DIRECTIONS

           In Chapter 1 of Ruggiero’s Beyond Feelings (BF) (THIS BOOK IS ATTACHED), the author discusses how the factors of time, place, mass culture, “science,” and psychology influence one’s perceptions of reality.  We have also examined how confirmation bias, logical fallacies, and problematic types of thinking, such as ethnocentrism or egocentrism, can skew one’s reality and perception of others.  There are many consequences to these types of thinking, which makes it important to practice logical, rational critical analysis. Choose one text from Marquez: PLEASE GO TO THIS LINK IN ORDER TO CHOOSE A TEXT: 

https://www.ndsu.edu/pubweb/~cinichol/CreativeWriting/323/MarquezManwithWings.htm 

 and analyze how 2-3 of the concepts listed below manifest in a character’s or characters’ decisions and/or perceptions of their environment. In other words, how do these concepts below play out in the story?

Concepts

• Characteristics discussed in BF Chapter 1
• Kinds of Thinking (sociocentric, ethnocentric, egocentric)
• Lack of intellectual Traits
• Groupthink
• Confirmation Bias
• Any Logical Fallacy

WHAT ARE THE REQUIREMENTS?

Length: Write 950 words minimum, single-spaced. This looks like 1.5 pages single-spaced (falling under the word count will receive an F or lower with only the opportunity for a 15% increase on the revision).

Analysis: Include specific examples from the literary text that support your main points. This is vital to a clear, well-supported paper. Do not quote more than one line from the story when you use textual support in a paragraph. Use “snippets” instead. See the Quoting PPT in the Essay Resources page for help. Include thorough analysis of the implications and significance of all of your findings.

Sources: Use only two sources from our class readings, used only when necessary to support your points. Do not use outside sources. Use MLA format to cite outside information. See the MLA PPT and the Quoting PPT in the Essay Resources page for help. 

Avoid personal pronouns and personal examples. This means that you will completely avoid personal language like “I, we, you, my”.  Visit the Academic Language page for more clarity.

Works Cited: Include a Works Cited page. To view a sample Works Cited page, click here. Use the Essay Resources page to help you cite correctly. 

Submitting the Essay: Copy/Paste the entire

Essay 1 Grading Rubric

on the last page of your essay. Submit the essay as a Microsoft Word Document, single-spaced. Microsoft Word is free when you access your student email. This is explained in the Essay 1 Powerpoint.

Review the Academic Honesty & Plagiarism page. Any plagiarism detected in this paper will earn zero points without the possibility for revision. If you need help regarding plagiarism issues, reach out to your instructor or an on-duty instructor in the WRC. 

HOW WILL THIS ESSAY BE GRADED?

You must copy/paste the Essay 1 Grading Rubric (IT IS ATTACHED PLEASE SEE)

Actions

 onto your essay’s last page before you submit it. The rubric indicates that the essay grade will be based on these areas: 

• Length: Essay meets the length requirements
• MLA Format: Essay follows visual MLA format indicated in the Essay 1 PowerPoint
• Organization & Structure: Essay follows the structure indicated in the E1 PowerPoint
• Clear thesis w/ listed concepts
• Transitions and topic sentences
• Explanation of concept
• Specific examples of the concept
• Elaboration/Analysis & Significance of the concept
• Sources: Essay uses/introduces/integrate only two sources specifically from class readings correctly according to the MLA and Quoting PowerPoints.
• Academic Language: Essay uses academic language as specified in the Academic Language page
• Clarity: Essay is generally clear and understandable, free of grammatical errors
• Works Cited Page: Works Cited page includes and correctly cites all sources used in the essay

FEEDBACK FROM INSTRUCTOR:

Please see the Essay 1 Directions which require you to copy/paste the Essay 1 Grading Rubric onto your essay’s last page before you submit it. The rubric indicates that the essay grade will be based on specific areas. It is not pasted here so I cannot give thorough feedback. 

  • It looks like you have some good discussion here about problematic thinking concepts; however, refer back to the Essay 1 Directions and Essay 1 PPT to see the basic structure that this essay requires, and the need to textual evidence and MLA citations/formatting, and 2 source requirement.    

 Instructor commentary is on the actual essay document. PLEASE SEE IT. I HAVE ATTACHED IT. 

Essay 1 PPT

Essay 1 Directions – What should I pay attention to here?
DIRECTIONS
         In Chapter 1 of Ruggiero’s Beyond Feelings (BF), the author discusses how the factors of time, place, mass culture, “science,” and psychology influence one’s perceptions of reality.  We have also examined how confirmation bias, logical fallacies, and problematic types of thinking, such as ethnocentrism or egocentrism, can skew one’s reality and perception of others.  There are many consequences to these types of thinking, which makes it important to practice logical, rational critical analysis. Choose one text from either Marquez, Morrison, or Hughes, and analyze how 2-3 of the concepts listed below manifest in a character’s or characters’ decisions and/or perceptions of their environment. In other words, how do these concepts below play out in the story?
Concepts
Characteristics discussed in BF Chapter 1
Kinds of Thinking (sociocentric, ethnocentric, egocentric)
Lack of intellectual Traits
Groupthink
Confirmation Bias
Any Logical Fallacy

WHAT ARE THE REQUIREMENTS?
Length: Write 950 words minimum, single-spaced. This looks like 1.5 pages single-spaced (falling under the word count will receive an F or lower with only the opportunity for a 15% increase on the revision).
Analysis: Include specific examples from the literary text that support your main points. This is vital to a clear, well-supported paper. Do not quote more than one line from the story when you use textual support in a paragraph. Use “snippets” instead. See the Quoting PPT in the Essay Resources page for help. Include thorough analysis of the implications and significance of all of your findings.
Sources: Use only two sources from our class readings, used only when necessary to support your points. Do not use outside sources. Use MLA format to cite outside information. See the MLA PPT and the Quoting PPT in the Essay Resources page for help. 
Avoid personal pronouns and examples. This means that you will completely avoid personal language like “I, we, you, my”.  Visit the Academic Language page for more clarity.
Works Cited: Include a Works Cited page. To view a sample Works Cited page, click here. Use the Essay Resources page to help you cite correctly. 

Submitting the Essay: Copy/Paste the entire Essay 1 Grading Rubric on the last page of your essay. Submit the essay as a Microsoft Word Document, single-spaced. Microsoft Word is free when you access your student email. This is explained in the Essay 1 Powerpoint.

Review the Academic Honesty & Plagiarism page. Any plagiarism detected in this paper will earn zero points without the possibility for revision. If you need help regarding plagiarism issues, reach out to your instructor or an on-duty instructor in the WRC. 

HOW WILL THIS ESSAY BE GRADED?
You must copy/paste the Essay 1 Grading Rubric onto your essay’s last page before you submit it. The rubric indicates that the essay grade will be based on these areas: 
Length: Did you meet the length requirements?
MLA Format: Did you follow the visual MLA format indicated in the Essay 1 PowerPoint?
Organization & Structure: Do you follow the structure indicated in the E1 PowerPoint?
Clear thesis w/ listed concepts
Transitions and topic sentences
Explanation of concept
Specific examples of the concept
Elaboration/Analysis of the concept
Sources: Do you use/introduce/integrate only two sources specifically from class readings correctly according to the MLA and Quoting PowerPoints.
Academic Language: Do you use academic language as specified in the Academic Language page
Clarity: Is the essay generally clear and understandable, free of grammatical errors?
Works Cited Page: Do you include a correctly formatted Works Cited page that includes and correctly cites all sources used in the essay?

Essay 1 Directions – Structure
This essay should have 5 paragraphs:
Introduction
Supporting Point 1
Supporting Point 2
Supporting Point 3
Conclusion

Introduction
Conclusion
Supporting Point 1
Supporting Point 3
Supporting Point 2

Essay 1 Directions – Specific Structure
This essay should have 5 paragraphs:
Introduction
Supporting Point 1
Supporting Point 2
Supporting Point 3
Conclusion

Introduction
(with clear thesis containing 3 concepts you will analyze and what work you will examine)
Conclusion
(re-state thesis)
Concept 1
Concept 2
Concept 3 (optional-you can do just 2 concepts)

Essay 1 Directions – What should be in the introduction?
Make a broad statement about perception
Introduce text & author and how they relate to perception (and give a 1 sentence summary of story)
Thesis about how author uses 2 concepts demonstrate flawed perception in the story

Suggested Thesis Structure:
OPTION 1: In [text] by [author], perception of reality is flawed/skewed through concepts such as ___ and ___.

OPTION 2: [Author] uses ____ and ___ to demonstrate how perception can be flawed or skewed in [text].

* If you choose to discuss three concepts, list three in the thesis in the order that you will address them in the essay.

Essay 1 Directions – What should be in the supporting points?
Transition + main concept in the story
Explain concept & connect to story
Provide specific example & analyze (how does example reflect concept)
Significance of example & overall importance of concept in story

Example body paragraph starting sentences:
One perception that is problematic in the Story X is [Concept X]…….
This concept is defined as…(use articles to help define this)…
Concept X is demonstrated in Author X’s story when…(give details so the reader clearly gets it)
The consequence of the concept in the story for Character X is….which demonstrates the larger issue that….

Essay 1 Directions – What should be in the conclusion?
Re-state the clear thesis.
Discuss the “so what?” question. In other words, why is this topic important? Why does it matter? This is your last effort to get the reader to see from your perspective.

Example conclusion starting sentence:
In conclusion, Concepts X and Y demonstrate ____ in the Story X.
The demonstrates to readers how significant…

Also…Copy/Paste your Essay 1 Grading Rubric onto the last of your essay and submit this as a Word document. Use MLA format.
Helpful Hint: Your syllabus correctly cites most sources we have read. For sources not in the syllabus, use the MLA Citation PowerPoint to help correctly cite sources.
12-point font
Times New Roman
1-inch margins
Eliminate large gaps/spaces
For this class, single space
Essay MLA Format
Where is the Essay 1 Grading Rubric?
–Linked in the Week 1 module and Essay 1 Directions page.
Works Cited MLA Format
Double-space sources
Use a hanging indent: Indent all lines after the first line of the source.
eliminate large gaps/spaces
12-point font
Times New Roman
1-inch margins
See the MLA Sample page on Canvas for examples
(Use only 3 sources, including the story)

Helpful Resources to Consider
FOLLOW THE STRUCTURE. I will provide clear guidance on how the essay should be organized from the thesis to the conclusion. Academic writing is not freewriting, and in a positive way, you can rely on a specific structure to know what to write about and where. This is one of the most important factors of a successful essay.
It is vital that you review powerpoints on Basic Essay Structure, Basic Paragraph Structure, Generating a Thesis, Improving Your Thesis Statement, and Introductions & Conclusions. Find these under Files on Canvas.
Revisit materials from week 1-5 that explain the concepts, such as:
Chapters 1-6, Beyond Feelings
“The Science of Antiscience Thinking” Kenrick et al.
“Kinds of Thinking” (see Canvas Pages)
“Intellectual Traits” (see Canvas Pages)
Visit Office Hours or the Virtual Writing Center for help. Hours are listed in the syllabus. For the link, go to the first module in Canvas.

Essay 1 Grading Rubric

Copy/Paste the Essay 1 Grading Rubric below onto your essay’s last page before you submit it. The rubric indicates that the essay grade will be based on these areas: 

· Length: Essay meets the length requirements

· MLA Format: Essay follows visual MLA format indicated in the Essay 1 PowerPoint

· Organization & Structure: Essay follows the structure indicated in the E1 PowerPoint

· Clear thesis w/ listed concepts

· Transitions and topic sentences

· Explanation of concept

· Specific examples of the concept

· Elaboration/Analysis of the concept

· Sources: Essay uses/introduces/integrate only two sources specifically from class readings correctly according to the MLA and Quoting PowerPoints.

· Academic Language: Essay uses academic language as specified in the Academic Language page

· Clarity: Essay is generally clear and understandable, free of grammatical errors

·

Works Cited Page: Works Cited page includes and correctly cites all sources used in the essay

PENALTIES

· Not meeting word count: F or lower

· Not following academic structure/organization indicated in E1 PowerPoint: D or lower

· Not including specific examples to demonstrate concepts (not solely from sources): D or lower

· Not following MLA Format: -10% or more

· Not following citation/MLA citation guidelines: -10% or more

· Plagiarizing anything: Zero without opportunity to revise.

