All posts by Laurens

Introductions

Belated Introduction

1 Comment

Just a brief pause from my series on critical thinking, to follow in the footsteps of my fellow League of Reason bloggers and post a brief introduction to myself, my interests and this blog.

As you can tell from my rather unimaginative username, my name is Laurens. I am a 25-year-old male from the UK. I have recently completed an Access to HE Diploma in Natural Sciences which covered Chemistry, Biology and Ecology. I hope at some point in the future to pursue a degree in a scientific area, although this dream has been halted by finance issues. My main scientific interest lies in evolution, and I wrote a dissertation on the evolution of bipedalism in hominins (I may post this here at some point, if you’re interested?). I find the natural history of our planet, and the diversity of life extremely fascinating, so expect some future posts on this topic.

I am also quite a creative person. I studied art previously, and I enjoy painting and drawing. I am a guitarist/singer and post covers and original songs on my youtube channel. And am also in the process of learning card magic—which I feel ties in strongly with some principles of scepticism; mainly through providing insight into how our minds can be fooled. I am toying with the idea of elucidating this further in a series of blog posts here, depending on whether you guys think that would be interesting or not.

If you have any questions about me, or this blog let me know in the discussion thread.

Cheers,

Laurens

Reason

Dissecting an Argument

16 Comments

In my last post I spoke about issues and how to spot them in an argument. This post will follow in a similar fashion, about how to spot conclusions and premises in an argument.

Conclusions

I spoke briefly about how to find conclusions in my previous post. In a sound argument the conclusion should be a statement that follows logically or can be inferred or deducted from the premise(s). Generally these tend to follow what I’d term indicator words such as the following:

  • Therefore
  • Ergo
  • Consequently
  • Thus

Generally the sentences that follow these words are a conclusion to part of, or the entire argument. Of course these words aren’t always used, one might conclude their argument by saying ‘so in conclusion…’ or ‘this shows that…’. With a little practise you should have no problem being able to find the conclusions in someone’s argument.

Premises

Premises are the bulk of an argument, they are the reasoning that supports the conclusion(s) that you make. These can be statistics, facts, examples, logic, refutations of counter arguments, and so on. These are essentially the pieces of information that you wish to use to convince someone that the conclusion(s) you are drawing are valid.

Examples

Here are some example arguments, with the premises in yellow, and the conclusions in red:

In 2011 there were 8,748 alcohol-related deaths in the UK, heavy drinkers increase their risk of liver problems, cancer and other health issues, therefore alcohol should be more strictly controlled by the government.

[sources used: http://www.ons.gov.uk/ons/rel/subnational-health4/alcohol-related-deaths-in-the-united-kingdom/2011/alcohol-related-deaths-in-the-uk–2011.html and http://www.nhs.uk/Livewell/alcohol/Pages/Effectsofalcohol.aspx]

46% of Americans believe that God created humans in their present form, this calls for a great effort to improve science education in the United States

[source used: http://www.gallup.com/poll/21814/evolution-creationism-intelligent-design.aspx]

[NOTE: These arguments do not necessarily reflect the opinions of the author, they merely serve as examples for education purposes]

Non-sequiturs

Sometimes a conclusion will not follow from a particular premise, or series of premises. This is called a non-sequitur (literally meaning ‘it does not follow’). Here’s an example that many of you will be familiar with:

There is no evidence for evolution, therefore creationism is true.

The conclusion does not follow because it excludes the possibility of both evolution and creationism being false.

In order to spot non-sequiturs, it is advisable to read through the premises of an argument, and think about what kind of conclusions could logically be drawn from them (assuming that all the premises are true). If the conclusion differs greatly from the conclusions that you think are reasonable to have drawn from the premises, then it’s likely that this person has made a non-sequitur.

General tips when making arguments

In order to make your argument as sound as possible, there are some important things to consider when coming up with your premises and conclusions. These are: does my conclusion follow from my premise(s)? Are there any logical flaws in my premise(s)? Is there any research/facts that counters my conclusion(s)? Have I cited references for my argument? Are these references trustworthy? What are the counter arguments to my position?

If you continually scrutinize your arguments in such a way, you will inevitably come up with stronger ones. If you find that your argument is flawed in any way, the most honest thing you can do is discard it. That doesn’t necessarily mean changing your position, it might just mean finding better arguments. However, if you find that no arguments tend to support your position, then the most humble thing you can do is change your position, rather than defending it with bad arguments just to maintain your bias.

In my next post I shall look into some ways in which premises can be flawed, misleading or plain wrong.

Any comments, questions, suggestions etc. about this post are welcome in the discussion thread.

