Chapter 9

Categorical Logic
 CONTENTS

Part 1: Categorical propositions/claims

Part 2: Translating into standard propositions/claims
Part 3: Testing validity with Venn diagram
 Part 1: Categorical propositions/claims

Categorical propositions/claims make declarations about entities

belonging to, or not belonging to, categories or classes. Each standard
categorical proposition has 4 basic parts:
1. Quantifier: All, No, or Some

2. Subject: (S) (plural noun)

3. Predicate: (P) (plural noun)

4. Copula: linking verb (always ‘are’)

Ex: All IU students are Critical Thinking learners.

1 2 4 3
 Part 1: Categorical propositions/claims

 All S are P

 No S are P

 Some S are P

 Some S are not P

S P
 Venn diagram for a categorial proposition

S: IU students
S P P: CT learners

All S
No S are P No P are S
are P

All IU students (S) are Critical Thinking learners (P).

No IU students (S) are Critical Thinking learners (P).
No Critical Thinking learners (P) are IU students (S).
 Venn Diagram for categorical propositions and arguments

• Venn diagram, invented by John Venn, is a very useful method of

diagramming the informational content of categorical logic.

• A Venn diagram for a categorical proposition consists of 2 overlapping

circles. (Figure A)

• A Venn diagram for a categorical argument consists of 3 interlocking

circles. (Figure B)

Figure A Figure B
 Two simple rules governing Venn diagram

1. Shade an area to show that it is empty.

2. Place an X in an area to show that it is occupied by

some item (at least one item).

X X

Delete it One item at least X can be in

two categories
Two simple rules governing Venn Diagram

All S are P
Two simple rules governing Venn Diagram

No S are P
Two simple rules governing Venn Diagram

Some S are P
Two simple rules governing Venn Diagram

Some S are not P

Review: Venn diagram for 4 categorical claims

All S are P: The class of S outside of P is empty.

No S are P: The class of S inside P is empty.

Some S are P: The class of S inside P has at least one member.

Some S are not P: The class of S outside of P has at least one

member.

All S are P No S are P Some S are P Some S are not P

Some

No All
 Common stylistic variants of categorical claims

All S are P

Every S is a P. Whoever is an S is a P.

Whatever is an S is a P. If anything is an S, then it is a P.

Any S is a P. If something is not a P, then it is

not an S.

Each S is a P. S are all P.

S are always P. Only P are S.

The only S are P. Only if something is a P is it an S.

Something is an S only if it is a P.
 Common stylistic variants of categorical claims
No S are P

No P are S.

S are not P.

Nothing that is an S is a P.

No one who is an S is a P.

None of the S is a P.

Not a single S is P.

If anything is an S then it is not a P.

All S are non-P.

 Common stylistic variants of categorical claims

Some S are P

Some P are S.

A few S are P.

There are S that are P.

Several S are P.

Many S are P.

Most S are P.

Nearly all S are P.

 Common stylistic variants of categorical claims

Some S are not P

Not all S are P.

Not everyone who is an S is a P.

S are not always P.

Some S are non-P.

There are S that are not P.

A few S are not P.

Several S are not P.

Most S are not P.

Nearly all S are not P.

Practice: Translate the following “only sentences” into standard categorical
form.

1. Only IU students learn Critical Thinking in English.

All learners of Critical Thinking in English are IU students.

2. Only fools follow the crowd.

All crowd followers are fools.

3. Employees’ restroom only.

All restroom users are employees.

4. None except senior citizens are eligible for the vaccination.

All people who are eligible for the vaccination are senior citizens.

5. Building residents alone may use the elevator.

All users of the elevator are building residents.

Practice: Translate the following sentences into standard categorical form.

1. There are birds that cannot sing.

Some birds are animals that cannot sing.

2. Deductive arguments are not inductive arguments.

No deductive arguments are inductive arguments.

3. Polar bears live in Canada.

Some polar bears are animals which live in Canada.

4. If you learn online, you use at least one online meeting platform.
All online learners are users of at least one online meeting platform.

5. Not all online meeting platforms are user-friendly.

Some online meeting platforms are not user-friendly devices.
Practice: Translate the real-life statements

Ukraine President
 Practice: Translate the real-life statements

Background: The U.S. is divided on

the policy of teaching sexuality to
third graders.

