Chapter One

Logic and Philosophy

Chapter Overview

Logic is often treated simultaneously as a field of study and as an instrument. As a field of study,
it is a branch of philosophy that deals with the study of arguments and the principles and
methods of right reasoning. As an instrument, it is something, which we can use to formulate our
own rational arguments and critically evaluate the soundness of others’ arguments. Before logic
itself has become a field of study, philosophers have been using it as a basic tool to investigate
issues that won their philosophical attention, such as, reality, knowledge, value, etc. Philosophy
is the study of general and fundamental problems concerning matters such as existence,
knowledge, truth, beauty, law, justice, validity, mind, and language. It is a rational and critical
enterprise that tries to answer fundamental questions through an intensive application of reason-
an application that draws on analysis, comparison, and evaluation. It involves reason, rational
criticism, examination, and analysis. In this chapter, we will learn the fundamental nature,
concepts, features and areas of philosophy. Furthermore, we will discuss why it is so important
to learn philosophy.

1.1. Meaning and Nature of Philosophy

Etymologically, the word “philosophy” comes from two Greek words: “philo” and “sophia”,
which mean “love” and “wisdom”, respectively. Thus, the literal definition of philosophy is “love
of wisdom”. The ancient Greek thinker Pythagoras was the first to use the word “philosopher” to
call a person who clearly shows a marked curiosity in the things he experiences. Anyone who
raises questions, such as Does God exists? What is reality? What is the ultimate source of Being?
What is knowledge? What does it mean to know? How do we come to know? What is value? and
the like, is really showing a curiosity that can be described as a vital concern for becoming wise
about the phenomena of the world and the human experiences. Therefore, seeking wisdom is
among the various essences of philosophy that it has got from its etymological definition.

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Nevertheless, this is not sufficient by itself to understand philosophy, for not all wisdoms are
philosophy.

The wisdom that philosophers seek is not the wisdom of the expertise or technical skills of
professionals. Someone may be encyclopedic, and thus seemingly intelligent, but he may
actually be foolish when it comes to understanding the meaning and significance of what he
knows. According to Socrates, wisdom consists of a critical habit and eternal vigilance about all
things and a reverence for truth, whatever its form, and wherever its place. Based on the Socratic
understanding of wisdom, philosophy, as a pursuit of wisdom, is, thus, the development of
critical habits, the continuous search for truth, and the questioning of the apparent.

Philosophy is a rational and critical enterprise that tries to formulate and answer fundamental
questions through an intensive application of reason- an application that draws on analysis,
comparison, and evaluation. It involves reason, rational criticism, examination, and analysis.
Accordingly, we can say that Philosophy has a constructive side, for it attempts to formulate
rationally defensible answers to certain fundamental questions concerning the nature of reality,
the nature of value, and the nature of knowledge and truth. At the same time, its critical side is
manifested when it deals with giving a rational critic, analysis, clarification, and evaluation of
answers given to basic metaphysical, epistemological, and axiological questions.

The other thing is that philosophy is an activity. It is not something that can be easily mastered
or learned in schools. A philosopher is a great philosopher, not because he/she mastered
philosophy, but because he/she did it. It is not his/her theory, but his extraordinary ability to
critically think, to conceptualize, to analyze, to compare, to evaluate, and to understand.

1.2. Basic Features of Philosophy

As an academic discipline, philosophy has its own salient features that distinguishes it from other
academic disciplines, be it natural, social and humanistic disciplines. The general features of
philosophy can be summarized as follows:

1. Philosophy is a set of views or beliefs about life and the universe, which are often held
uncritically. This refers to the informal sense of philosophy or “having” a philosophy.