Beyond Feelings
A Guide to Critical Thinking
N I N T H E D I T I O N
Vincent Ryan Ruggiero
Professor Emeritus of Humanities
State University of New York, Delhi
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BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION
Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc.,
1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill
Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this
publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of The McGraw-Hill Companies,
Inc., including, but not limited to, in any network or other electronic storage or transmission, or
broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers
outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1
ISBN: 978-0-07-803818-1
MHID: 0-07-803818-9
Vice President & Editor-in-Chief: Michael Ryan
Vice President EDP/Central Publishing Services: Kimberly Meriwether David
Editorial Director: Beth Mejia
Senior Managing Editor: Meghan Campbell
Executive Marketing Manager: Pamela S. Cooper
Senior Project Manager: Joyce Watters
Buyer: Nicole Baumgartner
Design Coordinator: Margarite Reynolds
Media Project Manager: Sridevi Palani
Compositor: Glyph International
Typeface: 10/13 Palatino
Printer: R. R. Donnelley
All credits appearing on page or at the end of the book are considered to be an extension of the
copyright page.
Library of Congress Cataloging-in-Publication Data
Ruggiero, Vincent Ryan.
Beyond feelings: a guide to critical thinking / Vincent Ryan
Ruggiero. —9th ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-07-803818-1 (alk. paper)
1. Critical thinking. I. Title.
BF441.R85 2011
153.4’2—dc22
2010042000
www.mhhe.com
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To the memory of Howard Trumble,
whose quiet practice of the skills
detailed in this book was an inspiration
to me, to his family, and to all who knew him.
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Contents
Preface ix
Introduction 1
PA R T O N E The Context 3
Chapter 1 Who Are You? 4
The Influence of Time and Place 4
The Influence of Ideas 6
The Influence of Mass Culture 7
The “Science” of Manipulation 9
The Influence of Psychology 11
Becoming an Individual 13
Chapter 2 What Is Critical Thinking? 16
Mind, Brain, or Both? 17
Critical Thinking Defined 18
Characteristics of Critical Thinkers 20
The Role of Intuition 22
Basic Activities in Critical Thinking 24
Critical Thinking and Writing 24
Critical Thinking and Discussion 25
Avoiding Plagiarism 27
Chapter 3 What Is Truth? 32
Where Does It All Begin? 33
Imperfect Perception 34
v
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vi CONTENTS
Imperfect Memory 35
Deficient Information 35
Even the Wisest Can Err 36
Truth Is Discovered, Not Created 37
Understanding Cause and Effect 38
Chapter 4 What Does It Mean to Know? 47
Requirements of Knowing 47
Testing Your Own Knowledge 48
How We Come to Know 50
Why Knowing Is Difficult 51
A Cautionary Tale 53
Is Faith a Form of Knowledge? 54
Obstacles to Knowledge 55
Chapter 5 How Good Are Your Opinions? 59
Opinions Can Be Mistaken 61
Opinions on Moral Issues 61
Even Experts Can Be Wrong 63
Kinds of Errors 65
Informed Versus Uninformed Opinion 65
Forming Opinions Responsibly 67
Chapter 6 What Is Evidence? 72
Kinds of Evidence 73
Evaluating Evidence 79
What Constitutes Sufficient Evidence? 80
Chapter 7 What Is Argument? 83
The Parts of an Argument 84
Evaluating Arguments 85
More Difficult Arguments 87
PART TWO The Pitfalls 93
Chapter 8 The Basic Problem: “Mine Is Better” 94
Egocentric People 95
Ethnocentric People 96
Controlling “Mine-Is-Better” Thinking 97
Chapter 9 Errors of Perspective 102
Poverty of Aspect 102
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viiCONTENTS
Unwarranted Assumptions 104
The Either/Or Outlook 106
Mindless Conformity 107
Absolutism 108
Relativism 108
Bias for or Against Change 109
Chapter 10 Errors of Procedure 115
Biased Consideration of Evidence 115
Double Standard 117
Hasty Conclusion 117
Overgeneralization and Stereotyping 118
Oversimplification 120
The Post Hoc Fallacy 121
Chapter 11 Errors of Expression 126
Contradiction 126
Arguing in a Circle 127
Meaningless Statement 128
Mistaken Authority 129
False Analogy 129
Irrational Appeal 130
Chapter 12 Errors of Reaction 135
Automatic Rejection 137
Changing the Subject 138
Shifting the Burden of Proof 139
Straw Man 139
Attacking the Critic 140
Chapter 13 The Errors in Combination 144
Errors of Perspective 144
Errors of Procedure 146
Errors of Expression 147
Errors of Reaction 149
Sample Combinations of Errors 150
A Sensible View of Terminology 152
PART THREE A Strategy 157
Chapter 14 Knowing Yourself 158
Critical Thinking Inventory 159
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viii CONTENTS
Using Your Inventory 160
Challenge and Reward 161
Chapter 15 Being Observant 164
Observing People 164
Observation in Science and Medicine 165
The Range of Application 166
Becoming More Observant 168
Reflecting on Your Observations 168
Chapter 16 Selecting an Issue 171
The Basic Rule: Less Is More 171
How to Limit an Issue 172
Sample Issue: Pornography 172
Sample Issue: Boxing 174
Sample Issue: Juvenile Crime 174
Narrowing the Issue Further 176
Chapter 17 Conducting Inquiry 178
Working with Inconclusive Results 178
Where to Look for Information 179
Keeping Focused 187
How Much Inquiry Is Enough? 187
Managing Lengthy Material 190
Chapter 18 Forming a Judgment 192
Evaluating Evidence 193
Evaluating Your Sources’ Arguments 194
Making Important Distinctions 198
Expressing Judgments 199
Chapter 19 Persuading Others 206
Guidelines for Persuasion 206
An Unpersuasive Presentation 215
A Persuasive Presentation 217
Notes 224
Index 233
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ix
Preface
When the first edition of this book appeared in 1975, the dominant intel-
lectual focus was still subjectivity, feelings. That focus, the legacy of the
1960s, was originally a necessary reaction to the rationalism and behav-
iorism that preceded it. It declared, in effect: “People are not robots. They
are more than the sum total of their physiology. They have hopes,
dreams, emotions. No two humans are alike—each has a special perspec-
tive, a unique way of perceiving the world. And any view of humanity
that ignores this subjective side is a distortion.”
Yet, despite its value, the focus on feelings went too far. Like many
other movements, what began as a reaction against an extreme view
became an extreme view itself. The result of that extremism was the neg-
lect of thinking. This book was designed to answer that neglect. The
introduction to the first edition explained its rationale as follows:
The emphasis on subjectivity served to correct a dangerous oversimplifi-
cation. But it is the kind of reaction that cannot be sustained for long
without causing an even worse situation—the neglect of thinking. Worse
for two reasons. First, because we live in an age of manipulation. Armies
of hucksters and demagogues stand ready with the rich resources of psy-
chology to play upon our emotions and subconscious needs to persuade
us that superficial is profound, harmful is beneficial, evil is virtuous. And
feelings are especially vulnerable to such manipulation.
Secondly, because in virtually every important area of modern life—
law, medicine, government, education, science, business, and community
affairs—we are beset with serious problems and complex issues that
demand careful gathering and weighing of facts and informed opinions,
thoughtful consideration of various conclusions or actions, and judi-
cious selection of the best conclusion or most appropriate action. . . .
[Today’s college student] has been conditioned not to undervalue
subjectivity, but to overvalue it. And so he does not need to have his feel-
ings indulged. Rather, he needs to be taught how to sort out his feelings,
decide to what extent they have been shaped by external influences, and
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x PRFACE
evaluate them carefully when they conflict among themselves or with
the feelings of others. In short, he needs to be taught to think critically.*
There is an unfortunate tendency among many to view feeling and
thought as mutually exclusive, to force a choice between them. If we
focus on one, then in their view we must reject the other. But this is mis-
taken. Feeling and thought are perfectly complementary. Feeling, being
more spontaneous, is an excellent beginning to the development of con-
clusions. And thought, being more deliberate, provides a way to identify
the best and most appropriate feeling. Both are natural.
Thinking, however, is less automatic than feeling. To do it well
demands a systematic approach and guided practice.
The general attitude toward thinking has changed considerably since
the mid-1970s. The view that critical thinking is an important skill to
which education should give prominence is no longer a minority view.
Hundreds of voices have joined the chorus calling for the addition of crit-
ical thinking objectives to existing courses and even the creation of spe-
cial courses in thinking. There is little disagreement that the challenges of
the new millennium demand minds that can move beyond feelings to
clear, impartial, critical problem solving and decision making.
Features of This Edition
This edition of Beyond Feelings retains the basic organization of previous
editions. The first section explains the psychological, philosophical, and
social context in which critical thinking takes place and describes the
habits and attitudes that enhance such thinking. The second section helps
students recognize and overcome common errors in thinking. The third
section provides a step-by-step strategy for dealing with issues.
Within the overall design, however, I have made a number of
changes, most in response to the helpful suggestions of reviewers.
• In Chapter 1, a new section—“The Influence of Ideas”—has been
added.
• In Chapter 3, a new section—“Understanding Cause and Effect”—
has been added.
• In Chapter 15, new examples of the value of observation have been
added.
• In Chapter 17, the subsection “Evaluate your information sources”
has been expanded.
• A number of new “Difference of Opinion” exercises have been
added.
*In 1975, “he” was still accepted as a reference to both sexes.
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xiPREFACE
As in the past, I have attempted to follow George Orwell’s sage
advice: “Never use a foreign phrase, a scientific word, or a jargon word if
you can think of an everyday English equivalent.” This is not always
easy. When logicians are taught terms such as argumentum ad hominem,
non sequitur, and “affirming the consequent,” they naturally want to use
them. Arguments for doing so urge themselves upon us: for example,
“These are the most precise terms. Don’t join the ranks of the coddlers
and deprive students of them.” In weak moments I succumb to this
appeal. (Until the previous edition, for example, I included the term
enthymeme. Mea culpa . . . there I go again.) But is the precision of such
terms the real reason for my wanting to use them? Is it not possible that
we professors enjoy parading our knowledge or that we are reluctant to
spare our students the struggle we were forced to undergo (“We suffered,
so they should too”)? It seems to me that modern culture already pro-
vides too many impediments to critical thinking for us to add more.
Is it possible to carry this plain language commitment too far? Yes,
and some will think I have done so in avoiding the term inferences and
speaking instead of conclusions. But I respectfully disagree. Lexicog-
raphers point out that the distinction between these terms is extremely
subtle, so it seems more reasonable not to devote time to it. Also, I avoid
using the term values whenever possible for a somewhat different reason.
The word value is so associated with relativism that its use in this context
can undermine the crucial idea that arguments differ in quality. For many
students, the word value triggers the thought, “Everyone has a right to his
or her values; mine are right for me, and though they may need ‘clarifi-
cation’ from time to time, they are never to be questioned.” This thought
impedes critical thinking.
Acknowledgments
I wish to express my appreciation to all those who contributed to the
preparation of this edition. Special thanks to those who reviewed the
manuscript:
Anna Villegas, San Joaquin Delta College;
Aimee Bissonette, Inver Hills Community College;
James Kruser, Alfred State College;
Sue Crowson, Del Mar College;
Erin Murphy, University of Kentucky;
Adrian Patten, University of Cincinnati;
Dedaimia Storrs Whitney, Franklin College;
Lisa Weisman-Davlantes, California State–Fullerton;
Geoffrey Phillip Bellah, Orange Coast College;
Karen Hoffman, Hood College;
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xii
Aimee Ross-Kilroy, Loyola Marymount University;
Deanna Davis, College of the Canyons
I am also grateful to John Augustine, Delta College; Lori Ebert,
International Institute of the Americas; John Garcia, Cerro Coso
Community College; Michael Small, Shasta College; Joel Brouwer,
Montcalm Community College; Cynthia Gobatie, Riverside Community
College; Anne Benvennti, Cerro Coso College; Fred Heifner Jr., Cumberland
University; and Phyllis Toy, University of Southern Indiana.
PRFACE
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1
Introduction
Beyond Feelings is designed to introduce you to the subject of critical
thinking. The subject may be new to you because it has not been empha-
sized in most elementary and secondary schools. In fact, until fairly
recently, most colleges gave it little attention. For the past four decades,
the dominant emphasis has been on subjectivity rather than objectivity,
on feeling rather than on thought.
Over the past several decades, however, a number of studies of
America’s schools have criticized the neglect of critical thinking, and a
growing number of educators and leaders in business, industry, and the
professions have urged the development of new courses and teaching
materials to overcome that neglect.
It is no exaggeration to say that critical thinking is one of the most
important subjects you will study in college regardless of your academic
major. The quality of your schoolwork, your efforts in your career, your
contributions to community life, your conduct of personal affairs—all
will depend on your ability to solve problems and make decisions.
The book has three main sections. The first, “The Context,” will help
you understand such important concepts as individuality, critical thinking,
truth, knowledge, opinion, evidence, and argument and overcome attitudes
and ideas that obstruct critical thinking. The second section, “The
Pitfalls,” will teach you to recognize and avoid the most common errors
in thinking. The third section, “A Strategy,” will help you acquire the var-
ious skills used in addressing problems and issues. This section includes
tips on identifying and overcoming your personal intellectual weak-
nesses as well as techniques for becoming more observant, clarifying
issues, conducting inquiries, evaluating evidence, analyzing other peo-
ple’s views, and making sound judgments.
At the end of each chapter, you will find a number of applications to
challenge your critical thinking and help you exercise your skills. These
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2 INTRODUCTION
applications cover problems and issues both timely and timeless. The
final application in each of the first thirteen chapters invites you to exam-
ine an especially important issue about which informed opinion is
divided.
Students sometimes get the idea that a textbook must be read page by
page and that reading ahead violates some unwritten rule. This notion is
mistaken. Students’ background knowledge varies widely; what one stu-
dent knows very well, another knows only vaguely and a third is totally
unfamiliar with. Any time you need or want to look ahead to an explana-
tion in a later chapter, by all means do so. Let’s say you make a statement
and a friend says, “That’s relativism, pure and simple.” If you aren’t sure
exactly what she means, go to the index, look up “relativism,” proceed to
the appropriate page, and find out.
Looking ahead is especially prudent in the case of concepts and pro-
cedures relevant to the end-of-chapter applications. One such concept is
plagiarism. If you are not completely clear on what constitutes plagia-
rism, why it is unacceptable, and how to avoid it, take a few minutes
right now to learn. Look for the section “Avoiding Plagiarism” toward
the end of the Chapter 2. Similarly, if you are not as skilled as you would
like to be doing library or Internet research, it would be a good idea to
read Chapter 17 now. Doing so could save you a great deal of time and
effort completing homework assignments.
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P A R T O N E
The Context
Anyone who wishes to master an activity must first understand its
tools and rules. This is as true of critical thinking as it is of golf, carpen-
try, flying a plane, or brain surgery. In critical thinking, however, the
tools are not material objects but concepts, and the rules govern
mental rather than physical performance.
This first section explores seven important concepts—individuality,
critical thinking, truth, knowledge, opinion, evidence, and argument—
with a chapter devoted to each. Most of these concepts are so familiar
that you may be inclined to wonder whether there is any point to ex-
amining them. The answer is yes, for three reasons. First, much of what
is commonly believed about these concepts is mistaken. Second, who
ever examines them carefully is always rewarded with fresh insights.
Third, the more thorough your knowledge of these concepts, the more
proficient you will be in your thinking.
3
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4
C H A P T E R 1
Who Are You?
Suppose someone asked, “Who are you?” It would be simple enough to
respond with your name. But if the person wanted to know the entire
story about who you are, the question would be more difficult to answer.
You’d obviously have to give the details of your height, age, and weight.
You’d also have to include all your sentiments and preferences, even the
secret ones you’ve never shared with anyone—your affection for your
loved ones; your desire to please the people you associate with; your
dislike of your older sister’s husband; your allegiance to your favorite
beverage, brand of clothing, and music.
Your attitudes couldn’t be overlooked either—your impatience when
an issue gets complex, your aversion to certain courses, your fear of high
places and dogs and speaking in public. The list would go on. To be com-
plete, it would have to include all your characteristics—not only the
physical but also the emotional and intellectual.
To provide all that information would be quite a chore. But suppose
the questioner was still curious and asked, “How did you get the way
you are?” If your patience were not yet exhausted, chances are you’d an-
swer something like this: “I’m this way because I choose to be, because
I’ve considered other sentiments and preferences and attitudes and have
made my selections. The ones I have chosen fit my style and personality
best.” That answer is natural enough, and in part it’s true. But in a larger
sense, it’s not true. The impact of the world on all of us is much greater
than most of us realize.
The Influence of Time and Place
Not only are you a member of a particular species, Homo sapiens, but you
also exist at a particular time in the history of that species and in a
particular place on the planet. That time and place are defined by
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5CHAPTER 1 Who Are You?
specific circumstances, understandings, beliefs, and customs, all of which
limit your experience and influence your thought patterns. If you had
lived in America in colonial times, you likely would have had no objec-
tion to the practice of barring women from serving on a jury, entering
into a legal contract, owning property, or voting. If you had lived in the
nineteenth century, you would have had no objection to young children
being denied an education and being hired out by their parents to work
sixteen hours a day, nor would you have given any thought to the spe-
cial needs of adolescence. (The concept of adolescence was not invented
until 1904.)1
If you had been raised in the Middle East, you would stand much
closer to people you converse with than you do in America. If you had
been raised in India, you might be perfectly comfortable having your par-
ents choose your spouse for you. If your native language were Spanish
and your knowledge of English modest, you probably would be confused
by some English colloquialisms. James Henslin offers two amusing exam-
ples of such confusion: Chevrolet Novas initially sold very poorly in
Mexico because no va in Spanish means “it doesn’t work”; and Perdue
chickens were regarded with a certain suspicion (or worse) because the
company’s slogan—”It takes a tough man to make a tender chicken”—
became in Spanish “It takes an aroused man to make a chicken
affectionate.”2
People who grow up in Europe, Asia, or South America have very
different ideas of punctuality. As Daniel Goleman explains, “Five min-
utes is late but permissible for a business appointment in the U.S., but
thirty minutes is normal in Arab countries. In England five to fifteen
minutes is the ‘correct’ lateness for one invited to dinner; an Italian
might come two hours late, an Ethiopian still later, a Javanese not at all,
having accepted only to prevent his host’s losing face.”3 A different ethnic
origin would also mean different tastes in food. Instead of craving a
New York Strip steak and french fries, you might crave “raw monkey
brains” or “camel’s milk cheese patties cured in dry camel’s dung” and
washed down with “warm camel’s blood.”4 Sociologist Ian Robertson
summed up the range of global dietary differences succinctly:
“Americans eat oysters but not snails. The French eat snails but not lo-
custs. The Zulus eat locusts but not fish. The Jews eat fish but not pork.
The Hindus eat pork but not beef. The Russians eat beef but not snakes.
The Chinese eat snakes but not people. The Jalé of New Guinea find
people delicious.”5 [Note: The reference to Hindus is mistaken.]
To sum up, living in a different age or culture would make you a dif-
ferent person. Even if you rebelled against the values of your time and
place, they still would represent the context of your life—in other words,
they still would influence your responses.
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6 PART ONE The Context
The Influence of Ideas6
When one idea is expressed, closely related ideas are simultaneously
conveyed, logically and inescapably.7 In logic, this kinship is expressed
by the term sequitur, Latin for “it follows.” (The converse is non sequitur,
“it does not follow.”)8
Consider, for example, the idea that many teachers and parents express
to young children as a way of encouraging them: “If you believe in your-