(Fox News - April 1, 2022)

 Part 2: Translating into standard categorical propositions

A standard categorical proposition has:

Quantifier: All, No, Some

S and P: plural nouns

Copula: are, are not

 Part 2: Translating into standard categorical propositions

Tip 1: Rephrase all nonstandard subject and predicate

terms so that they refer to plural categories/classes.

Ex: Some roses are white.

Some roses are white flowers.

Q S C P
 Part 2: Translating into standard categorical propositions

Tip 2: Rephrase all nonstandard verbs.

Ex: Some students walk to school.

Some students are people who walk to school.

Q S C P
 Part 2: Translating into standard categorical propositions

Tip 3: Fill in any unexpressed quantifiers.

Ex: Vietnamese people are friendly.

Some Vietnamese people are friendly citizens.

Q S C P
 Part 2: Translating into standard categorical propositions

Tip 4: Translate singular statements as all or no

statements.

Ex: Paris is the capital of France.

All places identical with Paris are places that are the capital of France.
Q S C P
 Part 2: Translating into standard categorical propositions

Tip 5: Translate stylistic variants into the appropriate

categorical form.

Every S is a P.

Any S is a P. All S are P

S are always P.
 Review: Translating into standard categorical form

Follow five tips:

Tip 1: Rephrase all nonstandard subject and predicate terms so that

they refer to plural categories.
Tip 2: Rephrase all nonstandard verbs.
Tip 3: Fill in any unexpressed quantifiers.
Tip 4: Translate singular statements into all, no or some statements.

Tip 5: Translate stylistic variants into the appropriate categorical form.

 Part 3: Testing validity of a categorical syllogism

A categorical syllogism is deductive argument with two

premises and a conclusion.

Example: All Venn drawers (D) are logic learners (L).

All logic learners are critical thinkers (T).

So, all Venn drawers are critical thinkers.

 Part 3: Testing validity of a categorical syllogism
Yes No
Sample 1

All Venn drawers (D) are logic learners (L).

All logic learners (L) are critical thinkers (T).
So, all Venn drawers (D) are critical thinkers (T).
The two lower circles represent the two
All D are L. categories in the conclusion.
All L are T.
So, all D are T.
L

Valid
D T
 Part 3: Testing validity of a categorical syllogism
Yes No
Sample 1

All Venn drawers (D) are logic learners (L).

All logic learners (L) are critical thinkers (T).
So, all Venn drawers (D) are critical thinkers (T).
The two lower circles represent the two
All D are L. categories in the conclusion.
All L are T.
So, all D are T.
 HOW TO DRAW VENN DIAGRAM

Instructions:
Go to Paint to draw the Venn diagram:
1. Click the oval shape to draw the 3 circles
2. Click the bucket to shade the areas
3. Click A to add and format text
4. Click Select, then Ctrl + C to copy the image and paste on
slides
 Part 3: Testing validity of a categorical syllogism

Sample 2

No iPhones are Vsmarts.

All Samsung Galaxies are Vsmarts.

So, some Samsung Galaxies are iPhones.

A
Symbolic argument:

No iP are V
All G are V
So, some G are iP
A A
 Part 3: Testing validity of a categorical syllogism

Sample 2: Answer

No iPhones are Vsmarts.

All Samsung Galaxies are Vsmarts.

So, some Samsung Galaxies are iPhones.

V

Symbolic argument:

No iP are V
All G are V
So, some G are iP
Invalid
G iP
 Part 3: Testing validity of a categorical syllogism

Sample 3

If you are an IUer, you tease the Koi fish.

Some students don’t attend IU programs. IU
So, some students don’t tease the Koi fish.

Standardized argument:

All IUers (IU) are Koi teasers (T).

Some students (S) are not IUers.
So, some students are not Koi teasers.
Symbolic argument:
S T
All IU are T
Some S are not IU
So, some S are not T
invalid
 Part 3: Testing validity of a categorical syllogism

Sample 3 - Answer

If you are an IUer, you tease the Koi fish.

IU
Some students don’t attend IU programs.
So, some students don’t tease the Koi fish.

Standardized argument:

All IUers (IU) are Koi teasers (T).

Some students (S) are not IUers.
So, some students are not Koi teasers.
Symbolic argument:

S T
All IU are T
Some S are not IU This is an invalid argument. The “X” shows that there

So, some S are not T may be some S that are not L, but not necessarily.
 Part 3: Testing validity of a categorical syllogism

Sample 4

No islands are part of the mainland. Hawaii is an

island. Therefore, Hawaii is not on the mainland. A
Standardized argument:

No islands (I) are mainland areas (M).