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 Usually when a person says “my philosophy is,” he or she is referring to an informal personal
attitude to whatever topic is being discussed.
2. Philosophy is a process of reflecting and criticizing our most deeply held conceptions and
beliefs. This is the formal sense of “doing” philosophy. Philosophers are reflective and
critical. They take a second look at the material presented by common sense. They attempt to
think through a variety of life’s problems and to face all the facts involved impartially. The
accumulation of knowledge does not by itself lead to understanding, because it does not
necessarily teach the mind to make a critical evaluation of facts that entail consistent and
coherent judgment.
3. Philosophy is a rational attempt to look at the world as a whole. Philosophy seeks to
combine the conclusions of the various sciences and human experience into some kind of
consistent worldview. Philosophy’s task is to give a view of the whole, a life and a
worldview, and to integrate the knowledge of the sciences with that of other disciplines to
achieve a consistent whole. Philosophy, according to this view, attempts to bring the results
of human inquiry- religious, historical, and scientific into some meaningful interpretation that
provides knowledge and insight for our lives.
4. Philosophy is the logical analysis of language and the clarification of the meaning of
words and concepts. Nearly all philosophers have used methods of analysis and have sought
to clarify the meaning of terms and the use of language. Some philosophers see this as the
main task of philosophy, and a few claim this is the only legitimate function of philosophy.
The aim of philosophy is to expose confusion and nonsense. It also aims to clarify the
meaning and use of terms in science and everyday affairs.
5. Philosophy is a group of perennial problems that interest people and for which
philosophers always have sought answers. Philosophy presses its inquiry into the deepest
problems of human existence. Some of the philosophical questions raised in the past have
been answered in a manner satisfactory to the majority of philosophers. Many questions,
however, have been answered only tentatively, and many problems remain unsolved.

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1.3. Core Fields of Philosophy

Philosophy has the following most important fields of study. These are Metaphysics,
Epistemology, Axiology, and Logic.

1.3.1. Metaphysics

Metaphysics is the branch of philosophy that studies the ultimate nature of reality or existence. It
deal with issues of reality, God, freedom, soul/immortality, the mind-body problem, form and
substance relationship, cause and effect relationship, and other related issues. Metaphysicians
seek an irreducible foundation of reality or ‘first principles’ from which absolute knowledge or
truth can be induced and deduced. The term metaphysics is derived from the Greek words
“meta” means (“beyond”, “upon” or “after”) and physika, means (“physics”). Literally, it refers
‘those things after the physics.’

Here are some of the questions that Metaphysics primarily deals with:
 What is reality?
 What is the ultimately real?
 What is the nature of the ultimate reality?
 Is it one thing or is it many different things?
 Can reality be grasped by the senses, or it is transcendent?
 What makes reality different from a mere appearance?
 What is mind, and what is its relation to the body?
 Is there a cause and effect relationship between reality and appearance?
 Does God exist, and if so, can we prove it?
 Are human actions free, or predetermined by a supernatural force?
 What is human being? A thinking mind? A perishable body? Or a combination of
both?
 What is time?

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 What is the meaning of life?

At first, questions like, ‘What is real?’ seem too simple to bother asking. But consider George
Knight’s example about the existence of a floor and one will see that the question has far
reaching implications: What is exactly the nature of the floor upon which you stand? It may seem
to have a rather straightforward existence. It is obviously flat, solid, and smooth; it has a
particular color; it is composed of an identifiable material, such as wood or concrete; and it
supports your weight. Suppose, however, that a physicist enters the room and questioned about
the reality of the floor. She will reply that the floor is made of molecules; that molecules consist
of atoms, electrons, protons, and neutrons; and these, finally, of electric energy alone. A third
position is offered by a passing chemist. To him the floor is a hotbed of hydrocarbons associated
in a particular way and subject to certain kinds of environmental influences, such as heat, cold,
wetness, dryness, and oxidation.

It is evident that the question of reality is not as simplistic as it appears. If the reality of a
common floor is confusing, what about the larger problems that presents themselves as
humankind searches for the ultimate reality of the universe?

Metaphysical questions are the most basic to ask because they provide the foundation upon
which all subsequent inquiry is based. Metaphysical questions may be divided into four subsets
or aspects.

