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# Toulmin Model & Logical Syllogisms

(Text dense: meant to be read like a book chapter, for online courses) Break down and logic of the Toulmin model in relation to deductive reasoning/syllogisms.

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### Toulmin Model & Logical Syllogisms

1. 1. Toulmin Model The structure of logic in argumentation
2. 2. Organizing an Argument Logically • One of, if not the most important aspects of argument in an academic environment is logical reasoning, at least according to Aristotle. Since he is the father of rhetorical theory, it stands to reason that after more than 2000 years of holding this position, there may be something to his claim— Logos matters most. • Stephen Toulmin, a modern theorist, developed a simple structure for how to identify and organize the logic in an argument, both explicit and implicit elements, when either composing or analyzing. This model is what we will use organize our ideas on our research topic+thesis to ensure our reasoning is both valid and sound.
3. 3. The Basics: Three Primary Elements • Just like with logical syllogisms, there are three primary elements in the Toulmin model. Those three parts of deductive reasoning also correspond directly to the three dominant parts of Toulmin’s model. • Warrant (general assumption)  Major Premise (general category) + + • Grounds (specific evidence)  Minor Premise (illustrative case w/in category) = = • Claim (deduction/argument)  Conclusion (inference drawn from premises)
4. 4. Warrant: How to read the evidence • A warrant is usually an assumption, a value belief that is commonly held by both the author and the target audience to be true. • Many times, the warrant is something presumed to be self-evident, so much so that it may seem too obvious to even give attention to when analyzing someone else’s argument or when formulating one’s own. (We all know what they say about what happens when you assume…) • Warrants can often represent the biggest problem when trying to discover the most factual and evidence-based conclusion on controversial topics. We become blind to them. • However, the warrant is often, in fact, the major point of disagreement between those engaged in debate or discourse, and thus what prevents opponents from arriving at a shared understanding of both sides of the case—what has truth value and what is merely a personal matter of taste or enculturation. If both debaters start with differing understandings of the underlying assumptions on a topic, neither will be able to see how the other arrived at his or her conclusion.
5. 5. Warrant: How to read the evidence • The warrant is like the general category of a major premise in a syllogism. It is the definition of the general category that determines how the specific case or evidence that follows should be understood. This tells the reader how to understand the minor premise it is paired with—it enframes the way we see the evidence. • Take the most recognizable syllogism in western culture as an example: (since) All men are mortal + (and/because) Socrates is a man = (ergo/thus/then) Socrates must be mortal. • The warrant is the first premise or proposition: ALL men are mortal (by definition)
6. 6. Venn Diagrams: Category Membership The warrant is usually a larger (hence more general) category classification than a ground (a single instance that falls within the warrant’s sphere). All mortal things is the largest category. Within that taxonomic sphere, more things than just human beings exist (animals, reptiles, bacteria, vegetation, insects, arachnids, etc.). Anything that lives and dies is by definition mortal. However, the whole (all) of mankind is one category within that larger classification. With all contained therein, the categories are like nesting dolls. Inside the sphere of mortal human beings, there are numerous examples of individuals who could be used to illustrate that membership in one group necessitates membership to the larger group. In the syllogism, however, the example given is an individual who seems larger- than-life. Thus, if he can be labeled man(kind), he also has to be mortal, so it stands to reason that he is as human and mortal as the rest of us. Mortal Things Mankind
7. 7. Putting it Together: Warrant + Grounds = Claim • Here’s how the logic of this three part system works (written out): • (warrant) Keeping in mind that the warrant is the categorical assumption (cultural/social norms define human beings as organisms that die: mortal), • (ground) when we pair that concept with a specific, representative example that fits within its category (an actual, historical person: Socrates), • (claim) we can then logically deduce that based on the example’s membership within the larger category (if true), whatever applies to the category as a whole also applies to the sample specimen/object (our example is mortal—he can’t live forever; he is just a man).
8. 8. The Basic Equation: W+G=C • If you add the first premise to the second, you should come to a logical conclusion. If both premises are high in truth value, the conclusion should likewise carry high truth value. • Sound premises should lead to sound conclusions (if the logic is good) • Correct deduction (Major/W + Minor/G) will result in valid (logically accurate) conclusions • Just like in math, incorrectly combining the two variables in the equation will result in a false product • This is why knowing what you are dealing with (defining terms and functions) matters in argumentation • The warrant tells you how to understand/read the evidence to reach the claim. • Just like with syllogisms: Major + Minor = Conclusion • Toulmin runs parallel: Warrant + Grounds = Claim
9. 9. Grounds: Representative Evidence Grounds (the minor premise) should only ever rely on the kind of example or evidence that will best illustrate (exemplify/an exemplar of) the point you are making. What that means is that you cannot use just any old instance to make your case. Some examples are better than others, and some examples can set your argument up for failure. Poor examples include those instances that are anomalies—outliers, mutations, abnormal instances, unpredictable cases, rarities. The exception does not prove the rule, so while many novice debaters often try to use a single case to refute your position, one instance of deviation from your claim is not enough to invalidate it, unless you have set up your claim as an all-or-none fallacy. This is why limitations (qualifiers) matter.
10. 10. Representative Grounds: “Normal” Using abnormal (non-predicable) examples represents a kind of hasty generalization, where an entire population is falsely described by the behavior of a single, non- representative member. This would be like using Einstein to define an average (normal) IQ or Bill Gates to define financial success. They are unusual circumstances—well below a statistically significant number. Not many have/will ever follow suit. As a general rule, if fewer than 51% of a population (category membership) is not likely to do the same thing as the example used, the example is grossly fallacious; it misrepresents its categorical population trends.
11. 11. Rebuttal: Refuting the Opposition • Usually in the invention and arrangement stages of writing, you have to give serious consideration to both sides of the argument in order to have a complete picture of the issue. That means weighing out both sides of the case, not just focusing narrowly on your own position. • Failing to keep the main arguments and evidence of your opposition will set you up for failure by limiting your focus to only those supporting claims and evidence you want to hear. This kind of approach is like group-think—dangerous. Poor decisions are made this way. • A strong argument is well-informed, balanced, and considerate. A fair and thus scholarly rhetor keeps in mind the idea that there are at least two equally legitimate positions on a topic, both of which deserving to be heard. He or she is also interested in coming to a sound conclusion (main claim) based on hard evidence (logos), an outcome that, like justice, is supposed to be an unbiased evaluation—a weighing out of the facts.
12. 12. Rebuttal: Refuting the Opposition • Just like in a game of chess or a court case, to be successful in argumentation, you have to keep in mind who you are playing against. The more you can predict the moves of your opponent, the better you will be able to defend your position. • The language of argumentation is largely combative in nature—the metaphor of war: e.g. defending one’s position, formulating an attack, taking an offensive strategy, going up against an opponent, taking sides. However, in academic argument, your goal should not be to win at all costs, but to present an honest, evidence-driven, and logical case. • Think of academic argument as a kind of artful game where truth value (not capital-T truth) is tested—examined, evaluated, discovered, publicly performed. For a good game, you want a fairly matched opponent, one who is as invested as you, as prepared, and equal in sportsmanship.