All places identical with Hawaii (H) are islands.
So, no places identical with Hawaii are
mainland areas.
Symbolic argument:

No I are M A A
All H are I
So, no H are M
 Part 3: Testing validity of a categorical syllogism

Sample 4 - Answer

No islands are part of the mainland. Hawaii is an

island. Therefore, Hawaii is not on the mainland.

Standardized argument:

No islands (I) are mainland areas (M).

All places identical with Hawaii (H) are islands.
So, no places identical with Hawaii are
mainland areas.
Symbolic argument:

No I are M This is a valid argument. The whole area where all H are
All H are I M is already shaded by the two previous actions. This

So, no H are M means the conclusion follows from the two premises.
 Part 3: Testing validity of a categorical syllogism
Sample 5
Some students don’t love logic.
Most people who love logic make sound arguments.
So, there are students who don’t make sound arguments. l

Standardized argument:

Some students (S) are not logic lovers (L).

Some logic lovers are sound argument makers (M).
So, some students are not sound arguments makers.

Symbolic argument:

Some S are not L S M

Some L are M
So, some S are not M in/valid
 Part 3: Testing validity of a categorical syllogism
Sample 5 - Answer
Some students don’t love logic.
Most people who love logic make sound arguments.
So, there are students who don’t make sound arguments.

Standardized argument:

Some students (S) are not logic lovers (L).

Some logic lovers are sound argument makers (M).
So, some students are not sound arguments makers.

Symbolic argument:
This is an invalid argument. For the conclusion,
Some S are not L we expect an X on the line in the area of S outside
Some L are M M. However, X is not in the expected place.
So, some S are not M
 Part 3: Testing validity of a categorical syllogism
Sample 6
Some students are not learning Categorical Logic.
Only if they learn Categorical Logic can they do the test well.
So, at least one student cannot do the test well. A
Standardized argument:

Some students (S) are not CL learners (L).

All good test takers (T) are CL learners.
So, some students are not good test takers.

Symbolic argument:

Some S are not L

A A
All T are L
So, some S are not T
in/valid
 Part 3: Testing validity of a categorical syllogism
Sample 6 - Answer
Some students are not learning Categorical Logic.
Only if they learn Categorical Logic can they do the test well.
So, at least one student cannot do the test well.

Standardized argument:

Some students (S) are not CL learners (L).

All good test takers (T) are CL learners.
So, some students are not good test takers.

Symbolic argument:

Some S are not L This is a valid argument. There is at least one X in

All T are L the area of S outside T.

So, some S are not T

 Part 3: Testing validity of a categorical syllogism

Keep these things in mind:

1. Put the statements in the standard forms first.

2. Be consistent in how you draw your diagram: always shade the

premise with No or All before putting the X for Some/some are not.

3. Test validity only by checking (not doing anything else) for the
necessity of the conclusion.
 MORE EXAMPLES

Translate the following syllogisms into standard categorical arguments.

Then use Venn diagram to test their validity.

 Argument 1

All my students learn quickly.

If they are quick learners, they don’t hate Chapter 9.
So, none of my students hate Chapter 9.

Standardized argument:

All students (S) are quick learners (L).

No quick learners (L) are Chapter 9 haters (H).
So, no students are Chapter 9 haters.

Symbolic argument:

All S are L
A A
No L are H
So, no S are H
 Argument 2

There are students who never give any opinion.

Some students giving their opinion contribute to lessons.

A
So, many students do not contribute to lessons.

Standardized argument:

Some students (S) are not opinion givers (G).

Some opinion givers (G) are lesson contributors (C).
So, some students are not lesson contributors.

Symbolic argument: A A

Some S are not G

Some G are C in/valid
So, some S are not C
 Argument 3

Some students who register for Critical Thinking are frequently absent.

All students who are frequently absent cannot take the tests.

So, some students who register for Critical Thinking cannot take the test. A

Standardized argument:

Some CT students (S) are frequent absentees (A).

No frequent absentees (A) are test takers (T).

So, some CT students are not test takers.

Symbolic argument:

Some S are A A A

No A are T
So, some S are not T in/valid
 SELF PRACTICE

1. There are e-mail messages that are not spell-checked. There are interoffice
memos that are e-mail messages. Therefore, there are interoffice memos that
are not spell-checked.

2. If anything is a truck, then it is not a car. There are Mazdas that are trucks. It
follows that there are Mazdas that are not cars.

