It is vital to learn how to evaluate an argument calmly and objectively.
Studying the following questions will help. These questions will enable
you to break down an argument into its component parts, thereby avoiding
the common tendency to be swayed by a presenter's delivery techniques or
by one's own set of biases and opinions.
Question: How Empirical Is the Presentation?
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The most persuasive argument is the one that supports its thesis by referring
to relevant, accurate, and up-to-date data from the best sources possible.
One should investigate the credibility of the author, how recent the material
is, the type of research (if any) that supports the position outlined,
and the degree of documentation behind any argument. Empiricism implies
going to the best source for material. Original research material is preferable
to secondary sources, which in turn are preferable to hearsay.
Question: What Is Fact? What Is Opinion?
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A fact is a statement that can be proven. In contrast, an opinion
is a statement that expresses how a person feels about an issue or what
someone thinks is true. Many authors blend fact and opinion; it is the
responsibility of the critical thinker to discriminate successfully between
the two.
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This process of discrimination often ties in with the concept of empiricism.
Facts are generally empirically determined from research. They are documented
and can be known or observed by other people. Facts can be verified in
other sources or can be replicated by other research. Good facts should
be most convincing in any issue.
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Opinions should carry less weight in evaluating an argument. While the
writer may believe them to be true, opinions are a product of the writer's
biases and personal system of beliefs. While many opinions make good sense
and may win a reader's approval, they must still be classified as mere
opinions if there is no factual evidence supporting them. Opinion may,
in fact, be entirely correct, but generally it still should be viewed with
less trust than facts.
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Some statements contain both fact and opinion. For example, research has
demonstrated that animals living in crowded cages show more aggressive
behavior than those living in less crowded cages. A statement such as "Overcrowding
of people in slum areas will foster high levels of aggression, rape, and
child abuse in the same way that one sees in caged animals" contains elements
of both opinion and fact.
Question: Is Propaganda Being Used?
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Propaganda is information presented in order to influence a reader.
It is not necessarily "good" or "bad." Many authors consciously use propaganda
techniques in order to convince their readers of their special point of
view. A close look at the author's background or some of the motivations
and editorial policies of the source of the publication may provide clues
about what types of propaganda techniques might be used.
Question: What Cause/Effect Relationships Are Proposed?
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Much material is written to establish or advance a hypothesis that some
circumstances "cause" specific things to happen. Experiments often consist
of searching for cause/effect relationships. Scientists seem to be linking
more and more observations with their antecedent causes. Students should
note when an issue has at its heart a disputed cause/effect relationship;
isolating the claim and examining the relationship is the readers' responsibility.
Question: Are These Cause/Effect Relationships Merely Correlations?
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Many cause/effect statements are flawed because no appropriate research
or evidence has isolated a single cause. There may be other hidden factors
underlying the relationship. A good example is this statement: "Birds fly
south in winter because it gets cold in northern areas." This statement
is plausible, and many readers would accept it because it "makes sense."
Data exist to show a relationship between temperature and bird population
density: population decreases as temperature decreases. However, no experiment
has conclusively established that temperature is a causative factor of
bird migration. Alternative hypotheses may very well also explain the behavior.
Food supplies may become scarce during low-temperature periods, breeding
instincts may precipitate migration, or the birds may simply want a change
of scenery! If sufficiently controlled experiments could rule out these
alternative hypotheses, the cause/effect statement could be made. As it
is, a simple correlation (statement of coincidence) is all that remains:
"Birds fly south at the same time that the weather turns cold." It would
even be possible (although not very plausible) with the observed data to
infer the opposite causation: "It turns cold in the northern latitudes
because the body heat from migrating birds is no longer present!"
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Students should be made aware that faulty cause/effect statements may be
a major source of confusion and misdirection used by authors to defend
their points of view. In some cases, the faulty cause/effect proposition
is the only rationale used by an author. A good technique for analyzing
this sort of error is to have the students try to generate alternative
plausible hypotheses for any proposed cause/effect relationship.
Question: Is Information Distorted?
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Many authors, in an attempt to produce facts to substantiate their positions,
quote statistics and research that support their viewpoints. All of these
statements of facts may be biased. "Statistics don't lie--statisticians
do" is a truism. Students should always question the bias involved in obtaining
and presenting data. If averages are given, ranges and standard deviations
should be evaluated critically. One interesting question that can be raised
is: What statistics or data are missing? If a simple survey could be done
(in lieu of a statement such as "Most Americans believe that . . ."), why
was such an easily supportable piece of data not produced?
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Students should learn not to be too easily impressed by statistical data.
Tabulated numbers or graphs may only reflect opinions.
Question: Are Analogies Faulty?
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Many authors make much of analogies as they attempt to prove their theses.
An analogy is a comparison of a hypothesis (which is unproven) to
a known set of causal events. For example, a statement such as "The United
States should not be getting involved in Central American politics; we
will have another fiasco as we did in Vietnam" uses an analogy. However
true the second part of the sentence may or may not be, it should not necessarily
be accepted as a demonstration of the truth of the first part of the sentence.
Analogies usually ignore many differences (in this example, differences
in military position, geographic location, political motivation, and other
factors) that make the current situation unsuitable for comparison and
render the analogy worthless.
Question: Is the Author Oversimplifying the Issue?
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Authors generally try to show their theses in the best possible light and
to discredit opposing viewpoints. When authors are so single-minded as
to completely ignore opposite viewpoints, they probably are guilty of oversimplification.
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It may be argued, for example, that bilingual education has been shown
to be beneficial for students. However, if data are presented without a
discussion of the many social ramifications of bilingual education programs,
the argument has not answered all of the important questions.
Question: Is the Author Stereotyping?
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This sort of logical flaw is similar to the cause/effect flaw. The authors
may have observed some general behavior; they then may attempt to apply
this general behavior (which may or may not be true) to a specific individual
or situation. For example, if an author asserts that American cars are
inferior to foreign cars (which may or may not be true), he or she might
not establish that any particular American car is truly inferior.
Each point should be analyzed as it is empirically observed, not as it
is grouped with other observations.
Question: Are There Faulty Generalizations?
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In the case of a faulty generalization, a judgment is based on inaccurate
or incomplete information. For example: "Ducks and geese migrate south
for the winter; therefore, all birds migrate south for the winter."
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In presentations, many subtle forms of inappropriate generalizations may
occur. The most common form concerns research in one area being applied
to other areas (as in a faulty analogy). For example: "The brain deals
in electric potentials. Computers deal with electric potentials. We can
thus say that the brain is a computer."
Another example of a faulty generalization is when an author observes
only one event or cites only one case study and infers that this applies
to many other phenomena. Sigmund Freud could be considered guilty of this--his
theories of behavior are derived from only a few published observations
of individual case studies.