I. Cosmological Aspect: Cosmology consists in the study of theories about the origin,
nature, and development of the universe as an orderly system. Questions such as these
populate the realm of cosmology: “How did the universe originate and develop? Did it
come about by accident or design? Does its existence have any purpose?”
II. Theological Aspect: Theology is that part of religious theory that deals with conceptions
of and about God. “Is there a God? If so, is there one or more than one? What are the
attributes of God? If God is both all good and all powerful, why does evil exist? If God
exists, what is His relationship to human beings and the ‘real’ world of everyday life?”
III. Anthropological Aspect: Anthropology deals with the study of human beings and asks
questions like the following: What is the relation between mind and body? Is mind more

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 fundamental than body, with body depending on mind, or vice versa? What is humanity’s
moral status? Are people born good, evil, or morally neutral? To what extent are
individuals free? Do they have free will, or are their thoughts and actions determined by
their environment, inheritance, or a divine being? Does each person have a soul? If so,
what is it? People have obviously adopted different positions on these questions, and
those positions influence their political, social, religious, and educational ideals and
practices.
IV. Ontological Aspect: Ontology is the study of the nature of existence, or what it means for
anything to exist. Several questions are central to ontology: “Is basic reality found in
matter or physical energy (the world we can sense), or is it found in spirit or spiritual
energy? Is it composed of one element (e.g., matter or spirit), or two (e.g., matter and
spirit), or many?” “Is reality orderly and lawful in itself, or is it merely orderable by the
human mind? Is it fixed and stable, or is change its central feature? Is this reality friendly,
unfriendly, or neutral toward humanity?”

1.3.2. Epistemology

Epistemology is the other field of philosophy that studies about the nature, scope, meaning, and
possibility of knowledge. It deals with issues of knowledge, opinion, truth, falsity, reason,
experience, and faith. Epistemology is also referred to as “theory of knowledge”.
Etymologically, the word epistemology has been derived from the Greek words episteme,
meaning “knowledge, understanding”, and logos, meaning “study of”. In other words, we can
say that Epistemology is the study of the nature, source, and validity of knowledge. The study of
epistemology deals with issues related to the dependability of knowledge and the validity of the
sources through which we gain information.
The following are among the questions/issues with which Epistemology deals:
 What is knowledge?
 What does it mean to know?
 What is the source of knowledge? Experience? Reason? Or both?
 How can we be sure that what we perceive through our senses is correct?
 What makes knowledge different from belief or opinion?
 What is truth, and how can we know a statement is true?

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  Can reason really help us to know phenomenal things without being informed by
sense experiences?
 Can our sense experience really help us to know things beyond our perception
without the assistance of our reasoning ability?
 What is the relationship and difference between faith and reason?

Epistemology seeks answers to a number of fundamental issues. One is whether reality can even
be known. Skepticism in its narrow sense is the position claiming that people cannot acquire
reliable knowledge and that any search for truth is in vain. That thought was well expressed by
Gorgias, the Greek Sophist who asserted that nothing exists, and that if it did, we could not know
it. A full-blown skepticism would make intelligent action impossible. A term closely related to
skepticism is agnosticism. Agnosticism is a profession of ignorance in reference to the existence
or nonexistence of God.

Most people claim that reality can be known. However, once they have taken that position, they
must decide through what sources reality may be known, and must have some concept of how to
judge the validity of their knowledge. A second issue foundational to epistemology is whether all
truth is relative, or whether some truths are absolute. Is all truth subject to change? Is it possible
that what is true today may be false tomorrow? If the answer is “Yes” to the previous questions,
such truths are relative. If, however, there is Absolute Truth, such Truth is eternally and
universally true irrespective of time or place. Closely related to the issue of the relativity and
absoluteness of truth are the questions of whether knowledge is subjective or objective, and
whether there is truth that is independent of human experience.

A major aspect of epistemology relates to the sources of human knowledge. If one accepts the
fact that there is truth and even Truth in the universe, how can human beings comprehend such
truths? How do they become human knowledge? Central to most people’s answer to that
question is empiricism (knowledge obtained through the senses). Empirical knowledge appears
to be built into the very nature of human experience. Thus, when individuals walk out of doors
on a spring day and see the beauty of the landscape, hear the song of a bird, feel the warm rays of
the sun, and smell the fragrance of the blossoms, they “know” that it is spring. Sensory knowing

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for humans is immediate and universal, and in many ways forms the basis of much of human
knowledge.

The existence of sensory data cannot be denied. Most people accept it uncritically as
representing “reality.” The danger of naively embracing this approach is that data obtained from
the human senses have been demonstrated to be both incomplete and undependable. (For
example, most people have been confronted with the contradiction of seeing a stick that looks
bent when partially submerged in water but appears to be straight when examined in the air.)
Fatigue, frustration, and illness also distort and limit sensory perception. In addition, there are
sound and light waves that are inaudible and invisible to unaided human perception.