Reason

You Have Some Serious Issues

11 Comments

In my first post on critical thinking, I spoke a little about values and how important they are. In the next few posts I’m going to look at the various means by which one can dissect an argument into its composite parts.

The first thing that it is important to get a grasp of when listening to, or reading an argument is; what the hell are they arguing about? The subject matter of the argument is often referred to as the ‘issue’. Sometimes they can be easy to spot because the person states the issue clearly, sometimes they are more ambiguous. To give you more of an idea of what an issue is, here are some examples:

  • Should the USA have stricter gun control?
  • Does creationism have any place in a science class?
  • Do violent video games negatively affect children?
  • Should George Lucas be allowed to make more Star Wars films?

As you can see, the issue takes the form of a question. This question is what the person making the argument is trying to answer. As I mentioned earlier, sometimes this question is not actually mentioned directly during the discussion, but one can deduce the issue from looking at the conclusion of the argument. Here’s an example:

“Many people, adults and children alike suffer with obesity and the health risks that come with it. Therefore junk food should contain similar warnings to those found on tobacco products.”

We can find the conclusion by looking at indicator words, in this case “therefore,” other examples of such words include; ‘thus’, ‘so’, ‘ergo’, and ‘consequently’ etc. These words tell us that the following sentence is likely to be the conclusion of their argument. Now if we look at the conclusion above, we merely have to rearrange the sentence a little to see that the issue is; should junk food contain similar warnings to those found on tobacco products?

This all seems pretty straightforward, and probably obvious to most of you. But there are instances in which people direct a discussion off course by going for a different issue than the original one raised—be it intentionally or unintentionally. This is often called a red herring. An example of this would be a creationist stating; “scientists carried out carbon-dating on newly formed igneous rocks and they came out as forty billion years old” during a discussion about whether creationism should be taught in schools. However, this does not address the issue at hand, rather it is addressing a completely different issue of ‘does radiometric dating provide accurate results?’ (rather badly at that). This merely serves to throw the discussion off course, and for that reason it is useful to be able to derive the issue(s) from the conclusion(s) of a persons argument and see if they match up to the original issue that you began with. If they don’t then you can discard them and politely request that the discussion gets back to the real issue.

There are of course some issues that cover a whole range of sub-issues. Does God exist? For example, also covers issues like what is the nature of evidence? And what are the attributes of God? etc. It is important to keep track of these and to try to make it as clear as possible what these are and how they relate to the original issue in your presentation. Once we begin to learn how to de-construct arguments to analyse their components, we can begin to make much stronger arguments ourselves. Looking for, and clearly stating the issue at hand might seem obvious, but it is important in order to argue with clarity and to begin to see whether someone’s overall argument fits together.

As always, comments, questions, criticisms and suggestions are welcome in the discussion thread.

Reason

Values and Assumptions

9 Comments

For my debut here at the League of Reason blogs, I thought I would make a few posts outlining some thoughts and ideas about critical thinking that I have picked up on my travels. I hope this will generate some interesting discussion. Thoughts, comments, criticisms and suggestions are very welcome in the discussion thread. In this first post I shall discuss values and the assumptions that we all make based upon them.

Every individual you encounter holds a unique set of personal values. In other words, concepts and principles that are uniquely important to them. I shall provide a by-no-means-coprehensive list of a few things that I personally value below to give an example:

  • Truth
  • Kindness and compassion
  • Liberty
  • Knowledge
  • Creativity

I am of course, liable to agree with someone who shares these values on many issues, however if I were to encounter an individual who values concepts and principles that are at odds with my own, we are likely to disagree fervently on many topics.

The reason that this is important is because our values often remain unstated. For example I may argue in favour of the legalisation of cannabis, due to the value that I place on liberty—and thus all of my arguments will be derived from this stand point, however I may never actually state this value outright during a discussion. Thus all my arguments assume that liberty is valuable without actually explaining why.

If we use a typical theistic argument, such as; “I believe in God because I have experienced him working with me in my life, and have spoken to him through prayer.” What values might you think this person has? How do they differ from your own values?

This kind of argument is made from the standpoint of someone who values faith, personal experience, and intuition.

Rather than refuting this argument by saying something like “personal experience is unreliable, and prayer studies have shown that it has no effect,” it might be more worthwhile to question the values this person holds rather than the arguments that are built upon them. Ask them why they value personal experience over empiricism, explain how your values differ from their own and why you think empiricism is more valuable than personal experience. Even if you do not convince them to change their mind, you will at least gain a mutual understanding of each others viewpoint and likely have a more fruitful discussion.

I think it is very important in critical thinking to gain an understanding of values, and to be able to derive these from looking at the value assumptions that people make in their arguments. It is also important to have good arguments as to why you value the concepts and principles that you do, it will make your overall arguments far more solid.

What are your values?