self, you can succeed at anything.” From this it follows that nothing else
but belief—neither talent nor hard work—is necessary for success. The
reason the two ideas are equivalent is that their meanings are inseparably
linked.*
In addition to conveying ideas closely linked to it in meaning, an idea
can imply other ideas. For example, the idea that there is no real difference
between virtue and vice implies that people should not feel bound by
common moral standards. Samuel Johnson had this implication in mind
when he said: “But if he does really think that there is no distinction
between virtue and vice, why, Sir, when he leaves our houses let us count
our spoons.”
If we were fully aware of the closely linked meanings and implica-
tions of the ideas we encounter, we could easily sort out the sound ones
from the unsound, the wise from the foolish, and the helpful from the
harmful. But we are seldom fully aware. In many cases, we take ideas at
face value and embrace them with little or no thought of their associ-
ated meanings and implications. In the course of time, our actions are
shaped by those meanings and implications, whether we are aware of
them or not.
To appreciate the influence of ideas in people’s lives, consider the se-
ries of events set in motion by an idea that was popular in psychology more
than a century ago and whose influence continues to this day—the idea
that “intelligence is genetically determined and cannot be increased.”
That idea led researchers to devise tests that measure intelligence. The most
famous (badly flawed) test determined that the average mental age of white
American adults was 13 and that, among immigrants, the average Russian’s
mental age was 11.34; the average Italian’s, 11.01; the average Pole’s, 10.74;
and the average mental age of “Negroes,” 10.41.
Educators read the text results and thought, “Attempts to raise students’ in-
telligence are pointless,” so they replaced academic curricula with voca-
tional curricula and embraced a methodology that taught students facts but
not the process of judgment.
*The statement “Belief in oneself is an important element in success” is very different be-
cause it specifies that belief is not the only element in success.
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7CHAPTER 1 Who Are You?
Legislators read the test results and decided “We’ve got to do something to
keep intellectually inferior people from entering the country,” so they revised
immigration laws to discriminate against southern and central Europeans.
Eugenicists, who had long been concerned about the welfare of the human
species, saw the tests as a grave warning. They thought, “If intelligence cannot
be increased, we must find ways of encouraging reproduction among people
of higher intelligence and discouraging it among those of lower intelligence.”
The eugenicists’ concern inspired a variety of actions. Margaret Sanger’s
Planned Parenthood urged the lower classes to practice contraception.
Others succeeded in legalizing promoted forced sterilization, notably in
Virginia. The U.S. Supreme Court upheld the Virginia law with Justice
Oliver Wendell Holmes, Jr. declaring, “Three generations of imbeciles are
enough.”9 Over the next five decades 7,500 women, including “unwed
mothers, prostitutes, petty criminals and children with disciplinary prob-
lems” were sterilized.10 In addition, by 1950 over 150,000 supposedly “defec-
tive” children, many relatively normal, were held against their will in
institutions. They “endured isolation, overcrowding, forced labor, and phys-
ical abuse including lobotomy, electroshock, and surgical sterilization.”11
Meanwhile, business leaders read the test results and decided, “We need policies
to ensure that workers leave their minds at the factory gate and perform their assigned
tasks mindlessly.” So they enacted those policies. Decades later, when Edwards
Deming proposed his “quality control” ideas for involving workers in decision
making, business leaders remembered those test results and ignored Deming’s
advice. (In contrast, the Japanese welcomed Deming’s ideas; as a result, several
of their industries surged ahead of their American competition.)
These are the most obvious effects of hereditarianism but they are
certainly not the only ones. Others include discrimination against racial
and ethnic minorities and the often-paternalistic policies of government
offered in response. (Some historians also link hereditarianism to the
genocide that occurred in Nazi Germany.)
The innumerable ideas you have encountered will affect your beliefs and
behavior in similar ways––sometimes slightly, at other times profoundly.
And this can happen even if you have not consciously embraced the ideas.
The Influence of Mass Culture
In centuries past, family and teachers were the dominant, and sometimes
the only, influence on children. Today, however, the influence exerted by
mass culture (the broadcast media, newspapers, magazines, Internet and
popular music) often is greater.
By age 18 the average teenager has spent 11,000 hours in the classroom
and 22,000 hours in front of the television set. He or she has had perhaps
13,000 school lessons yet has watched more than 750,000 commercials. By
age thirty-five the same person has had fewer than 20,000 school lessons
yet has watched approximately 45,000 hours of television and close to
2 million commercials.
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8 PART ONE The Context
What effects does mass culture have on us? To answer, we need only
consider the formats and devices commonly used in the media. Modern
advertising typically bombards the public with slogans and testimonials
by celebrities. This approach is designed to appeal to emotions and create
artificial needs for products and services. As a result, many people de-
velop the habit of responding emotionally, impulsively, and gullibly to
such appeals. They also tend to acquire values very different from those
taught in the home and the school. Ads often portray play as more fulfill-
ing than work, self-gratification as more desirable than self-control, and
materialism as more meaningful than idealism.
Television programmers use frequent scene shifts and sensory
appeals such as car crashes, violence, and sexual encounters to keep au-
dience interest from diminishing. Then they add frequent commercial
interruptions. This author has analyzed the attention shifts that television
viewers are subjected to. In a dramatic program, for example, attention
shifts might include camera angle changes;* shifts in story line from one
set of characters (or subplot) to another, or from a present scene to a past
scene (flashback), or to fantasy; and shifts to “newsbreaks,” to commercial
breaks, from one commercial to another, and back to the program. Also in-
cluded might be shifts of attention that occur within commercials. I found
as many as 78 shifts per hour, excluding the shifts within commercials.
The number of shifts within commercials ranged from 6 to 54 and aver-
aged approximately 17 per fifteen-second commercial. The total number
of attention shifts came out to over 800 per hour, or over 14 per minute.†
This manipulation has prevented many people from developing a
mature attention span. They expect the classroom and the workplace to
provide the same constant excitement they get from television. That, of
course, is an impossible demand, and when it isn’t met they call their
teachers boring and their work unfulfilling. Because such people seldom
have the patience to read books that require them to think, many publish-
ers have replaced serious books with light fare written by celebrities.
Even when writers of serious books do manage to become published
authors, they are often directed to give short, dramatic answers during
promotional interviews, sometimes at the expense of accuracy. A man
who coaches writers for talk shows offered one client this advice: “If I ask
you whether the budget deficit is a good thing or a bad thing, you should
not say, ‘Well, it stimulates the economy but it passes on a burden.’ You
*This is typically accomplished by using two or more cameras and switching from one cam-
era to another.
†There are about eleven minutes of commercials per hour, the exact time varying by net-
work and program. Thus, at a rate of 4 per minute, the total number of commercials per
hour is 44. This calculates, therefore, to 78 shifts outside commercials plus 748 shifts
(17 shifts per commercial � 44 commercials per hour) within commercials for a total of 826.
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9CHAPTER 1 Who Are You?
have to say ‘It’s a great idea!’ or ‘It’s a terrible idea!’ It doesn’t matter
which.”12 (Translation: ”Don’t give a balanced answer. Give an oversim-
plified one because it will get you noticed.”)
Print journalism is also in the grip of sensationalism. As a newspaper
editor observed, “Journalists keep trying to find people who are at 1 or at
9 on a scale of 1 to 10 rather than people at 3 to 7 [the more moderate po-
sitions] where most people actually are.”13 Another journalist claims,
“News is now becoming more opinion than verified fact. Journalists are
slipping into entertainment rather than telling us the verified facts we
need to know.”14
Today’s politicians often manipulate people more offensively than do
journalists. Instead of expressing their thoughts, some politicians find out
what people think and pretend to share their ideas. Many politicians hire
people to conduct polls and focus groups to learn what messages will
“sell.” They even go so far as to test the impact of certain words—that is
why we hear so much about “trust,” “family,” “character,” and “values”
these days. Political science professor Larry Sabato says that during the
Clinton impeachment trial, the president’s advisors used the term private
lives over and over—James Carville used it six times in one four-minute
speech—because they knew it could persuade people into believing the
president’s lying under oath was of no great consequence.15
The “Science” of Manipulation
Attempts to influence the thoughts and actions of others are no doubt as
old as time, but manipulation did not become a science until the early
twentieth century, when Ivan Pavlov, a Russian professor of psychology,
published his research on conditioned (learned) reflexes. Pavlov found
that by ringing a bell when he fed a dog, he could condition the dog to
drool at the sound of the bell even when no food was presented. An
American psychologist, John Watson, was impressed with Pavlov’s find-
ings and applied them to human behavior. In Watson’s most famous ex-
periment, he let a baby touch a laboratory rat. At first, the baby was
unafraid. But then Watson hit a hammer against metal whenever the
baby reached out to touch the rat, and the baby became frightened and
cried. In time, the baby cried not only at the sight of the rat but also at the
sight of anything furry, such as a stuffed animal.* Watson’s work earned
him the title “father of behaviorism.”
Less well known is Watson’s application of behaviorist principles to
advertising. He spent the latter part of his career working for advertising
agencies and soon recognized that the most effective appeal to consumers
*Modern ethical norms would not allow a child to be used in such an experiment.
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10 PART ONE The Context
was not to the mind but to the emotions. He advised advertisers to “tell
[the consumer] something that will tie him up with fear, something that
will stir up a mild rage, that will call out an affectionate or love response,
or strike at a deep psychological or habit need.” His attitude toward the
consumer is perhaps best indicated by a statement he made in a presenta-
tion to department store executives: “The consumer is to the manufac-
turer, the department stores and the advertising agencies, what the green
frog is to the physiologist.”16
Watson introduced these strategies in the 1920s and 1930s, the age of
newspapers and radio. Since the advent of television, these advertising
strategies have grown more sophisticated and effective, so much so that
many individuals and groups with political and social agendas have
adopted them. The strategies work for a number of reasons, the chief one
being people’s conviction that they are impervious to manipulation. This
belief is mistaken, as many researchers have demonstrated. For example,
Solomon Asch showed that people’s reactions can be altered simply by
changing the order of words in a series. He asked study participants to
evaluate a person by a series of adjectives. When he put positive adjectives
first—”intelligent, industrious, impulsive, critical, stubborn, envious”—
the participants gave a positive evaluation. When he reversed the order,
with “envious” coming first and “intelligent” last, they gave a negative
evaluation.17
Similarly, research has shown that human memory can be manipu-
lated. The way a question is asked can change the details in a person’s
memory and even make a person remember something that never happened!18
Of course, advertisers and people with political or social agendas are
not content to stimulate emotions and/or plant ideas in our minds. They
also seek to reinforce those impressions by repeating them again and
again. The more people hear a slogan or talking point, the more familiar it
becomes. Before long, it becomes indistinguishable from ideas developed
through careful thought. Sadly, “the packaging is often done so effec-
tively that the viewer, listener, or reader does not make up his own mind
at all. Instead, he inserts a packaged opinion into his mind, somewhat
like inserting a DVD into a DVD player. He then pushes a button and
‘plays back’ the opinion whenever it seems appropriate to do so. He has
performed acceptably without having had to think.”19 Many of the beliefs
we hold dearest and defend most vigorously may have been planted in
our minds in just this way.
Many years ago, Harry A. Overstreet noted that “a climate of opin-
ion, like a physical climate, is so pervasive a thing that those who live
within it and know no other take it for granted.”20 The rise of mass cul-
ture and the sophisticated use of manipulation have made this insight
more relevant today than ever.
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11CHAPTER 1 Who Are You?
The Influence of Psychology
The social and psychological theories of our time also have an impact on
our beliefs. Before the past few decades, people were urged to be self-
disciplined, self-critical, and self-effacing. They were urged to practice self-
denial, to aspire to self-knowledge, to behave in a manner that ensured
they maintained self-respect. Self-centeredness was considered a vice.
“Hard work,” they were told, “leads to achievement, and that in turn pro-
duces satisfaction and self-confidence.” By and large, our grandparents
internalized those teachings. When they honored them in their behavior,
they felt proud; when they dishonored them, they felt ashamed.
Today the theories have been changed—indeed, almost exactly
reversed. Self-esteem, which nineteenth-century satirist Ambrose Bierce
defined as “an erroneous appraisement,” is now considered an impera-
tive. Self-centeredness has been transformed from vice into virtue, and
people who devote their lives to helping others, people once considered
heroic and saintlike, are now said to be afflicted with “a disease to please.”
The formula for success and happiness begins with feeling good about
ourselves. Students who do poorly in school, workers who don’t measure
up to the challenges of their jobs, substance abusers, lawbreakers—all are
typically diagnosed as deficient in self-esteem.
In addition, just as our grandparents internalized the social and psy-
chological theories of their time, so most contemporary Americans have
internalized the message of self-esteem. We hear people speak of it over
coffee; we hear it endlessly invoked on talk shows. Challenges to its pre-
cepts are usually met with disapproval.
But isn’t the theory of self-esteem self-evident? No. A negative
perception of our abilities will, of course, handicap our performance.
Dr. Maxwell Maltz explains the amazing results one educator had in
improving the grades of schoolchildren by changing their self-images.
The educator had observed that when the children saw themselves as
stupid in a particular subject (or stupid in general), they unconsciously
acted to confirm their self-images. They believed they were stupid, so
they acted that way. Reasoning that it was their defeatist attitude rather
than any lack of ability that was undermining their efforts, the educator
set out to change their self-images. He found that when he accomplished
that, they no longer behaved stupidly! Maltz concludes from this and other
examples that our experiences can work a kind of self-hypnotism on us,
suggesting a conclusion about ourselves and then urging us to make it
come true.21
Many proponents of self-esteem went far beyond Maltz’s demonstra-
tion that self-confidence is an important ingredient in success. They
claimed that there is no such thing as too much self-esteem. Research
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12 PART ONE The Context
does not support that claim. For example, Martin Seligman, an eminent
research psychologist and founder of the movement known as positive
psychology, cites significant evidence that, rather than solving personal
and social problems, including depression, the modern emphasis on self-
esteem causes them.22
Maltz’s research documents that lack of confidence impedes per-
formance, a valuable insight. But such research doesn’t explain why the
more global concept of self-esteem has become so dominant. The answer
to that question lies in the popularization of the work of humanistic psy-
chologists such as Abraham Maslow. Maslow described what he called
the hierarchy of human needs in the form of a pyramid, with physiologi-
cal needs (food and drink) at the foundation. Above them, in ascending
order, are safety needs, the need for belongingness and love, the need for
esteem and approval, and aesthetic and cognitive needs (knowledge,
understanding, etc.). At the pinnacle is the need for self-actualization, or
fulfillment of our potential. In Maslow’s view, the lower needs must be
fulfilled before the higher ones. It’s easy to see how the idea that self-
esteem must precede achievement was derived from Maslow’s theory.
Other theories might have been adopted, however. A notable one is
Austrian psychiatrist Viktor Frankl’s, which was advanced at roughly the
same time as Maslow’s and was based on both Frankl’s professional prac-
tice and his experiences in Hitler’s concentration camps. Frankl argues that
one human need is higher than self-actualization: self-transcendence, the
need to rise above narrow absorption with self. According to Frankl, “the
primordial anthropological fact [is] that being human is being always di-
rected, and pointing to something or someone other than oneself: to a
meaning to fulfill or another human being to encounter, a cause to serve or
a person to love.” A person becomes fully human “by forgetting himself
and giving himself, overlooking himself and focusing outward.”
Making self-actualization (or happiness) the direct object of our pur-
suit, in Frankl’s view, is ultimately self-defeating; such fulfillment can
occur only as “the unintended effect of self-transcendence.”23 The proper
perspective on life, Frankl believes, is not what it can give to us, but what
it expects from us; life is daily—even hourly—questioning us, challenging
us to accept “the responsibility to find the right answer to its problems
and to fulfill the tasks which it constantly sets for [each of us].”24
Finding meaning, according to Frankl’s theory, involves “perceiving
a possibility embedded in reality” and searching for challenging tasks
“whose completion might add meaning to [one’s] existence.” But such per-
ceiving and searching are frustrated by the focus on self: “As long as mod-
ern literature confines itself to, and contents itself with, self-expression—not
to say self-exhibition—it reflects its authors’ sense of futility and absurdity.
What is more important, it also creates absurdity. This is understandable in
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13CHAPTER 1 Who Are You?
light of the fact that meaning must be discovered, it cannot be invented.
Sense cannot be created, but what may well be created is nonsense.”25
Whether we agree completely with Frankl, one thing is clear:
Contemporary American culture would be markedly different if the em-
phasis over the past several decades had been on Frankl’s theory rather
than on the theories of Maslow and the other humanistic psychologists.
All of us would have been affected—we can only imagine how
profoundly—in our attitudes, values, and beliefs.
Becoming an Individual
In light of what we have discussed, we should regard individuality not as
something we are born with but rather as something acquired—or, more
precisely, earned. Individuality begins in the realization that it is impossi-
ble to escape being influenced by other people and by circumstance. The
essence of individuality is vigilance. The following guidelines will help
you achieve this:
1. Treat your first reaction to any person, issue, or situation as tentative.
No matter how appealing it may be, refuse to embrace it until you
have examined it.
2. Decide why you reacted as you did. Consider whether you borrowed
the reaction from someone else—a parent or friend, perhaps, or a
celebrity or fictional character on television. If possible, determine
what specific experiences conditioned you to react this way.
3. Think of other possible reactions you might have had to the person, issue, or
situation.
4. Ask yourself whether one of the other reactions is more appropriate than
your first reaction. And when you answer, resist the influence of your
conditioning.
To ensure that you will really be an individual and not merely claim
to be one, apply these guidelines throughout your work in this book, as
well as in your everyday life.
Applications
Note: One of the best ways to develop your thinking (and writing) skills is to record your
observations, questions, and ideas in a journal and then, as time permits, to reflect on
what you have recorded—considering the meaning and application of the observations,
answering the questions, elaborating on the ideas (and, where appropriate, challenging
them), and recording your insights. An inexpensive bound notebook or spiral notebook
will serve the purpose. A good approach is to record your initial observations, questions,
and ideas on the left side of the page, leaving the right side blank for your later analysis
and commentary. The value of this reflective process is so great that you should consider
keeping such a journal even if your instructor does not make it a formal part of the course.
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14 PART ONE The Context
1. Do a brief study of attention shifts such as the one described in the
chapter. Record a half-hour show. Then play the show back twice, the first time