Humans have invented scientific instruments to extend the range of their senses, but it is
impossible to ascertain the exact dependability of these instruments since no one knows the total
effect of the human mind in recording, interpreting, and distorting sensual perception.
Confidence in these instruments is built upon speculative metaphysical theories whose validity
has been reinforced by experimentation in which predictions have been verified through the use
of a theoretical construct or hypothesis. In general, sensory knowledge is built upon assumptions
that must be accepted by faith in the dependability of human sensory mechanisms. The
advantage of empirical knowledge is that many sensory experiences and experiments are open to
both replication and public examination.

A second important source of human knowledge is reason. The view that reasoning, thought, or
logic is the central factor in knowledge is known as rationalism. The rationalist, in emphasizing
humanity’s power of thought and the mind’s contributions to knowledge, is likely to claim that
the senses alone cannot provide universal, valid judgments that are consistent with one another.
From this perspective, the sensations and experiences humans obtain through their senses are the
raw material of knowledge. These sensations must be organized by the mind into a meaningful
system before they become knowledge. Rationalism in a less extreme form claims that people
have the power to know with certainty various truths about the universe that the senses alone
cannot give. In its extreme form, rationalism claims that humans are capable of arriving at
irrefutable knowledge independently of sensory experience. Formal logic is a tool used by
rationalists. Systems of logic have the advantage of possessing internal consistency, but they risk

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being disconnected from the external world. Systems of thought based upon logic are only as
valid as the premises upon which they are built.

A third source of human knowledge is intuition- the direct apprehension of knowledge that is not
derived from conscious reasoning or immediate sense perception. In the literature dealing with
intuition, one often finds such expressions as “immediate feeling of certainty.” Intuition occurs
beneath the threshold of consciousness and is often experienced as a sudden flash of insight.
Intuition has been claimed under varying circumstances as a source of both religious and secular
knowledge. Certainly many scientific breakthroughs have been initiated by intuitive hunches that
were confirmed by experimentation. The weakness or danger of intuition is that it does not
appear to be a safe method of obtaining knowledge when used alone. It goes astray very easily
and may lead to absurd claims unless it is controlled by or checked against other methods of
knowing. Intuitive knowledge, however, has the distinct advantage of being able to bypass the
limitations of human experience.

A fourth influential source of knowledge throughout the span of human history has been
revelation. Revealed knowledge has been of prime importance in the field of religion. It differs
from all other sources of knowledge because it presupposes a transcendent supernatural reality
that breaks into the natural order. Christians believe that such revelation is God’s communication
concerning the divine will. Believers in supernatural revelation hold that this form of knowledge
has the distinct advantage of being an omniscient source of information that is not available
through other epistemological methods. The truth revealed through this source is believed by
Christians to be absolute and uncontaminated. On the other hand, it is generally realized that
distortion of revealed truth can occur in the process of human interpretation. Some people assert
that a major disadvantage of revealed knowledge is that it must be accepted by faith and cannot
be proved or disproved empirically.

A fifth source of human knowledge, though not a philosophical position, is authority.

Authoritative knowledge is accepted as true because it comes from experts or has been sanctified
over time as tradition. In the classroom, the most common source of information is some
authority, such as a textbook, teacher, or reference work. Accepting authority as a source of
knowledge has its advantages as well as its dangers. Civilization would certainly stagnate if

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people refused to accept any statement unless they personally verified it through direct, firsthand
experience. On the other hand, if authoritative knowledge is built upon a foundation of incorrect
assumptions, then such knowledge will surely be distorted.

1.3.3. Axiology

Axiology is the study or theory of value. The term Axiology stems from two Greek words-
“Axios”, meaning “value, worth”, and “logos”, meaning “reason/ theory/ symbol / science/study
of”. Hence, Axiology is the philosophical study of value, which originally meant the worth of
something. Axiology asks the philosophical questions of values that deal with notions of what a
person or a society regards as good or preferable, such as:
 What is a value?
 Where do values come from?
 How do we justify our values?
 How do we know what is valuable?
 What is the relationship between values and knowledge?
 What kinds of values exist?
 Can it be demonstrated that one value is better than another?
 Who benefits from values?
 Etc.