3. Every person who drinks and drives is an irresponsible person. Not every person
who talks on a car phone is an irresponsible person. Hence, not every person
who talks on a car phone is a person who drinks and drives.

4. Joey is in kindergarten. Only children in kindergarten fingerpaint in school. So,

Joey fingerpaints in school.
 Task 1

There are e-mail messages that

are not spell-checked. There are
interoffice memos that are e- A

mail messages. Therefore, there

are interoffice memos that are
not spell-checked.

Some E-mail messages are not spell-checked texts

Some interoffice memos are e-mail messages
So, some interoffice memos are not spell-checked texts

A A
Some E are not T
Some M are E
So, some M are not T
in/valid
 Answer 1

There are e-mail messages that are not spell-checked.

There are interoffice memos that are e-mail messages.
Therefore, there are interoffice memos that are not
spell-checked.

Some E are not S

Some M are E
Some M are not S
 Task 2

If anything is a truck, then it is

not a car. There are Mazdas that
A
are trucks. It follows that there
are Mazdas that are not cars.

No trucks are cars

Some Mazdas are trucks
So, some Mazdas are not cars

No T are C
Some M are T A A
So, some M are not C

in/valid
 Answer 2

• If anything is a truck, then it is not a car. There are

Mazdas that are trucks. It follows that there are Mazdas
that are not cars.

No T are C
Some M are T
Some M are not C
 Task 3

Every person who drinks and drives is

an irresponsible person. Not every A
person who talks on a car phone is an
irresponsible person. Hence, not every
person who talks on a car phone is a
person who drinks and drives.

A A

in/valid
 Answer 3

Every person who drinks and drives is an irresponsible

person. Not every person who talks on a car phone is an
irresponsible person. Hence, not every person who talks
on a car phone is a person who drinks and drives.

All D are I
Some T are not I
Some T are not D
 Task 4
A

Joey is in kindergarten. Only

children in kindergarten

fingerpaint in school. So,

Joey fingerpaints in school.

A A

valid/invalid
 Answer 4

Joey is in kindergarten. Only children in kindergarten

fingerpaint in school. So, Joey fingerpaints in school.

All J are K
All F are K
All J are F
 Review: Categorical Logic
Four categorical propositions Rules for validity check

Venn diagram

- Draw 2 circles at bottom, one on top

- Label 2 classes in conclusion at bottom

- Perform only two actions for 2 premises

- Check validity:

Stylistic variants + Action for conclusion already done: Valid

All S are P: words of extremes, positive forms + Action for conclusion not yet done: Invalid

No S are P: words of extremes, negative forms

Some S are P: more than one → nearly all, positive forms

Some S are not P: more than one → nearly all, negative forms
 ASSIGNMENT
Task 1: Use Venn diagram to test the validity of the THREE given arguments.

Task 2: Write TWO arguments about the given topics, then use Venn diagram to

test the validity of your written arguments.

Link to submit:

https://forms.gle/PQYns3kayc5hv8vp6
Names of your group
 Question 1
Every IU student learns the first week online after the holiday.
A number of those who learn online during this week can stay longer at home.
So, if you are an IU student, you can stay longer at home.

Standardized argument: Venn diagram

Symbolic argument:

Conclusion:
 Question 2
If students take easy quizzes, these quizzes demotivate them from thinking hard.
Every demotivated thinker does not score perfectly in exams.
So, if students always do easy quizzes, they will not have perfect scores in exams.

Standardized argument:

Venn diagram

Symbolic argument:

Conclusion:
 Question 3

Most IU club members join social programs at the year end. Each of those
who support society is awarded behavior points. So nearly all members of IU
clubs gain behavior points.

Standardized argument:

Venn diagram

Symbolic argument:

Conclusion:
 Question 4
Create a categorical syllogism: 1) with both premises in the standard forms and the conclusion in the stylistic form, and 2) about the topic of positives/negatives in your Critical
Thinking course. Then check its validity using Venn diagram.

Stylistic argument:

Standardized argument:

Venn diagram

Symbolic argument:

Conclusion:
 Question 5
Create a categorical syllogism 1) with the premises containing No & Some and the conclusion containing All, 2) all three statements must be the stylistic variants, and 3)
about the topic of highs and lows in our country in 2023. Then standardize it and check its validity using Venn diagram.

Stylistic argument:

Standardized argument:

Venn diagram

Symbolic argument:

Conclusion:
 Week 5 – Attendance check

https://forms.office.com/r/jsbgHSv1ED
THANK YOU 