counting the number of shifts within the program, excluding commercials, and
the second time counting only those within commercials. Complete the neces-
sary arithmetic and be prepared to share your results in class.
2. Reflect on your findings in application 1. Write several paragraphs
discussing the implications of those findings for education, business, and
family life.
3. Many people cheerfully pay $6 or $7 a gallon for designer drinking water
but moan and groan when they have to pay $3 a gallon for gasoline. Does any-
thing you read in this chapter help you understand why this is so?
4. Imagine how different America might be if Frankl’s emphasis on self-
transcendence and personal responsibility, rather than Maslow’s emphasis on
self-actualization and popular culture’s emphasis on self-esteem, had been domi-
nant for the past fifty years. List as many ways as you can in which our society
might be different today and comment on whether each would be beneficial or
harmful. Be prepared to explain your views in class discussion.
5. Watch one of the music video channels—MTV, VH1, CMT, BET— for
at least an hour. Analyze how men and women are depicted in the videos. Note
significant details. For example, observe whether men are depicted in power
roles more than women and whether women are portrayed as objects of male
desire. Decide what attitudes and values are conveyed. (You might want to
record as you are watching so that you can review what you have seen, freeze
significant frames for closer analysis, and keep your observations for later refer-
ence or class viewing and discussion.)
6. Suppose you asked a friend, “How did you acquire your particular
identity—your sentiments and preferences and attitudes?” Then suppose the
friend responded, “I’m an individual. No one else influences me. I do my own
thing, and I select the sentiments and preferences and attitudes that suit me.”
How would you explain to your friend what you learned in this chapter?
7. Ask yourself the question, Who am I? Write down ten answers to this
question, each on a separate slip of paper. Use the first three paragraphs of this
chapter to help you frame your answers. Arrange the pieces of paper in order of
their importance to you. Then explain the arrangement—that is, which self-
descriptions are most important to you, and why?
8. Identify the various positive and negative influences that have shaped
you. Be sure to include the particular as well as the general and the subtle as well
as the obvious influences. Which of those influences have had the greatest effect
on you? Explain the effects as precisely as you can.
9. Note your immediate reaction to each of the following statements. Then
apply the four guidelines given in this chapter for achieving individuality.
a. Health care workers should be required to be tested for HIV/AIDS.
b. Beauty contests and talent competitions for children should be banned.
c. Extremist groups like the Ku Klux Klan should be allowed to hold rallies
on public property or be issued permits to hold parades on city streets.
d. Freshman composition should be a required course for all students.
e. High school and college athletes should be tested for anabolic steroid use.
f. Creationism should be taught in high school biology classes.
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15CHAPTER 1 Who Are You?
g. Polygamy should be legalized.
h. The voting age should be lowered to sixteen.
i. The prison system should give greater emphasis to the punishment of in-
mates than to their rehabilitation.
j. Doctors and clinics should be required to notify parents of minors when
they prescribe birth control devices or facilitate abortions for the minors.
k. A man’s self-esteem is severely injured if his wife makes more money
than he makes.
l. Women like being dependent on men.
10. Group discussion exercise: Discuss several of the statements in application 9
with two or three of your classmates, applying the four guidelines presented in
this chapter for developing individuality. Be prepared to share your group’s
ideas with the class.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range
of views. Then assess the strengths and weaknesses of each. If you conclude
that one view is entirely correct and the others are mistaken, explain how you
reached that conclusion. If, as is more likely, you find that one view is more
insightful than the others but that they all make some valid points, construct
a view of your own that combines insights from all views and explain why that
view is the most reasonable of all. Present your response in a composition or an
oral report, as your instructor specifies.
Should captured terrorists be tried in military or criminal courts? When
the United States decided to use the military base at Guantanamo Bay, Cuba,
to detain individuals captured on the battlefield in the Iraq war, many peo-
ple protested the decision. Some argued that captured individuals should be
considered criminals rather than prisoners of war and accorded the rights
guaranteed by the U.S. Constitution to all people accused of crimes. Others
argued for classifying the individuals as prisoners of war and treating them
as specified in the Geneva Conventions of 1949. Supporters of the govern-
ment’s decision reject both arguments, contending that captured terrorists
are neither criminals nor soldiers but “unlawful combatants,” adding that
any other designation would impose burdens on the United States that
would make it difficult to fight terrorism and thereby threaten national
security.
Begin your analysis by conducting a Google search using the term “status cap-
tured terrorists.”
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16
C H A P T E R 2
What Is Critical Thinking?
When Arthur was in the first grade, the teacher directed the class to
“think.” “Now, class,” she said, “I know this problem is a little harder
than the ones we’ve been doing, but I’m going to give you a few extra
minutes to think about it. Now start thinking.”
It was not the first time Arthur had heard the word used. He’d heard
it many times at home, but never quite this way. The teacher seemed to be
asking for some special activity, something he should know how to start
and stop—like his father’s car. “Vroom-m-m,” he muttered half aloud.
Because of his confusion, he was unaware he was making the noise.
“Arthur, please stop making noises and start thinking.”
Embarrassed and not knowing quite what to do, he looked down at his
desk. Then, out of the corner of his eye, he noticed that the little girl next to
him was staring at the ceiling. “Maybe that’s the way you start thinking,”
he guessed. He decided the others had probably learned how to do it last
year, that time he was home with the measles. So he stared at the ceiling.
As he progressed through grade school and high school, he heard
that same direction hundreds of times. “No, that’s not the answer, you’re
not thinking—now think!” And occasionally he would hear from particu-
larly self-pitying teachers given to muttering to themselves aloud: “What
did I do to deserve this? Don’t they teach them anything in the grades
anymore? Don’t you people care about ideas? Think, dammit, THINK.”
So Arthur learned to feel somewhat guilty about the whole matter.
Obviously, this thinking was an important activity that he’d failed to
learn. Maybe he lacked the brain power. But he was resourceful enough.
He watched the other students and did what they did. Whenever a
teacher started in about thinking, he screwed up his face, furrowed his
brow, scratched his head, stroked his chin, stared off into space or up at
the ceiling, and repeated silently to himself, “Let’s see now, I’ve got to
think about that, think, think—I hope he doesn’t call on me—think.”
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17CHAPTER 2 What Is Critical Thinking?
Though Arthur didn’t know it, that’s just what the other students were
saying to themselves.
Your experience may have been similar to Arthur’s. In other words,
many people may have simply told you to think without ever explaining
what thinking is and what qualities a good thinker has that a poor thinker
lacks. If that is the case, you have a lot of company. Extensive, effective
training in thinking is the exception rather than the rule. This fact and its
unfortunate consequences are suggested by the following comments
from accomplished observers of the human condition:
The most interesting and astounding contradiction in life is to me the con-
stant insistence by nearly all people upon “logic,” “logical reasoning,”
“sound reasoning,” on the one hand, and on the other their inability to
display it, and their unwillingness to accept it when displayed by others.1
Most of our so-called reasoning consists in finding arguments for going
on believing as we already do.2
Clear thinking is a very rare thing, but even just plain thinking is almost
as rare. Most of us most of the time do not think at all. We believe and
we feel, but we do not think.3
Mental indolence is one of the commonest of human traits.4
What is this activity that everyone claims is important but few people
have mastered? Thinking is a general term used to cover numerous activ-
ities, from daydreaming to reflection and analysis. Here are just some of
the synonyms listed in Roget’s Thesaurus for think:
appreciate consult fancy reason
believe contemplate imagine reflect
cerebrate deliberate meditate ruminate
cogitate digest muse speculate
conceive discuss ponder suppose
consider dream realize weigh
All of those are just the names that thinking goes under. They really
don’t explain it. The fact is, after thousands of years of humans’ experi-
encing thought and talking and writing about thinking, it remains in
many respects one of the great mysteries of our existence. Still, though
much is yet to be learned, a great deal is already known.
Mind, Brain, or Both?
Most modern researchers use the word mind synonymously with brain, as
if the physical organ that resides in the human skull were solely responsi-
ble for thinking. This practice conveniently presupposes that a problem
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18 PART ONE The Context
that has challenged the greatest thinkers for millennia—the relationship
between mind and physical matter—was somehow solved when no one
was looking. The problem itself and the individuals who spent their lives
wrestling with it deserve better.
Neuroscience has provided a number of valuable insights into the
cognitive or thinking activities of the brain. It has documented that the
left hemisphere of the brain deals mainly with detailed language process-
ing and is associated with analysis and logical thinking, that the right
hemisphere deals mainly with sensory images and is associated with in-
tuition and creative thinking, and that the small bundle of nerves that lies
between the hemispheres—the corpus callosum—integrates the various
functions.
The research that produced these insights showed that the brain is
necessary for thought, but it has not shown that the brain is sufficient for
thought. In fact, many philosophers claim it can never show that. They
argue that the mind and the brain are demonstrably different. Whereas
the brain is a physical entity composed of matter and therefore subject to
decay, the mind is a metaphysical entity. Examine brain cells under the
most powerful microscope and you will never see an idea or concept—
for example, beauty, government, equality, or love—because ideas and
concepts are not material entities and so have no physical dimension.
Where, then, do these nonmaterial things reside? In the nonmaterial
mind.5
The late American philosopher William Barrett observed that “his-
tory is, fundamentally, the adventure of human consciousness” and “the
fundamental history of humankind is the history of mind.” In his view,
“one of the supreme ironies of modern history” is the fact that science,
which owes its very existence to the human mind, has had the audacity to
deny the reality of the mind. As he put it, “the offspring denies the
parent.”6
The argument over whether the mind is a reality is not the only issue
about the mind that has been hotly debated over the centuries. One espe-
cially important issue is whether the mind is passive, a blank slate on
which experience writes, as John Locke held, or active, a vehicle by which
we take the initiative and exercise our free will, as G. W. Leibnitz argued.
This book is based on the latter view.
Critical Thinking Defined
Let’s begin by making the important distinction between thinking and
feeling. I feel and I think are sometimes used interchangeably, but that
practice causes confusion. Feeling is a subjective response that reflects
emotion, sentiment, or desire; it generally occurs spontaneously rather
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19CHAPTER 2 What Is Critical Thinking?
than through a conscious mental act. We don’t have to employ our minds
to feel angry when we are insulted, afraid when we are threatened, or
compassionate when we see a picture of a starving child. The feelings
arise automatically.
Feeling is useful in directing our attention to matters we should think
about; it also can provide the enthusiasm and commitment necessary to
complete arduous mental tasks. However, feeling is never a good substi-
tute for thinking because it is notoriously unreliable. Some feelings are
beneficial, honorable, even noble; others are not, as everyday experience
demonstrates. We often feel like doing things that will harm us—for
example, smoking, sunbathing without sunscreen, telling off our profes-
sor or employer, or spending the rent money on lottery tickets.
Zinedine Zidane was one of the greatest soccer players of his genera-
tion, and many experts believed that in his final season (2006) he would
lead France to the pinnacle of soccer success—winning the coveted World
Cup. But then, toward the end of the championship game against Italy, he
viciously head-butted an Italian player in full view of hundreds of mil-
lions of people. The referee banished him from the field, France lost the
match, and a single surrender to feeling forever stained the brilliant
career Zidane had dedicated his life to building.
In contrast to feeling, thinking is a conscious mental process per-
formed to solve a problem, make a decision, or gain understanding.*
Whereas feeling has no purpose beyond expressing itself, thinking aims
beyond itself to knowledge or action. This is not to say that thinking is
infallible; in fact, a good part of this book is devoted to exposing errors in
thinking and showing you how to avoid them. Yet for all its shortcom-
ings, thinking is the most reliable guide to action we humans possess. To
sum up the relationship between feeling and thinking, feelings need to be
tested before being trusted, and thinking is the most reasonable and reli-
able way to test them.
There are three broad categories of thinking: reflective, creative, and
critical. The focus of this book is on critical thinking. The essence of criti-
cal thinking is evaluation. Critical thinking, therefore, may be defined as
the process by which we test claims and arguments and determine which
have merit and which do not. In other words, critical thinking is a search
for answers, a quest. Not surprisingly, one of the most important tech-
niques used in critical thinking is asking probing questions. Where the un-
critical accept their first thoughts and other people’s statements at face
value, critical thinkers challenge all ideas in this manner:
*Some informal definitions of thinking include daydreaming. It is excluded from this defini-
tion because daydreaming is a passive mental state over which we exercise little or no con-
trol. It is therefore of little use in evaluating ideas.
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20 PART ONE The Context
Critical thinking also employs questions to analyze issues. Consider,
for example, the subject of values. When it is being discussed, some peo-
ple say, “Our country has lost its traditional values” and “There would be
less crime, especially violent crime, if parents and teachers emphasized
moral values.” Critical thinking would prompt us to ask,
1. What is the relationship between values and beliefs? Between values
and convictions?
2. Are all values valuable?
3. How aware is the average person of his or her values? Is it possible
that many people deceive themselves about their real values?
4. Where do one’s values originate? Within the individual or outside?
In thought or in feeling?
5. Does education change a person’s values? If so, is this change always
for the better?
6. Should parents and teachers attempt to shape children’s values?
Characteristics of Critical Thinkers
A number of misconceptions exist about critical thinking. One is that
being able to support beliefs with reasons makes one a critical thinker.
Virtually everyone has reasons, however weak they may be. The test of
critical thinking is whether the reasons are good and sufficient.
Another misconception is that critical thinkers never imitate others in
thought or action. If that were the case, then every eccentric would be a
critical thinker. Critical thinking means making sound decisions, regard-
less of how common or uncommon those decisions are.
Thought
Professor Vile cheated me in
my composition grade. He
weighted some themes more
heavily than others.
Before women entered the
work force, there were fewer
divorces. That shows that
a woman’s place is in the home.
A college education isn’t
worth what you pay for it.
Some people never reach
a salary level appreciably higher
than the level they would have
reached without the degree.
Question
Did he grade everyone on the
same standard? Were the dif-
ferent weightings justified?
How do you know that this
factor, and not some other
one(s), is responsible for the
increase in divorces?
Is money the only measure of
the worth of an education?
What about increased under-
standing of self and life and
increased ability to cope with
challenges?
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21CHAPTER 2 What Is Critical Thinking?
It is also a misconception that critical thinking is synonymous with
having a lot of right answers in one’s head. There’s nothing wrong with
having right answers, of course. But critical thinking involves the process
of finding answers when they are not so readily available.
And yet another misconception is that critical thinking cannot be
learned, that one either has it or does not. On the contrary, critical think-
ing is a matter of habit. The most careless, sloppy thinker can become a
critical thinker by developing the characteristics of a critical thinker. This
is not to say that all people have equal thinking potential but rather that
everyone can achieve dramatic improvement.
We have already noted one characteristic of critical thinkers—skill in
asking appropriate questions. Another is control of one’s mental activi-
ties. John Dewey once observed that more of our time than most of us
care to admit is spent “trifling with mental pictures, random recollec-
tions, pleasant but unfounded hopes, flitting, half-developed impres-
sions.”7 Good thinkers are no exception. However, they have learned
better than poor thinkers how to stop that casual, semiconscious drift of
images when they wish and how to fix their minds on one specific matter,
examine it carefully, and form a judgment about it. They have learned, in
other words, how to take charge of their thoughts, to use their minds ac-
tively as well as passively.
Here are some additional characteristics of critical thinkers, as con-
trasted with those of uncritical thinkers:
Critical Thinkers . . .
Are honest with themselves,
acknowledging what they
don’t know, recognizing their
limitations, and being watch-
ful of their own errors.
Regard problems and contro-
versial issues as exciting
challenges.
Strive for understanding, keep
curiosity alive, remain patient
with complexity, and are ready
to invest time to overcome
confusion.
Base judgments on evidence
rather than personal preferences,
deferring judgment whenever
evidence is insufficient. They
revise judgments when new
evidence reveals error.
Uncritical Thinkers . . .
Pretend they know more than
they do, ignore their limitations,
and assume their views are
error-free.
Regard problems and contro-
versial issues as nuisances
or threats to their ego.
Are impatient with complexity
and thus would rather remain
confused than make the effort
to understand.
Base judgments on first impres-
sions and gut reactions.
They are unconcerned
about the amount or quality
of evidence and cling to their
views steadfastly.
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22 PART ONE The Context
As the desirable qualities suggest, critical thinking depends on men-
tal discipline. Effective thinkers exert control over their mental life, direct
their thoughts rather than being directed by them, and withhold their
endorsement of any idea—even their own—until they have tested and
confirmed it. John Dewey equated this mental discipline with freedom.
That is, he argued that people who do not have it are not free persons but
slaves to whim or circumstance:
If a man’s actions are not guided by thoughtful conclusions, then they
are guided by inconsiderate impulse, unbalanced appetite, caprice, or
the circumstances of the moment. To cultivate unhindered, unreflective
external activity is to foster enslavement, for it leaves the person at the
mercy of appetite, sense, and circumstance.8
The Role of Intuition
Intuition is commonly defined as immediate perception or compre-
hension of something—that is, sensing or understanding something
without the use of reasoning. Some everyday experiences seem to sup-
port this definition. You may have met a stranger and instantly “known”
that you would be partners for life. When a car salesman told you
that the price he was quoting you was his final, rock-bottom price,
your intuition may have told you he was lying. On the first day of a
particular course, you may have had a strong sense that you would not
do well in it.
Some important discoveries seem to have occurred instantaneously.
For example, the German chemist Kekule found the solution to a difficult
chemical problem intuitively. He was very tired when he slipped into a
Are interested in other
people’s ideas and so are
willing to read and listen atten-
tively, even when they tend to
disagree with the other person.
Recognize that extreme views
(whether conservative or
liberal) are seldom correct,
so they avoid them, practice
fairmindedness, and seek
a balanced view.
Practice restraint, controlling
their feelings rather than being
controlled by them, and think-
ing before acting.
Are preoccupied with them-
selves and their own opinions
and so are unwilling to pay
attention to others’ views. At
the first sign of disagreement,
they tend to think, “How can
I refute this?”
Ignore the need for balance
and give preference to views
that support their established
views.
Tend to follow their feelings
and act impulsively.
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23CHAPTER 2 What Is Critical Thinking?
