeneralrule.Thatfactthatcertainpersonshandwritingisbaddoesntimplythatallmenshandwritingisbad.,.,Posthoc,ergopropterhoc（牽強附會）,“Afterthis,thereforebecauseofthisThelastfivetimesthatIvewornmywhitepants,somethingdepressinghashappened.Imnotgoingtowearthosepantsagain!-ThisfallacyassumesthatifeventYhappenedaftereventX,thenXmustbethecauseofY.,.,FalseAnalogy（錯誤類比）,Highschoolshouldnotrequireafreshmanwritingcourse.Harvarddoesntrequireafreshmanwritingcourse,andthestudentsgetalongfinewithoutit.-Theanalogyisfalsebecausethetwoitemsdonthavestrongenoughsimilaritiestopredictthatwhathappensinonewillhappenintheother.,.,Admisericordian(anappealtopity)(文不對題),Lookatthisfourteen-year-oldchildwhosrunawayfromhometohidehershame-pregnant,unwashed,friendless.penniless,atthemercyofoursocialserviceagencies.Canyoutillclaimthatsexshouldbetaughtintheclassroom?,.,Admisericordian(anappealtopity)(文不對題),-Inthisshiftyapproachtoargumentation,thewritergivestearjerkingdescriptionsofthecruelopponentsvictimsinordertoarousesympathyfromthereader.,.,Pre-readingQuestions,1)Howdoyouunderstandthetitleofthetext?2）Whatishispurposeofwritingthisessay?3)Whatsthethemeofthisstory?,.,Pre-readingquestions,2)Howdoyouunderstandthetitleofthetext?Thetitleofthestory“Loveisafallacy”hastwomeanings.When“fallacy”istakeninitsordinarysense,thetitlemeans“thereisadeceptiveordelusivequalityaboutlove”.Whentakenasaspecificterminlogic,thetitlemeans“l(fā)ovecannotbededucedfromasetofgivenpremises”,.,Title,Fallacy:afalseormistakenideaItisafallacytosupposethatrichesalwaysbringhappiness.Loveisafallacy:1.Thereisadeceptiveordelusivequalityaboutlove.2.Loveisanerror,adeceptionthatdoesnotfellowtheprincipleoflove.Thetitleishumorousandwell-chosen.,.,2.Whatishispurposeofwritingthisessay?,Hecomparedlogictoalivingthing(ahumanbeing).Logicisnotatalladrylearnedbranchoflearning.Itislikealivinghumanbeing,fullofbeauty,passionandpainfulemotionalshocks.,.,3)Whatsthethemeofthisstory?,.,RacoonandRacoonCoat,.,III.OrganizationalPattern,4sectionsSect.I(firstthreesentences)Itistheauthorsnote.1.Theauthorsideaaboutthisstory.2.Theauthorsideaaboutthepurposeofthisstory.,.,Authorsnote,1)Hisownideaabouthisownessay.Fromhispointofview,hisessayissthlimp,spongy.Itisveryinformal.2)Hisownideaaboutthepurposeofthatessay.Itisnotadrybranchoflearning,butlikeahumanbeing.,.,IV.OrganizationalPattern,SectII（para.156）（Act1)thebargainbetweenthelawstudentandhisroommateovertheexchangeofthegirl,.,IV.OrganizationalPattern,sub-divisions:1)p1introductionofthenarrator-protagonist2)p4-18introductionofthefirstantagonist-PeteyBurchHedowngradeshisroommate,whohasnothingupstairs.3)p19-24introductionofhesecondantagonist-PollyEspy,.,CharactersinthePlay,Actors:1.Dobie:alawschoolstudentveryyoungcleverover-conceited-cool,logical,keen,calculating,perspicacious,acute,astute,powerful,precise,penetrating2.PeteyBurch-pitiful,dumb,roommate,faddist,.,CharacterinthePlay,Actress:PollyEspy-beautiful,gracious,stupid,.,IV.OrganizationalPattern,4)p25-37soundingout/findingouttherelationshipbetweenPeteyandPolly.5)p.38-56unethicaltransactionoverPollyThestudentgivestheraccooncoattheroommatewants,andhisroommategiveshisgirlfriendinreturn.Theyhaveakindofdeal.,.,IV.OrganizationalPattern,SectIII.para57121(Act2start;esp.totalkoraskquestions開始談話或提問(Para.122)e.g.“Ihavesomequestion.”