To Teach Is To Light A Life Forever

Teaching must be approached with a passion not different from loving. Teachers who display an intense love for teaching do inspire their students and infuse them with enthusiasm to take their learning seriously and joyfully.

According to Aruppe, a teacher has to be in love for nothing is more practical for a teacher than falling in love with his calling in an almost absolute way. When you are in love with your teaching, it seizes your imagination, will affect everything in your life. It will decide what will get you out of bed in the morning, what you will do with your evenings, how you spend your weekends, what you read, what you know that breaks your heart, and what amazes you with joy and gratitude.

We teachers are reminded to fall in love with our calling. If we stay in love, it will decide everything. Yes, teaching is tiring, but when we teach, it will light a life forever.

e hënë, 18 qershor 2007

Recognizing Non-arguments

Recognizing Arguments – Not all passages contain arguments. One aim of logic is to distinguish passages that contain arguments from those that do not. In general, a passage contains an argument if it claims to prove something. If it does not do so then it does not contain an argument. Two conditions must be fulfilled for a passage to claim to prove something.


1.) At least one of the statements in the passage must present evidence or reasons for something.


2.)There must be a claim that the evidence or reasons supports something.


Because objects of art are expressive, they are a language.


The proposition Objects of art are expressive is asserted as evidence or reason (premise), and the proposition They are a language is claimed as supported (conclusion) by the evidence of the reason.


Although every passage expressing an argument contains several propositions asserted in it, not every passage in which several propositions are asserted need contain an argument. For an argument to be present, one of the asserted propositions must be claimed to follow from other propositions asserted to be true, which are presented as grounds of, or reasons for believing, the conclusion. This claim may be either explicit or implicit. It may be made explicit by the use of premise indicators or conclusion indicators or by the occurrence of such words as must, should, ought, or necessarily in the conclusion. But the presence of these argument indicators is not always decisive.


Since Henry graduated from medical school, his income is probably very high.


Since Henry graduated from medical school, there have been many changes in medical techniques.


The first argument is an argument but the second is not although both make use of the premise indicator since. The basic structure of the argument can be illustrated thus:


Q because P


If we are interested in establishing the truth of Q, and P is offered as evidence for it, the Q because P formulates an argument. However, if we regard the truth of Q as being unproblematic, as being at least well established as the truth of p, but are interested in explaining why Q is the case, the Q because P is not an argument but an explanation.

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