daydream. The image of a snake swallowing its tail came to him—and
that provided the clue to the structure of the benzene molecule, which is
a ring, rather than a chain, of atoms.9 The German writer Goethe had
been experiencing great difficulty organizing a large mass of material
for one of his works when he learned of the tragic suicide of a close
friend. At that very instant, the plan for organizing his material occurred
to him in detail.10 The English writer Samuel Taylor Coleridge (you
may have read his Rime of the Ancient Mariner in high school) awoke
from a dream with 200–300 lines of a new and complex poem clearly
in mind.
Such examples seem to suggest that intuition is very different from
reasoning and is not influenced by it. But before accepting that conclu-
sion, consider these facts:
Breakthrough ideas favor trained, active minds. It is unusual for
someone totally untrained in a subject to make a significant new dis-
covery about it. Thus, if Kekule had been a plumber, Goethe a book-
keeper, and Coleridge a hairdresser, they would almost certainly not
have received the intuitions for which they are famous.
Some intuitions eventually prove to be mistaken. That attractive
stranger may turn out to be not your lifelong partner but a person
for whom you develop a strong dislike. The car salesman’s final
price may have proved to be exactly that. And instead of doing
poorly in that course, you may have done well.
It is difficult to make an overall assessment of the quality of our intu-
itions because we tend to forget the ones that prove mistaken in much
the same way a gambler forgets his losses.
These facts have led some scholars to conclude that intuition is sim-
ply a consequence of thinking. They would say that something about the
stranger appealed to you, something the salesman said or did suggested
insincerity, something about the professor frightened you. In each case,
they would explain, you made a quick decision—so quick, in fact, that
you were unaware that you’d been thinking. In the case of the break-
through ideas, the scholars would say that when people become en-
grossed in problems or issues, their unconscious minds often continue
working on them long after they have turned their attention elsewhere.
Thus, when an insight seems to come “out of nowhere,” it is actually a
delayed result of thinking.
Which view of intuitions is the correct one? Are intuitions different
from and independent of thinking or not? Perhaps, for now, the most pru-
dent answer is that sometimes they are independent and sometimes they
are not; we can’t be sure when they are, and therefore it is imprudent to
rely on them.
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24 PART ONE The Context
Basic Activities in Critical Thinking
The basic activities in critical thinking are investigation, interpretation,
and judgment, in that order. The following chart summarizes each activ-
ity in relation to the other two.
Activity
Investigation
Interpretation
Judgment
Definition
Finding evidence—that is,
data that will answer key
questions about the issue
Deciding what the
evidence means
Reaching a conclusion
about the issue
Requirements
The evidence must be
both relevant and suf-
ficient.
The interpretation
must be more reason-
able than competing
interpretations.
The conclusion must
meet the test of logic.
As we noted previously, irresponsible thinkers first choose their con-
clusions and then seek out evidence to justify their choices. They fail to
realize that the only conclusion worth drawing is one based on a thor-
ough understanding of the problem or issue and its possible solutions or
resolutions. Is it acceptable to speculate, guess, and form hunches and hy-
potheses? Absolutely. Such activities provide a helpful starting point for
the thinking process. (Besides, we couldn’t avoid doing so even if we
tried.) The crucial thing is not to let hunches and hypotheses manipulate
our thinking and dictate our conclusion in advance.
Critical Thinking and Writing
Writing may be used for either of two broad purposes: to discover ideas
or to communicate them. Most of the writing you have done in school is
undoubtedly the latter kind. But the former can be very helpful, not only
in sorting out ideas you’ve already produced, but also in stimulating the
flow of new ideas. For some reason, the very act of writing down one idea
seems to generate additional ideas.
Whenever you write to discover ideas, focus on the issue you are ex-
amining and record all your thoughts, questions, and assertions. Don’t
worry about organization or correctness. If ideas come slowly, be patient.
If they come suddenly, in a rush, don’t try to slow down the process and
develop any one of them; simply jot them all down. (There will be time for
elaboration and correction later.) Direct your mind’s effort, but be sensitive
to ideas on the fringe of consciousness. Often they, too, will prove valuable.
If you have done your discovery writing well and have thought
critically about the ideas you have produced, the task of writing to
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25CHAPTER 2 What Is Critical Thinking?
communicate will be easier and more enjoyable. You will have many
more ideas—carefully evaluated ones—to develop and organize.
Critical Thinking and Discussion11
At its best, discussion deepens understanding and promotes problem
solving and decision making. At its worst, it frays nerves, creates animosity,
and leaves important issues unresolved. Unfortunately, the most promi-
nent models for discussion in contemporary culture—radio and TV
talk shows—often produce the latter effects.
Many hosts demand that their guests answer complex questions with
simple “yes” or “no” answers. If the guests respond that way, they are at-
tacked for oversimplifying. If, instead, they try to offer a balanced answer,
the host shouts, “You’re not answering the question,” and proceeds to an-
swer it himself. Guests who agree with the host are treated warmly; others
are dismissed as ignorant or dishonest. Often as not, when two guests are
debating, each takes a turn interrupting while the other shouts, “Let
me finish.” Neither shows any desire to learn from the other. Typically, as
the show draws to a close, the host thanks the participants for a “vigorous
debate” and promises the audience more of the same next time.
Here are some simple guidelines for ensuring that the discussions
you engage in—in the classroom, on the job, or at home—are more civil,
meaningful, and productive than what you see on TV. By following these
guidelines, you will set a good example for the people around you.
Whenever possible, prepare in advance. Not every discussion can
be prepared for in advance, but many can. An agenda is usually circu-
lated several days before a business or committee meeting. In college
courses, the assignment schedule provides a reliable indication of what
will be discussed in class on a given day. Use this information to prepare:
Begin by reflecting on what you already know about the topic. Then decide
how you can expand your knowledge and devote some time to doing so.
(Fifteen or twenty minutes of focused searching in the library or on the
Internet can produce a significant amount of information on almost any
subject.) Try to anticipate the different points of view that might be
expressed in the discussion and consider the relative merits of each. Keep
your conclusions tentative at this point, so that you will be open to the
facts and interpretations others will present.
Set reasonable expectations. Have you ever left a discussion disap-
pointed that others hadn’t abandoned their views and embraced yours?
Have you ever felt offended when someone disagreed with you or asked
you what evidence you had to support your opinion? If the answer to either
question is yes, you probably expect too much of others. People seldom change
their minds easily or quickly, particularly in the case of long-held convictions.
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26 PART ONE The Context
And when they encounter ideas that differ from their own, they naturally
want to know what evidence supports those ideas. Expect to have your
ideas questioned, and be cheerful and gracious in responding.
Leave egotism and personal agendas at the door. To be productive,
discussion requires an atmosphere of mutual respect and civility. Egotism
produces disrespectful attitudes toward others—notably, “I’m more
important than other people,” “My ideas are better than anyone else’s,” and
“Rules don’t apply to me.” Personal agendas, such as dislike for another
participant or excessive zeal for a point of view, can lead to personal
attacks and unwillingness to listen to others’ views.
Contribute but don’t dominate. If you are the kind of person who
loves to talk and has a lot to say, you probably contribute more to discus-
sions than other participants. On the other hand, if you are more re-
served, you may seldom say anything. There is nothing wrong with
being either kind of person. However, discussions tend to be most pro-
ductive when everyone contributes ideas. For this to happen, loquacious
people need to exercise a little restraint, and more reserved people need
to accept responsibility for sharing their thoughts.
Avoid distracting speech mannerisms. Such mannerisms include
starting one sentence and then abruptly switching to another; mumbling or
slurring your words; and punctuating every phrase or clause with audible
pauses (“um,” “ah,”) or meaningless expressions (“like,” “you know,”
“man”). These annoying mannerisms distract people from your message.
To overcome them, listen to yourself when you speak. Even better, tape
your conversations with friends and family (with their permission), then
play the tape back and listen to yourself. Whenever you are engaged in a
discussion, aim for clarity, directness, and economy of expression.
Listen actively. When the participants don’t listen to one another,
discussion becomes little more than serial monologue—each person tak-
ing a turn at speaking while the rest ignore what is being said. This can
happen quite unintentionally because the mind can process ideas faster
than the fastest speaker can deliver them. Your mind may get tired of
waiting and wander about aimlessly like a dog off its leash. In such cases,
instead of listening to the speaker’s words, you may think about her
clothing or hairstyle or look outside the window and observe what is
happening there. Even when you make a serious effort to listen, it is easy
to lose focus. If the speaker’s words trigger an unrelated memory, you
may slip away to that earlier time and place. If the speaker says some-
thing you disagree with, you may begin framing a reply. The best way to
maintain your attention is to be alert for such distractions and to resist
them. Strive to enter the speaker’s frame of mind, understand what is
said, and connect it with what was said previously. Whenever you realize
your mind is wandering, drag it back to the task.
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27CHAPTER 2 What Is Critical Thinking?
Judge ideas responsibly. Ideas range in quality from profound to
ridiculous, helpful to harmful, ennobling to degrading. It is therefore ap-
propriate to pass judgment on them. However, fairness demands that
you base your judgment on thoughtful consideration of the overall
strengths and weaknesses of the ideas, not on initial impressions or feel-
ings. Be especially careful with ideas that are unfamiliar or different from
your own because those are the ones you will be most inclined to deny a
fair hearing.
Resist the urge to shout or interrupt. No doubt you understand that
shouting and interrupting are rude and disrespectful behaviors, but do
you realize that in many cases they are also a sign of intellectual insecu-
rity? It’s true. If you really believe your ideas are sound, you will have no
need to raise your voice or to silence the other person. Even if the other
person resorts to such behavior, the best way to demonstrate confidence
and character is by refusing to reciprocate. Make it your rule to disagree
without being disagreeable.
Avoiding Plagiarism12
Once ideas are put into words and published, they become intellectual
property, and the author has the same rights over them as he or she has
over a material possession such as a house or a car. The only real differ-
ence is that intellectual property is purchased with mental effort rather
than money. Anyone who has ever wracked his or her brain trying to
solve a problem or trying to put an idea into clear and meaningful words
can appreciate how difficult mental effort can be.
Plagiarism is passing off other people’s ideas or words as one’s own.
It is doubly offensive in that it both steals and deceives. In the academic
world, plagiarism is considered an ethical violation and is punished by a
failing grade for a paper or a course or even by dismissal from the institu-
tion. Outside the academy, it is a crime that can be prosecuted if the per-
son to whom the ideas and words belong wishes to bring charges. Either
way, the offender suffers dishonor and disgrace, as the following exam-
ples illustrate:
• When a university in South Africa learned that professor Marks
Chabel had plagiarized most of his doctoral dissertation from
Kimberly Lanegran of the University of Florida, the university fired
Chabel. Moreover, the university that had awarded him his Ph.D.
revoked it.
• When U.S. Senator Joseph Biden was seeking the 1988 Democratic pres-
idential nomination, it was revealed that he had plagiarized passages
from speeches by British politician Neil Kinnock and by Robert Kennedy.
It was also learned that, while in law school, he had plagiarized a
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28 PART ONE The Context
number of pages from a legal article. The ensuing scandal led Biden to
withdraw his candidacy and has continued to stain his reputation.
• The reputation of historian Stephen Ambrose was tarnished by alle-
gations that over the years he plagiarized the work of several authors.
Doris Kearns Goodwin, historian and advisor to President Lyndon
Johnson, suffered a similar embarrassment when she was discovered
to have plagiarized from more than one source in one of her books.
• When James A. Mackay, a Scottish historian, published a biography
of Alexander Graham Bell in 1998, Robert Bruce presented evidence
that the book was largely plagiarized from his 1973 biography,
which had won a Pulitzer Prize. Mackay was forced to withdraw his
book from the market. (Incredibly, he did not learn from the experi-
ence because he then published a biography of John Paul Jones,
which was plagiarized from a 1942 book by Samuel Eliot Morison.)
• When New York Times reporter Jason Blair was discovered to have
plagiarized stories from other reporters and fabricated quotations
and details in his stories, he resigned his position in disgrace. Soon
afterward, the two senior editors who had been his closest mentors
also resigned, reportedly because of their irresponsible handling of
Blair’s reportage and the subsequent scandal.
Some cases of plagiarism are attributable to intentional dishonesty,
others to carelessness. But many, perhaps most, are due to misunder-
standing. The instructions “Base your paper on research rather than on
your own unfounded opinions” and “Don’t present other people’s ideas
as your own” seem contradictory and may confuse students, especially if
no clarification is offered. Fortunately, there is a way to honor both in-
structions and, in the process, to avoid plagiarism.
Step 1: When you are researching a topic, keep your sources’ ideas
separate from your own. Begin by keeping a record of each source of
information you consult. For an Internet source, record the Web site
address, the author and title of the item, and the date you visited the site.
For a book, record the author, title, place of publication, publisher, and
date of publication. For a magazine or journal article, record the author,
title, the name of the publication, and its date of issue. For a TV or radio
broadcast, record the program title, station, and date of transmission.
Step 2: As you read each source, note the ideas you want to refer to in
your writing. If the author’s words are unusually clear and concise, copy
them exactly and put quotation marks around them. Otherwise, paraphrase—
that is, restate the author’s ideas in your own words. Write down the num-
ber(s) of the page(s) on which the author’s passage appears.
If the author’s idea triggers a response in your mind—such as a ques-
tion, a connection between this idea and something else you’ve read, or
an experience of your own that supports or challenges what the author
says—write it down and put brackets (not parentheses) around it so that
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29CHAPTER 2 What Is Critical Thinking?
you will be able to identify it as your own when you review your notes.
Here is a sample research record illustrating these two steps:
Adler, Mortimer J. The Great Ideas: A Lexicon of Western Thought (New York:
Macmillan, 1992) Says that throughout the ages, from ancient Greece,
philosophers have argued about whether various ideas are true. Says it’s
remarkable that most renowned thinkers have agreed about what truth
is—”a correspondence between thought and reality.” 867 Also says that
Freud saw this as the scientific view of truth. Quotes Freud: “This corre-
spondence with the real external world we call truth. It is the aim of scien-
tific work, even when the practical value of that work does not interest
us.” 869 [I say true statements fit the facts; false statements do not.]
Whenever you look back on this record, even a year from now, you
will be able to tell at a glance which ideas and words are the author’s and
which are yours. The first three sentences are, with the exception of the
directly quoted part, paraphrases of the author’s ideas. Next is a direct
quotation. The final sentence, in brackets, is your own idea.
Step 3: When you compose your paper, work borrowed ideas and
words into your own writing by judicious use of quoting and paraphras-
ing. In addition, give credit to the various authors. Your goal here is to
eliminate all doubt about which ideas and words belong to whom. In for-
mal presentations, this crediting is done in footnotes; in informal ones, it
is done simply by mentioning the author’s name.
Here is an example of how the material from Mortimer Adler might be
worked into a composition. (Note the form that is used for the footnote.)
The second paragraph illustrates how your own idea might be expanded:
Mortimer J. Adler explains that throughout the ages, from the time of
the ancient Greeks, philosophers have argued about whether various
ideas are true. But to Adler the remarkable thing is that, even as they
argued, most renowned thinkers have agreed about what truth is. They
saw it as “a correspondence between thought and reality.” Adler points
out that Sigmund Freud believed this was also the scientific view of
truth. He quotes Freud as follows: “This correspondence with the real
external world we call truth. It is the aim of scientific work, even when
the practical value of that work does not interest us.”*
This correspondence view of truth is consistent with the commonsense
rule that a statement is true if it fits the facts and false if it does not. For
example, the statement “The twin towers of New York’s World Trade
Center were destroyed on September 11, 2002,” is false because they were
destroyed the previous year. I may sincerely believe that it is true, but
my believing in no way affects the truth of the matter. In much the same
way, if an innocent man is convicted of a crime, neither the court’s deci-
sion nor the world’s acceptance of it will make him any less innocent. We
may be free to think what we wish, but our thinking can’t alter reality.
*Mortimer J. Adler, The Great Ideas: A Lexicon of Western Thought (New York: Macmillan,
1992), pp. 867, 869.
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30 PART ONE The Context
Applications
1. Think back on your previous schooling. How closely has your experience
matched Arthur’s? Explain.
2. Reflect on your powers of concentration. Do you find it difficult to pon-
der important matters? Are you able to prevent the casual, semiconscious drift of
images from interrupting your thoughts? Do you have less control in some situa-
tions than in others? Explain.
3. Rate yourself on each of the eight characteristics of good critical thinkers
that are listed on pp. 24–26. Which are you strongest in? Which weakest? If your
behavior varies from situation to situation, try to determine what kinds of issues
or circumstances bring out your best and worst mental qualities.
4. Consider how you approach problems and issues. Is there any pattern to
the way you think about a problem or an issue? Does an image come to mind
first? Or perhaps a word? What comes next? And what after that? If you can’t
answer these questions completely, do this exercise: Flip half a dozen pages ahead
in this book, pick a sentence at random, read it, and note how your mind deals
with it. (Such thinking about your thinking may be a little awkward at first. If it
is, try the exercise two or three times.)
5. Read each of the following statements carefully. Then decide what ques-
tion(s), if any, a good critical thinker would find it appropriate to ask.
a. Television news sensationalizes its treatment of war because it gives us
pictures only of injury, death, and destruction.
b. My parents were too strict—they wouldn’t let me date until I was sixteen.
c. It’s clear to me that Ralph doesn’t care for me—he never speaks when we
pass in the hall.
d. From a commercial for a news network: “The news is changing every
minute of the day, so you constantly need updating to keep you informed.”
e. The statement of an Alabama public elementary school teacher who had
students recite the Lord’s Prayer and say grace before meals: “I feel part
of my job as a teacher is to instill values children need to have a good
life.”
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range
of views. Then assess the strengths and weaknesses of each. If you conclude
that one view is entirely correct and the others are mistaken, explain how you
reached that conclusion. If, as is more likely, you find that one view is more
insightful than the others but that they all make some valid points, construct
a view of your own that combines the insights from all views and explain why
that view is the most reasonable of all. Present your response in a composition or
an oral report, as your instructor specifies.
What response should the United States make to the problem of illegal
immigration? As violence on the southern U.S. border increases and illegal
entry continues, many Americans are becoming impatient with the federal
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31CHAPTER 2 What Is Critical Thinking?
government’s failure to solve the border problem. The state of Arizona has
already taken action to apprehend illegals but has been criticized for inter-
fering in matters under federal jurisdiction. Is Arizona’s approach the most