Axiology deals with the above and related issues of value in three areas, namely Ethics,
Aesthetics, and Social/Political Philosophy.

I. Ethics

Ethics, which is also known as Moral Philosophy, is a science that deals with the philosophical
study of moral principles, values, codes, and rules, which may be used as standards for
determining what kind of human conduct/action is said to be good or bad, right or wrong. Ethics
has three main branches: meta-ethics, normative ethics, and applied ethics. Ethics raises various
questions including:

 What is good/bad?

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  What is right/wrong?
 Is it the Right Principle or the Good End that makes human action/conduct
moral?
 Is an action right because of its good end, or it is good because of its right
principle?
 Are moral principles universal, objective, and unconditional, or relative,
subjective and conditional?
 What is the ultimate foundation of moral principles? The supernatural God?
Human reason? Mutual social contract? Social custom?
 Does God exist? If so, is He Benevolent and Omnipotent?
 If God is Benevolent, why He creates evil things? If God does not create evil
things, then, there must be another creator who is responsible to creation of the evil
things? But, if it is so, how can God be an Omnipotent creator?
 Why we honor and obey moral rules? For the sake of our own individual benefits?, or for
the sake of others?, or just for the sake of fulfilling our infallible duty?

Ethics, or ethical studies, can be grouped into three broad categories: Normative ethics, Meta-
ethics, and Applied Ethics.

Normative Ethics refers to the ethical studies that attempt to study and determine precisely the
moral rules, principles, standards and goals by which human beings might evaluate and judge the
moral values of their conducts, actions and decisions. It is the reasoned search for principles of
human conduct, including a critical study of the major theories about which things are good,
which acts are right, and which acts are blameworthy. Consequentialism or Teleological Ethics,
Deontological Ethics, and Virtue Ethics are the major examples of normative ethical studies.

Meta-ethics is the highly technical philosophical discipline that deals with investigation of the
meaning of ethical terms, including a critical study of how ethical statements can be verified. It is
more concerned with the meanings of such ethical terms as good or bad and right or wrong than
with what we think is good or bad and right or wrong. Moral Intuitionism, Moral Emotivism,
Moral Prescriptivism, Moral Nihilism, and Ethical Relativism are the main examples of meta-
ethical studies.

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 Applied Ethics is a normative ethics that attempts to explain, justify, apply moral rules, principles,
standards, and positions to specific moral problems, such as capital punishment, euthanasia,
abortion, adultery, animal right, and so on. This area of normative ethics is termed applied
because the ethicist applies or uses general ethical princes in an attempt to resolve specific moral
problems.

II. Aesthetics

Aesthetics is the theory of beauty. It studies about the particular value of our artistic and aesthetic
experiences. It deals with beauty, art, enjoyment, sensory/emotional values, perception, and
matters of taste and sentiment.
The following are typical Aesthetic questions:
 What is art?
 What is beauty?
 What is the relation between art and beauty?
 What is the connection between art, beauty, and truth?
 Can there be any objective standard by which we may judge the beauty of artistic
works, or beauty is subjective?
 What is artistic creativity and how does it differ from scientific creativity?
 Why works of art are valuable?
 Can artistic works communicate? If so, what do they communicate?
 Does art have any moral value, and obligations or constraints?
 Are there standards of quality in Art?

III. Social/Political Philosophy

Social/Political Philosophy studies about of the value judgments operating in a civil society; be it
social or political.
The following questions are some of the major Social/Political Philosophy primarily deal with:
 What form of government is best?
 What economic system is best?
 What is justice/injustice?
 What makes an action/judgment just/unjust?

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  What is society?
 Does society exist? If it does, how does it come to existence?
 How are civil society and government come to exist?
 Are we obligated to obey all laws of the State?
 What is the purpose of government?

1.3.4. Logic

Logic is the study or theory of principles of right reasoning. It deals with formulating the right
principles of reasoning; and developing scientific methods of evaluating the validity and
soundness of arguments. The following are among the various questions raised by Logic:
 What is an argument; what does it mean to argue?
 What makes an argument valid or invalid
 What is a sound argument?
 What relation do premise and conclusion have in argument?
 How can we formulate and evaluate an argument?
What is a fallacy?; What makes an argument fallacious?

