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Critical Reasoning Week 8: Class 1 So far we’ve learned to… appreciate the importance of critical thinking standards such as clarity, precision, accuracy, consistency, and fairness distinguish arguments from non-arguments identify premises and conclusions recognize hidden assumptions and implied premises and conclusions distinguish deductive from inductive arguments assess the logical validity or strength of arguments distinguish relevant from irrelevant reasons identify common logical fallacies Chapter 8: Evaluating Arguments and Truth Claims Now, we will focus on the question, “When is an argument a good one?” (I just saw an advanced screening of The World’s End, so you’ll be seeing a lot of references as we go along ) A good argument does NOT Mean “Agrees with My Views” Mean “Persuasive Argument” Mean “Well-Written or Well-Spoken Argument” You can tell a good argument when … all the premises are true and the premises provide good reason to accept the conclusion It is either deductively sound or inductively cogent. BUT!!! “it is not enough for an argument to be deductively sound or inductively cogent. It must also satisfy (at least up to a certain threshold) the key critical thinking standards discussed in Chapter 1.” Key critical thinking standards Clarity Precision Accuracy Relevance Consistency Logical Correctness Completeness Fairness Most Important Accuracy: Are all the premises true? Logical correctness: Is the reasoning correct? Is the argument deductively valid or inductively strong? But other critical thinking standards must also be taken into account, as well. And now for something English… Monty Python Bonus Extravaganza! Due via email on Friday by 7pm 1-2 bonus points added to your lowest grade! Make a PowerPoint presentation outlining the argument given for discovering whether this woman is or is not a witch. Name the premises and conclusion, show whether it is deductive or inductive, etc. Basically, is it a good argument or a bad argument, why or why not? Be sure to show your work! Extra points for creativity! http://www.youtube.com/watch?v=H9PY_3E3h2c What is a NOT a good argument? What IS a good argument? From last time Are the premises true? Is the reasoning correct? Is the argument deductively valid or inductively strong? Does the arguer commit any logical fallacies? General Guidelines… Does the arguer express his or her points clearly and precisely? Are the premises relevant to the conclusion? Are the arguer’s claims logically consist.

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THE NEED FOR EVIDENCE Almost all reasoning we encounter includes beliefs about the way the world was, is, or is going to be that the communicator wants us to accept as “facts.” These beliefs can be conclusions, reasons, or assumptions. We can refer to such beliefs as factual claims. The first question you should ask about a factual claim is, “Why should I believe it?” Your next question is, “Does the claim need evidence to support it?” If it does, and if there is no evidence, the claim is a mere assertion, meaning a claim that is not backed up in any way. You should seriously question the dependability of mere assertions! If there is evidence, your next question is, “How good is the evidence?” To evaluate reasoning, we need to remember that some factual claims can be counted on more than others. For example, you probably feel quite certain that the claim “most U.S. senators are men” is true, but less certain that the assertion “practicing yoga reduces the risk of cancer” is true. Because it is extremely difficult, if not impossible, to establish the absolute truth or falsity of most claims, rather than asking whether they are true, we prefer to ask whether they are dependable. In essence, we want to ask, “Can we count on such beliefs?” The greater the quality and quantity of evidence supporting a claim, the more we can depend on it, and the more we can call the claim a “fact.” For example, abundant evidence exists that George Washington was the first president of the United States of America. Thus, we can treat that claim as a fact. On the other hand, there is much conflicting evidence for the belief “bottled water is safer to drink than tap water.” We thus can’t treat this belief as a fact. The major difference between claims that are opinions and those that are facts is the present state of the relevant evidence. The more supporting evidence there is for a belief, the more “factual” the belief becomes. Before we judge the persuasiveness of a communication, we need to know which factual claims are most dependable. How do we determine dependability? We ask questions like the following: What is your proof? How do you know that’s true? Where’s the evidence? Why do you believe that? Are you sure that’s true? Can you prove it? You will be well on your way to being among the best critical thinkers when you develop the habit of regularly asking these questions. They require those making arguments to be responsible by revealing the basis for their arguments. Anyone with an argument that you should consider will not hesitate to answer these questions. They know they have substantial support for their claims and, consequently, will want to share their evidence in the hope that you will learn to share their conclusions. When people react to simple requests for evidence with anger or withdrawal, they usually do so because they are embarrassed as they realize that, without evidence, they should have been less assertive about their beliefs. When we regula.

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