“Fireaway.”,.,IVlanguagePoints,7.hammeraway(at):tokeepemphasizingortalkingabout一再強調(diào)e.g.Hekepthammeringawayathisdemandforapublicinquiry8.monthofSundays:(colloq)longtime很久，很長的時間,.,VIIRole-play,FourActsFourgroupsperformthestory.Actors:1.alawschoolstudentveryyoungcleverover-conceited-cool,logical,keen,calculating,perspicacious,acute,astute,powerful,precise,penetrating2.PeteyBurch-pitiful,dump,roommate,faddistActress:PollyEspy-beautiful,gracious,stupid,.,3)Whatsthethemeofthisstory?,3.Thethemeofthestoryisstatedbythewriterinthetitleofthestory.PerhapsMaxShulmanwantsthereader,afterreadingthestory,toconcludethatloveisanerror,adeceptionandanemotionthatdoesnotfollowtheprinciplesoflogic.Butthewriter,throughthisstoryhassucceededperhapsunwittingly(不經(jīng)意的）inrevealingwhatlovemaysometimesmeanintheaffluentsociety.Girlsdonotwantbrilliant,giftedoreducatedhusbands,butwanthusbandswhoarerichandwealthyenoughtoprovideallthewealthythingsnecessaryforkeepingupwiththejoneses（炫富）-home,clothes,cars,(bigmansions,famousbrandcars,etc.),.,Themainideaofthislesson:,Itisaboutalawstudentwhotriestomarrythegirlaftersuitablere-education,buthesbeentoocleverforhisowngood.Thenarrator,DobieGillis,afreshmaninalawschool,istheprotagonist,.,VIIRole-play,FiveScenesFivegroupsperformthestory.Actors:1.alawschoolstudentveryyoungcleverover-conceited-cool,logical,keen,calculating,perspicacious,acute,astute,powerful,precise,penetrating2.PeteyBurch-pitiful,dump,roommate,faddistActress:PollyEspy-beautiful,gracious,stupid,.,Payattentiontothechangeofhisemotions:,1.favoringherwithasmile2.chuckledwithamusement3.chuckledwithsomewhatlessamusement4.forcingasmile/groundmyteeth5.croaked,dashedperspirationfrommybrow6.bellowinglikeabull,.,V.Thechiefattractionofthislesson,ItshumorThewholestoryisapieceoflight,humoroussatire,satirizingasmug,self-conceitedfreshmaninalawschool.,.,V.thechiefattractionofthislesson,Why:1)thetitleThetitleishumorous.Thewriterwantsthereaderstoconcludethatloveisanerror,adeceptionandanemotionthatdoesnotfollowtheprinciplesoflogic.,.,V.thechiefattractionofthislesson,2)theauthorsnotespongy,limp,flaccidarespecificcharacteristicsofhisessay.Heisjoking,whichindicatesthatthewholestoryishumorous.3)thecontrast-thelawstudentandPollyEspy,thegirlheintendstomarryaftersuitablere-education.Theclimaxofthestoryisreachedinparas147-150whenPollyrefusestogosteadywiththenarratorbecauseshehadalreadypromisedtogosteadywithPeteyBurch.Thedenouementfollowsrapidlyandendsonaveryironicnote.,.,Thesummaryofthestory,Thistextisapieceofnarrativewriting,astory.Thenarratorofthestory,DobieGillisafreshmaninalawschool,istheheroorprotagonist.Hestrugglesagainsttwoantagonist:PeteyBurch,hisroommatewhosegirlfriendheplanstosteal;andPollyEspy,thegirlheintendstomarryaftersuitablere-education.DobietriedveryhardtopersusdePeteytoexchangearaccooncoatwithhisgirl.ThenDobiehadseveraldateswithPolly,withtheviewtoeducatehertomeettherequirementsforanidealwife.,.,Thesummaryofthestory,ThestoryreacheditsclimaxwhenPollyrefusestogosteadywiththenarratorbecauseshehadalreadypromisedtogosteadywithPeteyBurch,simplybecausePeteyownedaraccooncoat,acoatthatallfashionablepeopleoncampuswerewearing.TheraccooncoatwhichhegavetoPeteyBurchfortheprivilegeofdatinghisgirl.Thestoryendswithaveryironictone.,.,ExerciseVII,1.Fashionistheprevailingcustomindressmanners,speech,etc.ofaparticularplaceortime,especiallyasestablishedbythedominantsectionofsocietyortheleadersinthefieldsofart,literature,etc.Fadstressestheimpulsiveenthusiasmwithwhichafashionistakenupforashorttime.,.,ExerciseVII,2.Incredulousshowsapersonsunwillingnessorinabilitytobelieve.Incrediblegenerallydescribessomethingthatistoounusualorimpossibletobepossiblesomethingunbelievable,.,ExerciseVII,3.Passionusuallyimpliesastrongemotionthathasanoverpoweringorcompellingeffect,connotingspeciallysexualloveorintenseanger.Eagernessimpliesgreatenthusiasm,zeal,orsometimesimpatienceinthedesirefororpursuitofsomething.,.,ExerciseVII,4.Feeling,whenunqualifiedinthecontext,referstoanyofthesubjectivereact