1.4. Importance of Learning Philosophy

If you ask any philosopher ‘what is the necessity of studying philosophy’, he/she may give you
the following famous philosophical statement: “The unexamined life is not worth living”. The
ancient Greek philosopher, Socrates, once said that “I tell you that to let no day pass without
discussing goodness and all the other subjects about which you hear me talking and examining
both myself and others is really the best thing that a man can do, and that life without this sort of
examination is not worth living.…” Thus, among the various benefits of learning philosophy is
that philosophy provides students with the tools they need to critically examine their own lives as
well as the world in which they live. Let us clarify it more.

Some modern psychologists point out that human beings have both maintenance and actualizing
needs. The former refer to the physical and psychological needs that we must satisfy in order to
maintain ourselves as human beings: food, shelter, security, social interaction, and the like. The
later appear to be associated with self-fulfillment, creativity, self-expression, realization of one’s

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potential, and being everything one can be. Although philosophy may not necessarily lead to this
sort of self-actualization, it can assist us to actualize ourselves by promoting the ideal of self-
actualization. There are many characteristics of self-actualization to whose achievement studying
philosophy has a primordial contribution. Here below are some of them.

1. Intellectual and Behavioral Independence: - This is the ability to develop one’s own opinion
and beliefs. Among the primary goals of philosophy, one is the integration of experiences
into a unified, coherent, and systematic world views. Studying philosophy helps us not only
to know the alternative world views but also to know how philosophers have ordered the
universe for themselves. As a result, we can learn how to develop and integrate our
experiences, thoughts, feelings, and actions for ourselves, and thus how to be intellectually
and behaviorally independent.
2. Reflective Self-Awareness:- self-actualization cannot be realized without a clear knowledge
of oneself and the world in which one lives. Philosophy helps us to intensify our self-
awareness by inviting us to critically examine the essential intellectual grounds of our lives.
3. Flexibility, Tolerance, and Open-Mindedness:- by studying different philosophical
perspectives we can understand the evolutionary nature of intellectual achievement and the
ongoing development of human thought. As we confront with the thoughts of various
philosophers we can easily realize that no viewpoint is necessarily true or false- that the
value of any attitude is contextual. Finally, we become more tolerant, open-minded, more
receptive, and more sympathetic to views that contend or clash with ours.
4. Creative and Critical Thinking: - this is the ability to develop original philosophical
perspective on issues, problems, and events; and to engage them on a deeper level. From
the study of philosophy, we can learn how to refine our powers of analysis, our abilities to
think critically, to reason, to evaluate, to theorize, and to justify.
5. Conceptualized and well-thought-out value systems in morality, art, politics, and the like: -
since philosophy directly deals with morality, art, politics, and other related value theories,
studying philosophy provides us with an opportunity to formulate feasible evaluations of
value; and thereby to find meaning in our lives.

The other benefit of studying philosophy that should not be missed is that it helps us to deal with
the uncertainty of living. Philosophy helps us to realize the absence of an absolutely ascertained

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knowledge. But, what is the advantage of uncertainty? What Bertrand Russell stated in his book,
The Problem of Philosophy, can be a sufficient answer for this question.
The value of philosophy is, in part, to be sought largely in its very uncertainty. The man who
has no tincture of philosophy goes through life imprisoned in the prejudices derived from
common sense, from the habitual benefits of his age or his nation, and from convictions which
have grown up in his mind without the cooperation or consent of his deliberate reason. To
such a man the world tends to become definite, finite, obvious; common objects rouse no
questions, and unfamiliar possibilities are contemptuously rejected. As soon as we begin to
philosophize, on the contrary, we find… that even the most everyday things lead to problems
to which only very incomplete answers can be given. Philosophy, though unable to tell us with
certainty what is the true answer to the doubts which it raises, is able to suggest many
possibilities which enlarge our thoughts and free them from the tyranny of custom. Thus, while
diminishing our feeling of certainty as to what things are, it greatly increases our knowledge
as to what they may be; it removes the somewhat arrogant dogmatism of those who have never
traveled into the region of liberating doubt, and it keeps alive our sense of wonder by showing
familiar things in an unfamiliar aspect (Bertrand, 1912, P; 158).

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