reasonable one? If not, what approach would be?
Begin your analysis by conducting a Google search using the terms “Arizona
illegal immigrants” and “border security issues.”
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32
C H A P T E R 3
What Is Truth?
For hundreds of years, philosophers battled over whether “truth” exists. The
argument usually concerned Truth with a capital T, a kind of complete
record of whatever was, is, or will be, error-proof, beyond doubt and dis-
pute, a final test of the rightness or wrongness of people’s ideas and theories.
Those who accepted the existence of this Truth believed it was a
spiritual reality, not a physical one. That is, it was not a celestial ledger or
file drawer—yet it was beyond time and space. It was considered an
understanding among the gods, or an idea in the mind of God, or simply
the sum total of Reality. Could humans ever come to know Truth? Some
said, no, never. Others said, yes but only in the afterlife. Still others said
that the wisest and best of humans could catch glimpses of it and that the
rest of humanity could learn about it through these special ones.
Those who rejected this notion of an awesome, all-embracing Truth
argued that it was an empty notion. How could all reality be summed up
that way? More important, what possible evidence could be offered in
support of its existence? Many who reasoned this way dismissed the idea
of Truth as wishful thinking, a kind of philosophical security blanket. A
few went further and denied even the existence of truths (no capital).
Our age has inherited the whole argument. The focus, however, has
changed. It seldom concerns Truth anymore. Even if Truth does exist, it’s
of little help to us in our world and our lives because it is beyond human
understanding. Even many people of strong and rather conservative
religious views no longer consider the question of Truth important to the
understanding or practice of their faith.
Still, the question of truth, or even truths, remains, and the position
we take toward this question does have an important bearing on how we
conduct our thinking and acting. Unfortunately, there is a good deal of
murkiness and confusion about the concept. The rest of this chapter will
attempt to shed light on it.
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33CHAPTER 3 What Is Truth?
It’s fashionable today to believe that truth is relative and subjective.
“Everyone creates his or her own truth,” the saying goes, “and what is
true for you may not be true for me.” The meaning of this statement goes
far beyond “It’s a free country and I can believe what I want.” The claim
means that whatever a person thinks is true because he or she thinks it is. Not
surprisingly, to challenge another person’s view on an issue is considered
bad form. “That’s my truth you’re talking about, Buster. Show a little
respect.”
The implications of this notion are quite staggering, yet for some
reason few people acknowledge them, and fewer still are interested in
testing their reasonableness. One implication is that everyone is right and
no one is wrong. In fact, no one can be wrong. (What an argument this
would make against objective tests—true/false, multiple choice, and so
on: “My answers can’t be wrong, professor. They’re my truth!”) Another
is that everyone’s perception and memory work flawlessly, with never a
blunder, glitch, or gaffe. And another is that no one adopts other people’s
“truths.” The idea of creating truth rules out borrowing—if truth is in-
tensely personal, each person’s truth must be unique. Let’s examine all
these ideas more closely.
Where Does It All Begin?
The idea of creating our own truth without outside influence or assis-
tance may sound reasonable if we focus only on our adulthood. The
moment we consider our childhood, however, the idea becomes suspect,
because in childhood we were all dependent in every sense: physically,
emotionally, and intellectually. What we knew and believed about every-
thing was what others told us. We asked questions—”Why, Mommy?”
“Why, Daddy?” Our parents answered them. We accepted those answers
and made them the foundation of our belief system, no matter how elab-
orate it would become in adulthood.
Relativists could, of course, claim that we leave all those early influ-
ences behind when we reach adulthood, but that denies the most funda-
mental principles of psychology. Here is how one writer explained the
continuing influence of childhood experience:
We are told about the world before we see it. We imagine most things
before we experience them. And those preconceptions, unless education
has made us acutely aware, govern deeply the whole process of perception.
They mark out certain objects as familiar or strange, emphasizing the
difference, so that the slightly familiar is seen as very familiar, and the
somewhat strange as sharply alien. They are aroused by small signs,
which may vary from a true index to a vague analogy. Aroused, they
flood fresh vision with older images, and project into the world what
has been resurrected in memory.1
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34 PART ONE The Context
You have heard the old saying seeing is believing. The reverse—
believing is seeing—is equally correct. To a greater or lesser extent, what
we regard as our unique perspective bears the imprint of other people’s
ideas and beliefs.
Imperfect Perception
Is perception flawless? Hardly. For one thing, it is influenced by our
desires, interests, and expectations: “From the outset perception is selective
and tends to simplify the world around us. Memory continues and hastens
the process.”2 For another, even within its limited focus, perception is often
flawed. A college student who is positive that the textbook contains a
certain statement answers an exam question with perfect confidence. Yet
when the student gets the corrected test back and finds the question
marked wrong, then hurriedly flips open the book and examines the
passage again, he or she may find it says something else entirely.
Moviegoers in the 1930s and 1940s were thrilled as Tarzan uttered
his famous yell and swung through the treetops to catch the villain. Tell
them that Tarzan never made that yell and they’ll say, “False, we heard it
with our own ears.” And yet it’s not false. According to one of the men
who first played the role of Tarzan, Buster Crabbe, that yell was
dubbed into the films in the studio. It was a blend of three voices—a
soprano’s, a baritone’s, and a hog caller’s.
At least a dozen times every weekend from September to January, the
imperfection of human observation is underlined by that marvel of tech-
nology, the instant replay. Is there a football fan anywhere who doesn’t
occasionally scream, “Bad call!” only to be proved wrong a moment
later? We can be sure enough to bet a week’s wages that the pass re-
ceiver ’s feet came down inbounds or that the running back’s knee hit the
ground before the ball came loose. And then the replay shows us how er-
roneous our initial perception was.
The vagaries of perception have long been noted by those who deal
with human testimony—notably, trial lawyers, police officers, and psy-
chologists. It is well established that a number of factors can make us see
and hear inaccurately. Darkness, cloudy conditions, or distance from
what we are witnessing may obscure our vision. We may be distracted at a
crucial moment. If we are tired or in the grip of powerful emotions such as
fear or anger, our normal perceptiveness may be significantly diminished.
Also, perception may be intermingled with interpretation—the expectation
that an event will unfold in a certain way may color our perception of the
way the event actually unfolds. Loyalty and affection toward the people or
things involved may distort our vision as well. If someone we dislike
speaks in a loud voice and is animated, we may regard that person as
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35CHAPTER 3 What Is Truth?
showing off to get attention. But if a friend behaves in the same way, we
may regard him or her as vivacious and extroverted.
Imperfect Memory
Even when our perception is initially flawless, our memory often distorts
the data. We forget details, and when later attempting to recall what hap-
pened we resort to imagination to fill in the blanks. Though we may at
first be aware that such a process of reconstruction is occurring, this
awareness soon fades, and we come to believe we are remembering the
original perception. As psychologist William James explained,
The most frequent source of false memory is the accounts we give to others
of our experiences. Such acts we almost always make more simple and more
interesting than the truth. We quote what we should have said or done
rather than what we really said or did; and in the first telling we may be
fully aware of the distinction, but [before] long the fiction expels the reality
from memory and [replaces it]. We think of what we wish had happened,
of possible [interpretations] of acts, and soon we are unable to distinguish
between things that actually happened and our own thoughts about what
might have occurred. Our wishes, hopes, and sometimes fears are the con-
trolling factor.3
As if this weren’t enough, memory is vulnerable to contamination
from outside the mind. Memory expert Elizabeth Loftus showed children
a one-minute film and then asked, “Did you see a bear?” or “Did you see
a boat?” They remembered seeing them, even though no bears or boats
were in the film. She also showed adults a film of an auto accident and
then asked them about it. By using the word “smash” instead of “hit,” she
was able to change the viewers’ estimate of the cars’ speed and to create a
memory of broken glass where there was none. In another experiment,
Loftus asked the parents of college students to describe some events from
their sons’ and daughters’ childhoods. Then she talked with each student
about those events but added a fake event or two. With only slight coaxing,
the students “remembered” the fake events, were able to elaborate on the
details, and in some cases refused to believe they were fake even when
Loftus explained what she had done.4
Deficient Information
The quality of a belief depends to a considerable extent on the quality of
the information that backs it up. Because it’s a big world and reality has
many faces, it’s easy for us to be misinformed. How many drivers take
the wrong turn because of faulty directions? How many people get on the
wrong bus or train? How many car owners put too much or too little air
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36 PART ONE The Context
in their tires on the advice of some service station attendant? And, if mis-
information is common enough in such relatively simple matters, how
much more common is it in complex matters like law and medicine and
government and religion?
It’s possible, of course, to devote a lifetime of study to a particular
field. But not even those who make that kind of commitment can know
everything about their subject. Things keep happening too fast. They
occur whether we’re watching or not. There’s no way to turn them off
when we take a coffee break or go to the bathroom. The college student who
hasn’t been home in three months may be able to picture the neighbor’s
elm tree vividly, yet it may have been cut down two months ago. The
soldier may have total recall of his hometown—every sight and sound
and smell—and return home to find half of Main Street sacrificed to
urban renewal, the old high school hangout closed, and a new car in his
best friend’s driveway.
Even the Wisest Can Err
So far, we’ve established that people can be mistaken in what they per-
ceive and remember and that the information they receive can be faulty
or incomplete. But these matters concern individuals. What of group
judgment—the carefully analyzed observations of the best thinkers, the
wisest men and women of the time? Is that record better? Happily, it is.
But it, too, leaves a lot to be desired.
All too often, what is taken as truth one day by the most respected minds is
proved erroneous the next. You undoubtedly know of some examples. In the
early seventeenth century, when Galileo suggested that the sun is the
center of our solar system, he was charged with heresy, imprisoned, and
pressured to renounce his error. The “truth” of that time, accepted by
every scientist worthy of the name, was that the earth was the center of
the solar system.
Here are some other examples you may not have heard about in which
the “truth” turned out not to be true:
• For a long time surgeons used talc on the rubber gloves they wore
while performing surgery. Then they discovered it could be poison-
ous. So they switched to starch, only to find that it, too, could have
a toxic effect on surgical patients.5
• Film authorities were certain they were familiar with all the films
the late Charlie Chaplin ever made. Then, in 1982, a previously
unknown film was discovered in a British screen archive vault.6
• For hundreds of years historians believed that although the people
of Pompeii had been trapped by the eruption of Mount Vesuvius in
A.D. 79, the people of neighboring Herculaneum had escaped. Then
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37CHAPTER 3 What Is Truth?
the discovery of eighty bodies (and the hint of hundreds more)
under the volcanic ash revealed that many from Herculaneum had
also been trapped.7
• Your grandparents probably learned that there are eight planets
in our solar system. Since Pluto was discovered in 1930, your
parents and you learned there are nine. Then Joseph L. Brady of the
University of California suggested there might be ten.8 But more
recently Pluto was removed from the list.
• After morphine was used by doctors for some years as a painkiller,
it was found to be addictive. The search began for a nonaddictive
substitute. What was found to take its place? Heroin!9
Truth Is Discovered, Not Created
Let’s review what our evaluation has revealed. First, our ideas and beliefs
are unavoidably influenced by other people’s, particularly in childhood.
Second, perception and memory are imperfect. Third, our information
can be inaccurate or incomplete. Add to this the fact, noted in Chapter 2,
that some people’s thinking skills are woefully meager and/or ineffec-
tively used, and the idea that “everyone creates his or her own truth”
becomes laughable. We do create something, all right, but it is not truth. It
is beliefs, ideas that we accept as true but that could easily be false.
What, then, is the most reasonable view of truth? The truth about
something is what is so about it—the facts in their exact arrangement and
proportions. Our beliefs and assertions are true when they correspond to
that reality and false when they do not.
Did time run out before the basketball player got the shot off? How
does gravity work? Who stole your hubcaps? Are there time/space limits
to the universe? Who started the argument between you and your neigh-
bor last weekend? Have you been working up to your potential in this
course? To look for the truth in such matters is to look for the answer that
fits the facts, the correct answer.
Truth is apprehended by discovery, a process that favors the curious
and the diligent. Truth does not depend on our acknowledgment of it,
nor is it in any way altered by our ignorance or transformed by our wish-
ful thinking. King Tut’s tomb did not spring into existence when archae-
ologists dug it up; it was there waiting to be discovered. Art forgeries are
not genuine when people are fooled and then fake when the deception
is revealed. Cigarette smoking is not rendered harmless to our health
because we would prefer it to be so.
Much of the confusion about truth arises from complex situations in
which the truth is difficult to ascertain or express. Consider a question like
Are there really UFOs that are piloted by extraterrestrial beings? Although
the question is often hotly debated and people make assertions that purport
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38 PART ONE The Context
to express the truth, there is not yet sufficient evidence to say we know the
truth about UFOs. However, that doesn’t mean there is no truth about them
or that people who affirm their existence and people who deny it are
equally correct. It means that whatever the truth is, we do not yet possess it.
Similar difficulty arises from many psychological and philosophical
questions—for example: Why are some people heterosexual and others
homosexual? Is the cause of criminality genetic or environmental or a
combination of the two? Are humans inherently violent? Is there an after-
life? What constitutes success? The answers to these questions, and to
many of the issues you will encounter in the applications in this book,
will often be incomplete or tentative. Yet that fact should not shake your
conviction that there are truths to be discovered.
When planes crashed into the twin towers of the World Trade Center
and the Pentagon on September 11, 2001, killing several thousand people,
the event was officially classified as a terrorist attack. But before long, a
very different theory was advanced—that individuals in the highest levels
of the U.S. government had planned and executed the crashes to provide
an excuse for attacking Iraq. This conspiracy theory gained a number of
well-known supporters, including movie and television stars and at least
one member of Congress, and was disseminated around the world. In
France, for example, a book supporting the theory became a best-seller.
The issue became the subject of international debate—in some quarters,
people are still divided in their views. But to my knowledge, not a single
individual, in this country or abroad, took the position that both views are
correct—that is, that each side is entitled to its own truth. If anyone had, he
or she would have been attacked by both camps for talking nonsense and
trivializing an important issue. When it comes to significant events like
9/11, people want to know the truth, what really happened.
Having the right frame of mind can make your pursuit of the truth less
burdensome and give it the sense of adventure that the great thinkers in
history experienced. A good way to begin is to keep the following thought
in mind: “I know I have limitations and can easily be mistaken. And surely
I’ll never find all the answers I’d like to. But I can observe a little more
accurately, weigh things a little more thoroughly, and make up my mind a
little more carefully. If I do so, I’ll be a little closer to the truth.”
That’s far different from saying, “Everyone makes his or her own truth”
or “It all depends on how you look at it.” And it is much more reasonable.
Understanding Cause and Effect10
Some of the most difficult challenges in discovering truth occur in
determining cause-and-effect relationships. Unfortunately, mistakes
are common in such matters. One mistake is to see cause-and-effect
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39CHAPTER 3 What Is Truth?
relationships where there are none. Another is to see only the simple
and obvious cause-and-effect relationships and miss the complex or
subtle ones. A third is to believe that causation is relevant only to mate-
rial forces and is unrelated to human affairs. To avoid such confusion,
four facts must be understood:
1. One event can precede another without causing it. Some people
believe that when one event precedes another, it must be the cause of the
other. Most superstition is rooted in this notion. For example, breaking a
mirror, crossing paths with a black cat, or walking under a ladder is be-
lieved to cause misfortune. You don’t have to be superstitious to make
this mistake. You may believe that your professor gave an unannounced
quiz today because students were inattentive the day before yesterday,
whereas he may have planned it at the beginning of the semester. Or you
may believe the stock market fell because a new president took office,
when other factors might have prompted the decline.
The problem with believing that preceding events necessarily cause
subsequent events is that such thinking overlooks the possibility of coinci-
dence. This possibility is the basis of the principle that “correlation does
not prove causation.” In order to establish a cause-and-effect relationship,
it is necessary to rule out coincidence, or at least to make a persuasive
case against it.
2. Not all causation involves force or necessity. The term causation is
commonly associated with a physical action affecting a material reality,
such as, a lightning bolt striking a house and the house catching fire and
burning. Or a flowerpot being accidentally dropped out a window and
then falling to the ground and breaking. Or a car speeding, failing to ne-
gotiate a curve, careening off the highway, and crashing into a tree. In
such cases a scientific principle or law applies (combustion, gravity, iner-
tia), and the effect is inevitable or at least highly predictable.
That type of causation is valid, but it would be a mistake to think of it
as the only type. Causation also occurs in the nonmaterial realities we call
human affairs—more specifically, in the processes of emotion and
thought. That type of causation has little, if anything, to do with scientific
principles or laws, is almost never inevitable, and is often difficult to pre-
dict. If we are to avoid oversimplification, we need to define causation in
a way that covers both the scientific realm and the realm of human af-
fairs. Here is a footnote for this: As its first definition of cause, the Oxford
English Dictionary gives “that which produces an effect; that which gives
rise to any action, phenomenon, or condition.” The distinction between
“produces” and “gives rise to” is what we are referring to here. We will
therefore define causation as the phenomenon of one thing influencing the
occurrence of another. The influence may be major or minor, direct or indi-
rect, proximate or remote in time or space. It may also be irresistible, as in
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40 PART ONE The Context
the examples of combustion, gravity, and inertia mentioned previously;
or resistible, as in following parental teaching or the example of one’s
peers. In the latter case, and in other matters involving ideas, the influ-
ence (cause) does not force the effect to occur but instead invites, encour-
ages, or inspires it. Consider these examples:
The idea that intelligence is genetically determined led early twentieth-
century educators to conclude that thinking cannot be taught, and thus to
emphasize rote learning and expand vocational curriculums.
The idea that people are naturally good, and therefore not personally
responsible for their bad deeds, has shifted blame to parents, teachers, and
society, and caused judges to treat criminals more leniently.
The idea that one race or ethnic group is superior to another has led to mili-
tary campaigns against neighboring countries, discriminatory laws, slavery,
and genocide.
The idea that “no one over thirty can be trusted,” which was popular in the
United States during the 1960s and 1970s, led many young people to scorn
