The morbid logician seeks to make everything lucid, and succeeds in ma — Logic

"R. A. Fisher, J. Neyman, R. von Mises, W. Feller, and L. J. Savage denied vehemently that probability theory is an extension of logic, and accused Laplace and Jeffreys of committing metaphysical nonsense for thinking that it is."

"Utility and necessity of logic - It would be a mistake to imagine that, above and beyond what is called the Natural Logic of sound common sense, the study of the Science of Logic is absolutely necessary for right reasoning. Men reasoned rightly before Aristotle ever formulated a canon of logic. It was, in fact, by an analysis of such reasonings that he discovered those canons: they could never have been discovered otherwise. Here as elsewhere the art came before the science; theory followed practice. A man may reason rightly without knowing a single rule of the syllogism; or, conversely, he may know all the details of logic and be an indifferent guide to truth just as a first-rate geometrician may be a failure as an engineer. But still, just as his knowledge of geometry will enable the geometrician to detect the defects in a piece of engineering, so too will an explicit knowledge of the canons of reasoning enable us to discover more readily where the fallacy of a misleading argument lies. Without professing to guard us infallibly from error, logic familiarizes us with the rules and canons to which right reasoning processes must conform, and with the hidden fallacies and pitfalls to which such processes are commonly exposed."

"Mathematics and logic, historically speaking, have been entirely distinct studies. Mathematics has been connected with science, logic with Greek. But both have developed in modern times: logic has become more mathematical and mathematics has become more logical. The consequence is that it has now become wholly impossible to draw a line between the two; in fact, the two are one. They differ as boy and man: logic is the youth of mathematics and mathematics is the manhood of logic. This view is resented by logicians who, having spent their time in the study of classical texts, are incapable of following a piece of symbolic reasoning, and by mathematicians who have learnt a technique without troubling to inquire into its meaning or justification. Both types are now fortunately growing rarer. So much of modern mathematical work is obviously on the border-line of logic, so much of modern logic is symbolic and formal, that the very close relationship of logic and mathematics has become obvious to every instructed student. The proof of their identity is, of course, a matter of detail: starting with premises which would be universally admitted to belong to logic, and arriving by deduction at results which as obviously belong to mathematics, we find that there is no point at which a sharp line can be drawn, with logic to the left and mathematics to the right. If there are still those who do not admit the identity of logic and mathematics, we may challenge them to indicate at what point, in the successive definitions and deductions of Principia Mathematica, they consider that logic ends and mathematics begins. It will then be obvious that any answer must be quite arbitrary."

"Logic is a feeble reed, friend. "Logic" proved that airplanes cant fly and that H-bombs wont work and that stones dont fall out of the sky. Logic is a way of saying that anything which didnt happen yesterday wont happen tomorrow."

"The book, as it stands, seems to me to be one of the most frightful muddles I have ever read, with scarcely a sound proposition in it beginning with page 45, and yet it remains a book of some interest, which is likely to leave its mark on the mind of the reader. It is an extraordinary example of how, starting with a mistake, a remorseless logician can end up in bedlam."

"This fallacy [appeal to authority] is not in itself an error; it is impossible to learn much in todays world without letting somebody else crunch the numbers and offer us explanations. And teachers are sources of necessary information. But how we choose our "authorities" and place a value on such information, is just another skill rarely taught in our education systems. Its little wonder that to most folk, sound bites and talking heads are enough to count as experts. […] Teaching is reinforcing the appeal to authority, where anybody who seems more intelligent than you must ultimately be right. […] We educators must simply role-model critical thinking. […] Educators themselves have to be prepared to show that “evidence” and “answers” are two separate things by firmly believing that, themselves."