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 enjte, 16 gusht 2007

Disjunctive Syllogism

3.Disjunctive Syllogism – A syllogism whose major premise is a disjunctive proposition.

a.It is a strict disjunctive if only one among the alternatives enumerated in

the major premise is true. For the disjunctive syllogism in the strict sense

the following rules are applicable:

Rule 1: If the minor premise posits one or more members of the

major premise, the conclusion must sublate each of the other

members.

It is either A or B. It is either A or B or C.

But it is A. But it is A.

Therefore it is not B. Therefore it is neither B nor C.

Rule 2: If the minor premise sublates one or more of the members

of the major premise, the conclusion posits the remaining

members, one of which must be true.

It is either A or B. It is either A or B or C.

But it is not A. But it is not A.

Therefore it is B. Therefore it is either B or C.

b.It is a broad disjunctive if at least one alternative among those

enumerated in the major premise is true but more may be true. In a

disjunctive syllogism in the broad sense, the major premise is a

disjunctive proposition in the broad sense. There is only one valid

procedure: to sublate one (or more – but not all) of the members in the

minor and posit the remaining member or (members) in the conclusion.

If more than one member remains, the conclusion itself must be a

disjunctive proposition in the broad sense.

It is either A or B or C or D – at least one of them

But it is neither A nor B;

Therefore it is either C or D – at least one of them.

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