both the advice of their parents and teachers and the accumulated wisdom
of the past.
The idea that feelings are a reliable guide to behavior has led many people to
set aside restraint and follow their impulses. This change has arguably led to
an increase in incivility, road rage, and spouse abuse, among other social
problems.
The idea that self-esteem is prerequisite to success changed the traditional
idea of self-improvement, inspired hundreds of books focused on self-
acceptance, and led educators to more indulgent views of homework, grad-
ing, and discipline.
In each of these examples, one idea influenced the occurrence of an action
or belief and, in that sense, caused it. Columnist George Will no doubt had
this view of causation in mind when he encountered the claim that “no
one has ever dropped dead from viewing ‘Natural Born Killers,’ or listen-
ing to gangster rap records.” Will responded, “No one ever dropped dead
reading ‘Der Sturmer,’ the Nazi anti-Semitic newspaper, but the culture it
served caused six million Jews to drop dead.”11
3. There is a wild card in human affairs—free will. So far we have
noted that causation occurs through force or necessity in material events,
but through influence in nonmaterial events—that is, in human affairs.
Also, that in human affairs, effects are to some extent predictable but
much less so than in material events. Now we need to consider why they
are less predictable. The answer is because people possess free will—that is,
the capacity to respond in ways that oppose even the strongest influ-
ences. Free will is itself a causative factor, and one that can trump all oth-
ers. This explains why some people who grow up in the worst of
circumstances—for example, in dysfunctional, abusive families or in
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41CHAPTER 3 What Is Truth?
crime-ridden neighborhoods in which the main sources of income are
drug dealing and prostitution—resist all the negative influences and be-
come decent, hardworking, and law-abiding. (It can also explain why
some people who are more fortunate economically and socially fall short
of those ideals.)
It has been rightly said that people can seldom choose the circum-
stances life places them in, but they can always choose their responses to
those circumstances because they possess free will. In any investigation
of causes and effects in human affairs, the factor of free will must be con-
sidered. However, possessing free will is no guarantee that we will apply it.
In fact, one factor makes such application difficult. That factor is habit.
Habit inclines smokers to continue smoking, liars to continue lying,
selfish people to go on being selfish, and countless people to unthink-
ingly embrace the latest fashion. When leading designers say “hemlines
should be raised,” hordes of women comply. When oversized beltless
denim jeans are in vogue, hordes of young men waddle down the street,
the tops of their pants at the middle of their hips and the crotches of their
pants touching their knees. When iconic athletes shave their heads,
legions of fans shave theirs. Resisting the force of habit is always possible
but never easy.
The most difficult habits to break are those that accrue incrementally
over time. Consider the acceptance of increasing violence and sex on TV
and in films. In the 1950s, not much violence and sex were shown on-
screen, and what was shown was tame. Then viewers were given glimpses
of blood and gore and brief peeks at naked flesh. Year by year, the number
of such scenes increased and the camera drew in a little closer and lingered
a little longer over them. Over time, one thematic taboo after another was
broken. Eventually violence and sexuality were joined, and themes of rape,
child molestation, and even cannibalism were introduced. More recently,
the industry crafted a new vehicle for assaulting the senses—the forensics
program, which depicts rape-murders as they happen, then presents every
gory detail of the autopsies in extreme close-up, accompanied by frequent,
graphic flashbacks to refresh in viewers’ minds the shocking details of the
crimes.
At first the violent and sexual content provoked protests. In time, how-
ever, as sensational images became familiar, people formed the habit of ac-
cepting them, and the protests diminished. (In time the habit grew so
strong that anyone who objected to graphic sex and violence was consid-
ered odd.) What happened in this case was not that people lost their free-
dom or ability to protest, but instead that habit took away their inclination
to protest.
4. Causation is often complex. When a small pebble is dropped into
a serene pool of water, it causes ripples in every direction, and those
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42 PART ONE The Context
ripples can affect even distant waters. NASA researchers have found a
similar process at work in the atmosphere: tiny particles in the air called
aerosols can have a rippling effect on the climate thousands of miles
away from their source region.
Effects in human affairs can also be complex. In an effort to cut costs,
the owner of a chemical plant may dispose of chemicals in a nearby
stream that flows into a river. This action may result in effects he did not
intend, including the pollution of the river, the killing of fish, and even
the contracting of cancer by people living far from his plant. Those effects
will be no less real because he did not intend them.
A woman in the early stages of influenza, unaware that she is ill, may
sneeze while on a crowded airplane and infect dozens of her fellow pas-
sengers. As a result, they may lose time at work; some may have to be
hospitalized; those with compromised immune systems could conceiv-
ably die. Given her lack of knowledge of her condition, no reasonable
person would consider her culpable (morally responsible) for the effects
of her sneeze, but there would still be no doubt that she caused them.
A car is driving on the interstate at night. In rapid succession, a deer
jumps out and, the driver slams on his brakes but still hits and kills the
deer, the car traveling closely behind slams into his car, and five other
cars do likewise, each crashing into the car in front. As a result of this
chain reaction, the drivers and passengers suffer a variety of injuries—
minor in the case of those wearing seat belts, major in others. The task of
identifying the causative factors requires careful attention to the details.
The initial cause was the deer’s crossing the road at an unfortunate time,
but that is not the only cause. The first driver caused the deer’s demise.
Each of the other drivers caused the damage to the front end of his or her
car and back end of the car in front.* And the passengers who did not fas-
ten their seat belts caused their injuries to be more severe than those of
other drivers and passengers.
These examples contain a valuable lesson about the need for care in
investigating causes and effects. But this lesson will be even clearer if we
examine a case in the way investigation usually proceeds—backward in
time from the latest effect to the earliest causative factor; that is, to the
“root” cause.
For example, it has been clear for some time that the number of peo-
ple of Middle Eastern origin living in Europe has increased so dramati-
cally that before long, according to some observers, Europe might well be
called “Eurabia.” What caused this change? Analysts found that for
decades European companies, with their governments’ blessing, have
*At first consideration, it might seem that the front driver in each case caused the accident
behind him/her. However, the law holds each driver responsible for maintaining sufficient
distance to stop and avoid a crash.
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43CHAPTER 3 What Is Truth?
been inviting foreigners to work in their countries, and these workers
brought their families, formed their own enclaves, built their own
mosques and churches, and “planted” their own ethnic cultures. The next
question is what caused the governments to approve this influx of work-
ers? The answer is that the native population of European countries had
declined to a point near or below “replacement level” and there were too
few native-born workers to fill the available jobs and thus fund older peo-
ple’s pensions and health care services.
What caused the population decline? The availability of effective birth
control techniques in the 1960s and 1970s and the choice of more and more
families to employ those techniques. What caused so many families to limit
the number of their children? One factor was the century-long population
movement from rural areas to cities, where children are an economic burden
rather than an asset. Others were the growing emphasis on self-fulfillment
and the corresponding tendency to regard child rearing as self-stifling.
As even this brief analysis of causes and effects suggests, facile re-
sponses to complex issues—in this case, “Middle Easterners are trying to
take over Europe” or “The Crusades are here again, in reverse”—are not
only unhelpful but unfair. The following cautions will help you avoid
oversimplification in your analyses:
Remember that events seldom, if ever, “just happen.” They occur as the re-
sult of specific influences, and these influences may be major or minor, direct
or indirect, proximate or remote in time or space; also irresistible (forced or
necessary) or resistible (invited, encouraged, or inspired).
Remember that free will is a powerful causative factor in human affairs, and
it is often intertwined with other causes. In the case of the changes in European
society, the movement of people from farm to city and the use of birth control
were individual choices, but the greater availability of jobs in the cities (an eco-
nomic reality) and birth control technology (a scientific development) were not.
Be aware that in a chain of events, an effect often becomes a cause. For exam-
ple, the decline in population in Europe caused the importation of foreign
workers, which in turn caused a change in the ratio of native-born to foreign cit-
izens, which may in time alter the continent’s dominant values and attitudes.
Be aware that, in dealing with human affairs, outcomes can be unpredictable.
Therefore, in determining causes, you may have to settle for probability rather
than certainty (as you would in matters that lend themselves to scientific meas-
urement). In other words, you might conclude that something is more likely than
not or, when the probability is very high, substantially more likely to be the cause.
Either of these conclusions has significantly more force than mere possibility,
but it falls short of certainty. The difference is roughly analogous to the differ-
ence in legal standards of judgment: in civil cases, the standard is “a preponder-
ance of the evidence” or “clear and convincing evidence,” whereas in criminal
cases it is the more demanding standard of “beyond a reasonable doubt.”
In searching for truth, when you encounter possible cause-and-effect
relationships, keep these cautions in mind.
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44 PART ONE The Context
Applications
1. Think of a recent situation in which someone referred inappropriately to
“my truth.” Write two or three paragraphs, in your own words, explaining to
that person what you learned in this chapter.
2. A central question in sociology is How does society evolve? Three well-
known individuals gave very different answers. Auguste Comte (1798–1857)
suggested that it involved three stages: religious, metaphysical, and scientific.
Herbert Spencer (1820–1903) claimed that it followed Darwinian “natural selec-
tion,” in which only the fittest survive. Karl Marx (1818–1883) argued that it
occurred through class conflict as a result of economic exploitation. Would belief
in relativism—the idea that everyone creates his or her own truth—increase or
decrease someone’s motivation to analyze these three viewpoints and pursue the
question of society’s evolution? Explain your response.
3. Read each of the following passages, decide how reasonable it is, and
explain your thinking.
a. People who believe that “everyone creates his or her own truth” should
never argue with anyone about anything. If they do, they are being
inconsistent.
b. Motivation to do anything depends on the belief that it has not yet been
done. Everyone who loses something precious, say a diamond ring, will
search diligently and even desperately until it is found. But only a fool
would continue searching for it after it was found. It is no different with
other kinds of searches, such as the search for truth. Once we think we
have it, we stop looking.
4. For years grade school students faced this question on their science tests:
“True or False—The famous rings of the planet Saturn are composed of solid
material.” If the students marked “true,” they lost credit, because the “truth”
was that Saturn’s rings were composed of gas or dust. Then, in 1973, radar
probes revealed that all those wrong answers had been right. Saturn’s rings are,
in fact, composed of solid matter.12 This confusing case seems to suggest that the
truth changed. Did it really? Explain.
5. The scene is a campus security office, where two students are being ques-
tioned. A few minutes earlier, they were engaged in a fistfight in the cafeteria. The
campus police ask them again and again how the fight started. The stories con-
flict. Because each student seems genuinely convinced that the other one was the
aggressor and there were no witnesses, the campus police have no hope of discov-
ering the truth. But is there a truth to discover? Or are there two truths, one for
each student’s story? What light does the chapter shed on these questions?
6. A strange phenomenon that affects a tiny number of the world’s
inhabitants has interested psychologists for some time. It occurs during what
Norwegians call the “murky time,” the two months each year during which areas
above the Arctic Circle experience almost unrelieved darkness. The effects on peo-
ple have been discovered to be unfortunate, even dangerous. At worst, people ex-
perience severe tenseness, restlessness, fear, a preoccupation with thoughts of
death and even suicide. At best, they experience an inability to concentrate, fa-
tigue, a lack of enthusiasm for anything, suspicion, and jealousy. Part of the cause
is seen as lack of sleep. Accustomed to day and night, people become confused by
constant darkness.13 This phenomenon poses an interesting test of truth. Would it
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45CHAPTER 3 What Is Truth?
be proper to say the phenomenon was true before it was recognized and acknowl-
edged by psychologists? Or did it become true only when they became aware of
it? And what of your relationship to the phenomenon? Before you became aware
of it for the first time, whether reading it here or elsewhere, it was not “true to
you.” But did that make it any less true? Explain in light of this chapter.
7. Evaluate the following dialogues in light of what you learned in this
chapter. If you lack sufficient knowledge to judge the issue, do some research.
a. Martha: I don’t care what the courts say about abortion—I’m convinced
it’s murder because the fetus is a human being.
Marian: If you want to believe that, fine. Just don’t impose your beliefs on
others and prevent them from exercising their rights.
Martha: You don’t seem to understand. It’s not just a fetus in my uterus
that’s human but the fetus in the uterus of every pregnant woman.
Marian: Nonsense. You have no right to classify what exists in someone
else’s uterus. That’s her business. You should mind your own business.
b. Barbi: Television shows about suicide should not be aired.
Ken: Why?
Barbi: Because they cause people to commit suicide.
Ken: That’s ridiculous. How can a drama or documentary that shows the
tragedy of suicide cause people to commit suicide?
Barbi: I don’t know how it happens. Maybe some people have thoughts
of suicide already and the show reinforces them. Or maybe they focus on
the act of suicide and lose sight of the tragedy. All I know is that attempted
suicides increase after the airing of such shows.
c. Mabel: I notice that when you get a newspaper you immediately turn to
the astrology column. Do you really believe that nonsense?
Alphonse: It’s not nonsense. The planets exercise a powerful influence on
our lives; their positions in the heavens at the time of our birth can shape
our destiny.
Mabel: I can’t believe I’m hearing such slop from a science major.
Alphonse: What you fail to understand is that astrology is science, one of
the most ancient sciences at that.
d. Jake: What did you think of the chapter “What Is Truth?”
Rocky: It’s stupid.
Jake: What do you mean?
Rocky: It contradicts Chapter 1.
Jake: I didn’t get that impression. Where’s the contradiction?
Rocky: In Chapter 1 the author says that we should strive to be individuals
and think for ourselves. Now he says that his idea about truth is OK and
ours isn’t and that we should follow his. That’s a contradiction.
8. Group discussion exercise: How many times have you been certain some-
thing was true, only to find out later that it was not? Discuss those experiences
with two or three classmates. Be prepared to share the most dramatic and inter-
esting experiences with the rest of the class.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what
knowledgeable people have said about the issue. Be sure to cover the entire
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46 PART ONE The Context
range of views. Then assess the strengths and weaknesses of each. If you con-
clude that one view is entirely correct and the others are mistaken, explain how
you reached that conclusion. If, as is more likely, you find that one view is
more insightful than the others but that they all make some valid points, con-
struct a view of your own that combines the insights from all views and explain
why that view is the most reasonable of all. Present your response in a composi-
tion or an oral report, as your instructor specifies.
Who is responsible for the fiscal crisis of 2008? This issue continues to be
central to overcoming the consequences of the crisis and to ensuring that it
does not recur. Commentators are divided on the cause. Some claim it is was
the policies of George W. Bush’s administration; others, the policies of the
Clinton administration; others, the greed of Wall Street executives. Many
point, instead, to congressional pressure on banks, during the 1990s, to give
loans to people who could not afford to repay them. Still others say the crisis
originated during the Carter administration, specifically in the Community
Reinvestment Act of 1977.
Begin your analysis by conducting a Google search using the terms “Community
Reinvestment Act,” “causes financial crisis,” and “subprime mortgage crisis.”
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47
C H A P T E R 4
What Does It Mean to Know?
Sally looks up from her composition and asks her roommates, “How do
you spell embarrass?”
Nancy says, “I’m not sure. I think it has a double r and a double s. Oh,
I really don’t know.”
Marie smiles her smug smile. “I guess spelling isn’t your cup of tea,
Nancy. The correct spelling is e-m-b-a-r-a-s-s. Only one r.”
By this time Sally has already opened her dictionary. “Might as well
check to be sure,” she says. “Let’s see, embargo, embark . . . here it is,
embarrass. Double r and double s. You were right, Nancy.”
Let’s consider what happened more closely. Marie knew the answer,
but she was wrong. Nancy didn’t know, but she was right. Confusing.
What kind of thing can this knowing be? When you’re doing it, you’re not
doing it. And when you aren’t, you are.
Fortunately, it only appears to be that way. The confusion arises
because the feelings that accompany knowing can be present when we
don’t know. Marie had those feelings. She no longer wondered or experi-
enced any confusion; she was sure of the answer. Yet she was mistaken.
Requirements of Knowing
Nancy was in a better position than Marie because she answered cor-
rectly. Yet she didn’t know, for knowing involves more than having the
right answer. It also involves the realization that you have it.
The issue, of course, may not always be as simple as the spelling of a
word. It may require understanding numerous details or complex principles
or steps in a process. (It may also involve a skill—knowing how to do some-
thing. But that is a slightly different use of the word than concerns us here.)
Knowing usually implies something else, too—the ability to express
what is known and how we came to know it. This, however, is not always so.
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48 PART ONE The Context
We may not be able to express our knowledge in words. The best we may
be able to say is “I just know, that’s all” or “I know because I know.” Yet
these replies are feeble and hardly satisfy those who wish to verify our
knowledge or acquire it.
Testing Your Own Knowledge
Following are some items of “common knowledge.” Determine how
many you already know, and then decide, if possible, how you came to
know each. Complete this informal inventory before continuing with the
chapter.
1. Women are nurturing but men are not.
2. African Americans had little or no part in settling the American West.
3. Expressing anger has the effect of reducing it and making us feel better.
4. The Puritans were “prim, proper, and prudish prigs.”
5. Before Columbus arrived in the New World, Native Americans lived in
peace with one another and in respectful harmony with the environment.
6. Alfred Kinsey’s research on human sexuality is scrupulously schol-
arly and objective.
7. Employers import unskilled labor from other countries to save
money.
8. The practice of slavery originated in colonial America.
It would be surprising if you did not think you knew most of these
items. After all, many writers have written about them, and they are
widely accepted as conventional wisdom. But let’s look a little more
closely at each of them.
1. Barbara Risman became curious about this idea and decided to
study it further. Her findings challenged the conventional wisdom.
Apparently, men who are responsible for caring for children or elderly
parents display the same nurturing traits usually associated with
women. She concluded that these traits are as dependent on one’s
role in life as on one’s sex.1
2. The facts contradict what is known. For example, 25 percent of the
cowboys in Texas cattle drives were African American, as were 60
percent of original settlers of Los Angeles.2 The reason these facts are
not more widely known is probably because of scholarly omission of
information about African Americans from the history books.
3. Conventional wisdom again is wrong. After reviewing the evidence
about anger, Carol Tavris concludes, “The psychological rationales
for ventilating anger do not stand up under experimental scrutiny.
The weight of the evidence indicates precisely the opposite: expressing
anger makes you angrier, solidifies an angry attitude, and establishes
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49CHAPTER 4 What Does It Mean to Know?
a hostile habit. If you keep quiet about momentary irritations and
distract yourself with pleasant activity until your fury simmers
down, chances are you will feel better, and feel better faster, than if
you let yourself go in a shouting match.”3
4. Although the Puritans did hold that sex is rightly reserved for mar-
riage, they did not hesitate to talk openly about the subject and were
not prudish within marriage. The problem seems to be that people
confuse the Puritans with the Victorians.4
5. This is pure myth. Few tribes were completely peaceful, and many
not only were warlike but slaughtered women and children and tor-
tured their captives. Some tribes also offered human sacrifices, mur-
dered the elderly, and practiced cannibalism. As to their alleged
harmonious respect for nature, many tribes deforested the land and
wantonly killed whole herds of animals.5
6. Alfred Kinsey’s work on human sexuality has been regarded as
objective, scholarly, and definitive for more than half a century. In
fact, it has become a foundation of psychotherapy, education, and
even religion. Amazingly, in all that time no one read it critically
until Judith A. Reisman and Edward W. Eichel did so. They docu-
ment that Kinsey approached his work with a firm bias that signifi-
cantly influenced his conclusions. He sought to establish that
exclusive heterosexuality is abnormal and results merely from con-
ditioning and inhibition; that sex between a man and a woman is no
more natural than sex between two men, two women, a man and a
child, or a man and an animal; and that bisexuality should be consid-
ered the norm for human sexuality. When Abraham Maslow demon-
strated to Kinsey that his approach was unscientific, Kinsey simply
ignored him. Kinsey went on to assert that incest can be satisfying
and enriching and that children are upset by adult sexual advances
solely because of the prudishness of parents and legal authorities.
The authors also allege that in his research Kinsey employed a group
of nine sex offenders to manually and orally stimulate to orgasm
several hundred infants and children.6
7. The fact is that in many cases imported labor costs more money than
domestic labor when the cost of transporting the workers is included
in the calculation. For example, Indian workers were chosen over
local Africans to build a railroad in East Africa. Similarly, Chinese
workers were chosen over colonial Malayans. In both cases, the total
cost of using imported workers was greater, but the cost per unit of
work was lower because the imported workers produced more. In these and
many other cases, the principal reason for choosing foreign over do-
mestic labor is that the foreign workers are “more diligent, reliable,
skilled, or careful.”7
8. This notion is also mistaken. Slavery is thousands of years old, pre-
dating Islam, Buddhism, and Christianity. It was practiced by the
Venetians, Greeks, Jews, Chinese, Indians, and Egyptians, among
others. Native American tribes enslaved one another long before the
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50 PART ONE The Context
time of Columbus. The distinction enjoyed by the Americas is not
having introduced slavery, but having abolished it. Slavery was
abolished in the Western Hemisphere many decades before it was in
Africa, Asia, and the Middle East.8
The more of the eight items you “knew,” and the surer you were of your
“knowledge,” the more troubling you are likely to find these facts. You may,
in fact, be thinking, “Wait a minute, there must be some mistake. Who are
these people Ruggiero is quoting? Are they genuine scholars? I’m skeptical
of the whole lot of them.” This reaction is understandable, because familiar-
ity with a false statement can make it seem true. Yet it is a reaction critical
thinkers keep on a short leash. The ancient Greek philosopher Epictetus’s
warning is relevant: “Get rid of self-conceit. For it is impossible for anyone
to begin to learn that which he thinks he already knows.”
Are you still troubled by our debunking of the conventional wisdom?
Then consider that, for centuries, conventional wisdom also held that
heavier objects fall more rapidly than lighter ones and that the heart and
not the brain is the seat of consciousness.9 It also rejected the idea that ma-
chines could ever fly, enable people to communicate with one another
across town, or create pictures of the interior of the human body. That
such “wisdom” is really shortsightedness is plain to us only because
some individuals were willing to ask, Is it possible that what I and other
people think we know isn’t really so? This little question is one of the
most useful tools in critical thinking.
How We Come to Know
We can achieve knowledge either actively or passively. We achieve it
actively by direct experience, by testing and proving an idea (as in a scien-
tific experiment), or by reasoning. When we do it by reasoning, we
analyze a problem, consider all the facts and possible interpretations, and
draw the logical conclusion.
We achieve knowledge passively by being told something by some-
one else. Most of the learning that takes place in the classroom and the
kind that happens when we watch TV news reports or read newspapers
or magazines is passive. Conditioned as we are to passive learning, it’s
not surprising that we depend on it in our everyday communication with
friends and co-workers.
Unfortunately, passive learning has a serious defect. It makes us tend
to accept uncritically what we are told even when what we are told is lit-
tle more than hearsay and rumor.
Did you ever play the game Rumor (or Telephone)? It begins when
one person writes down a message but doesn’t show it to anyone. Then
the person whispers it, word for word, to another person. That person, in
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51CHAPTER 4 What Does It Mean to Know?
turn, whispers it to still another, and so on, through all the people playing
the game. The last person writes down the message word for word as he
or she hears it. Then the two written statements are compared. Typically,
the original message has changed, often dramatically, in passing from
person to person.
That’s what happens in daily life. No two words have precisely the
same shades of meaning. Therefore, the simple fact that people repeat a
story in their own words rather than in exact quotation changes the story.
Then, too, most people listen imperfectly. And many enjoy adding their own
creative touch to a story, trying to improve on it by stamping it with their
own personal style. This tendency may be conscious or unconscious. Yet
the effect is the same in either case—those who hear it think they know.
This process is not limited to everyday exchanges among people. It is
also found among scholars and authors: “A statement of opinion by one
writer may be re-stated as a fact by another, who may in turn be quoted as
an authority by yet another; and this process may continue indefinitely,
unless it occurs to someone to question the facts on which the original
writer based his opinion or to challenge the interpretation he placed upon
those facts.”10
Why Knowing Is Difficult
One reason why knowing is difficult is that some long unanswered ques-
tions continue to resist solution, questions like What causes cancer?
What approach to education is best for children? and How can we pre-
vent crime without compromising individual rights?
Another reason is that everyday situations arise for which there are
no precedents. When the brain procedure known as frontal lobotomy was
developed to calm raging violence in people, it raised the question of the
morality of a cure that robbed the patient of human sensibilities. When
the heart transplant and the artificial heart became realities, the issue of
which patients should be given priority was created, as well as the question
of how donors were to be obtained. When smoking was definitely deter-
mined to be a causative factor in numerous fatal diseases, we were forced
to examine the wisdom of allowing cigarette commercials to mislead TV
viewers and entice them into harming themselves. More recently, when
smoking was shown to harm the nonsmoker as well as the smoker, a debate
arose concerning the rights of smokers and nonsmokers in public places.
Still another reason why knowing is difficult is that, as one genera-
tion succeeds another, knowledge is often forgotten or unwisely rejected.
For example, the ancient Greeks knew that whales have lungs instead
of gills and therefore are mammals. Later, however, the Romans regarded
whales as fish, a false notion that persisted in Western minds until the
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52 PART ONE The Context
seventeenth century. In that century one man suggested that whales are
really mammals, another later established it as fact, and the West redis-
covered an item of knowledge.11
In our time the ideas of “sin” and “guilt” have come to be regarded as
useless and even harmful holdovers from Victorian times. The “new
morality” urged people to put aside such old-fashioned notions as obsta-
cles to happiness and fulfillment. Then Karl Menninger, one of America’s
leading psychiatrists, wrote a book called Whatever Became of Sin? in
which he argues that the notions of “sin” and “guilt” are good and necessary
in civilized society.12 He says, in other words, that our age rejected those
concepts too quickly and quite unwisely.
Knowledge is often thought of as dead matter stored on dusty
shelves in dull libraries. Unfortunately, the hushed atmosphere of a library
can suggest a funeral chapel or a cemetery. But the appearance is deceiving.
The ideas on those shelves are very much alive—and often fighting furi-
ously with one another. Consider the following cases.
The idea that Columbus was the first person from Europe, Africa, or
Asia to land on the shores of North or South America hangs on tena-
ciously. The opposing idea challenges this again and again. (The evidence
against the Columbus theory continues to mount: the discovery of ancient
Japanese pottery in Ecuador, traces of visits by seafarers from Sidon in
541 B.C. as well as by the Greeks and Hebrews in A.D. 200 and by the
Vikings in A.D. 874.13 The most recent evidence suggests that the Chinese
may have discovered America by 2500 B.C.)14
The idea that a history of slavery and deprivation has caused African
Americans to have less self-esteem than whites was well established.
Then it was challenged by two University of Connecticut sociologists,
Jerold Heiss and Susan Owens. Their studies indicate that the self-esteem
of middle-class African Americans is almost identical to that of middle-
class whites and that the self-esteem of lower-class African Americans is
higher than that of lower-class whites.15
The notion that when the youngest child leaves home, middle-aged
parents, especially mothers, become deeply depressed and feel that life
is over for them has many believers. Yet at least one study attacks that
notion. It shows that many, perhaps most, parents are not depressed at
all; rather, they look forward to a simpler, less demanding, life.16
Similarly, until recently, most scientists accepted that senility is a
result of the physical deterioration of the brain and is both progressive
and irreversible. Then experimenters in an Alabama veterans’ hospital
found that in many cases the symptoms of senility—confusion, disorien-
tation, and withdrawal from reality—can be halted and even reversed by
“a simple program of keeping the aged constantly in touch with the sur-
rounding environment.”17
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53CHAPTER 4 What Does It Mean to Know?
Books and articles referring to athletes’ “second wind” abound. Yet
Nyles Humphrey and Robert Ruhling of the University of Utah have pre-
sented evidence that there really is no second wind and that the sensation
experienced by many athletes is merely psychological.18
A Cautionary Tale
Even authorities who have the most sophisticated measurement tools at
their disposal fail to achieve certainty. Consider, for example, the chal-
lenge to anthropologists posed by the Tasaday tribe. When discovered on
the Philippine island of Mindanao in the late 1960s, the Tasaday were
living a Stone Age existence—inhabiting caves in the deep jungle, ignorant
of agriculture, subsisting by hunting and gathering. Manuel Elizaldo,
an associate of then dictator Ferdinand Marcos, quickly became their
protector, mentor, and go-between with a fascinated world. A number of
anthropologists and other experts visited the tribe and studied their artifacts,
language, and social structure. Except for a few skeptics, most scholars
judged them to be authentic Stone Age people. Prestigious publications
like National Geographic wrote about the Tasaday and marveled at the fact
that they were such an innocent, gentle people with no words in their
language for “weapon,” “war,” or “hostility.”
In 1986, after the Marcos regime collapsed, a Swiss journalist visited
the Tasaday and found them living in houses. They reportedly admitted
to him that their story was an elaborate hoax perpetrated by Elizaldo.
He supposedly told them when to go to the caves and put on the Stone
Age act for visiting journalists and scholars. Elizaldo has denied the
charge and has had the continuing support of many scientists. Douglas
Yen, an ethnobiologist and early Tasaday researcher, originally sought to
link the group to neighboring farming tribes, but he now believes the
Stone Age circumstances were genuine. (He cites a case in which little
children were shown cultivated rice and displayed amazement.) Carol
Molony, a linguist and another early Tasaday scholar, is also a believer.
She argues that the tribe, children as well as adults, would have to have
been superb actors to eliminate all agricultural metaphors from their
speech. A local priest and former skeptic, Fr. Sean McDonagh, also believes
the Tasaday to be authentic and says neighboring tribes do too.
One continuing element of dispute concerns the authenticity of Tasaday
tools. Zeus Salazar, a Philippine anthropologist, maintains that the loose
straps attaching stones to handles suggest a poor attempt to fake Stone
Age methods. Yet archaeologist Ian Glover says such looseness has been
noted in authentic Stone Age implements. The Tasaday’s own statements
have not simplified the puzzle. They told NBC and Philippine television
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54 PART ONE The Context
that their original story was true and then told ABC and British television
that it was false.
How likely is it that any outside observer knows the real story about
the Tasaday, in all its complexity? Not very. That is why, in this and simi-
larly difficult cases, responsible people do not claim to know what hap-
pened. Instead, they speak of what it is most plausible to believe
happened, in light of the evidence. That is how anthropologist Thomas
Headland, who exhaustively researched the Tasaday case, speaks of it.
He suggests that there was probably no hoax but that there were gross
exaggerations and false media reports, as well as some self-fulfilling
expectations by anthropologists. It is likely, he believes, that the Tasaday
were once members of the neighboring farming tribes who fled several
hundred years ago (perhaps to avoid slave traders) and who hid in the
forest for so many generations that they not only regressed to a Stone Age
culture but lost all memory of their more advanced state.19
Is Faith a Form of Knowledge?
Some readers, particularly religious conservatives, may wonder whether
what has been said thus far about knowledge represents a denunciation of
faith. Their concern is understandable, given the number of intellectuals in
this and previous centuries who have dismissed religion as mere supersti-
tion. But no such denunciation is intended here. The relationship between
knowledge and religious faith is both complex and subtle. The term religious
faith by definition suggests belief in something that cannot be proved. This is
not to say that what is believed is not true, but only that its truth cannot be
demonstrated conclusively. Jews (and many others) believe that God gave
Moses the Ten Commandments, Muslims believe that Muhammad is Allah’s
prophet, and Christians believe that Jesus Christ is the Son of God. Science is
simply not applicable to these beliefs. Philosophy can offer complementary
arguments for or against them but cannot prove or disprove them.
Mortimer Adler, a distinguished philosopher, offers a very useful
insight into the nature of faith:
What is usually called a “leap of faith” is needed to carry anyone across
the chasm [between philosophy and religion]. But the leap of faith is
usually misunderstood as being a progress from having insufficient rea-
sons for affirming God’s existence to a state of greater certitude in that
affirmation. That is not the case. The leap of faith consists in going from
the conclusion of a merely philosophical theology to a religious belief in
a God that has revealed himself as a loving, just and merciful Creator of
the cosmos, a God to be loved, worshiped and prayed to.20
A related concern of religious conservatives may be whether they are
compromising their faith by embracing the philosophical position expressed
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55CHAPTER 4 What Does It Mean to Know?
in this chapter. Each of us must, of course, answer this question for himself
or herself. Before deciding, however, we would do well to consider the
argument advanced by Mark Noll, a leading evangelical scholar. In
spurning philosophical investigation, he says, evangelicals not only have
removed themselves from the discussion of issues vital to all people but
also have lost touch with “the habits of mind that for nearly two centuries
defined the evangelical experience in America.” In his view, that has
proved to be a tragic mistake.21
Obstacles to Knowledge
Before we discuss how knowledge is best sought, let’s consider two
habits that impede knowledge: assuming and guessing. Assuming is taking
something for granted—that is, arbitrarily accepting as true something
that has not been proved or that may reasonably be disputed. Because
assuming is generally an unconscious activity, we are often unaware of
our assumptions and their influence on us.* The main negative effect of
unrecognized assumptions is that they stifle the curiosity that leads to
knowledge.
Many people, for example, never speculate about the daily life of fish.
They may occasionally stop at the pet store in the mall and stare at the
tank of tropical fish. But they may never display curiosity about the social
roles and relationships of fish communities because they assume fish
have no such roles or relationships. Yet the fact is, in the words of under-
water sociologist C. Lavett Smith, “There are fish equivalents of barbers,
policemen, and farmers. Some are always on the move and others are
sedentary. Some work at night and some by day.”22
Guessing is offering a judgment on a hunch or taking a chance on an
answer without any confidence that it is correct. It’s a common, everyday
activity. For students who don’t study for exams, it’s a last-ditch survival
technique. For an example of guessing, though, let’s take a more pleasant
subject—drinking beer. Some time ago a professor of behavioral science
at a California college conducted a beer taste test among his students. The
issue was whether they could really tell a good beer from a bad one or
their favorite from others. Many students likely would guess they could,
and a number of participants in the test actually guessed they could tell.
However, the test showed that when the samples were not labeled, not
one student could identify a single brand.23
Because assuming stifles curiosity and guessing denies the impor-
tance of evidence, neither is likely to lead to knowledge. The most reliable
*It is, of course, possible to raise assumptions to the conscious level and express them. Most
scientific references to assumptions are made in this context.
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56 PART ONE The Context
approach is to be cautious in asserting that you know something. Be con-
servative in your level of assertion—whenever you are less than certain,
speak about possibilities and probabilities. Say, “I think” or “It seems to
me” rather than “I know.” Most important, be honest with yourself and
others about your ignorance. To admit you don’t know something shows
good sense, restraint, and intellectual honesty. These are not weaknesses
but strengths. The admission of ignorance is the essential first step toward
knowledge.
Does this mean you should be wishy-washy and hedge everything
you say with maybes and perhapses? Does it mean that to be a critical
thinker you must forsake convictions? The answer to both questions is an
emphatic no! It means only that you should value firm, bold statements
so much that you reserve them for occasions when the evidence permits.
Similarly, you should value convictions so highly that you embrace them
only when you have sufficient knowledge to do so and that you modify
them whenever intellectual honesty requires.
Applications
1. Consider this statement by Greek philosopher Epictetus: “Appearances
to the mind are of four kinds. Things are either what they appear to be; or they
neither are nor appear to be; or they are and do not appear to be; or they are
not and yet appear to be. Rightly to aim in all these cases is the wise man’s
task.” Does this reinforce or challenge what you learned in this chapter?
Explain.
2. Read the following comment by Bernard Goldberg, a journalist and
author of Bias: “Here’s one of those dirty little secrets journalists are never sup-
posed to reveal to the regular folks out there in the audience: a reporter can find
an expert to say anything the reporter wants—anything! Just keep on calling until
one of the experts says what you need him to say and tell him you’ll be right
down with a camera crew to interview him. If you find an expert who says, ‘You
know, I think that flat tax just might work and here’s why . . .’ you thank him,
hang up, and find another expert. It’s how journalists sneak their own personal
views into stories in the guise of objective news reporting.”24 What implications
does this statement have for the subject of this chapter? Explain your answer.
3. In each of the following cases, someone believes he or she knows some-
thing. In light of what you learned in this chapter, discuss whether the person
really does.
a. Ted reads in the morning newspaper that a close friend of his has been
arrested and charged with burglarizing a number of stores. Ted is shocked.
“It’s impossible. The police have made a mistake,” he tells his mother.
“Bob and I have been as close as brothers. I just know he’s not guilty.”
b. Ralph: Here, Harry, try my antiperspirant. It really stops wetness.
Harry: No, thanks. I’m suspicious of antiperspirants. It seems to me that
anything designed to block a normal body function may do a lot of harm.
I wouldn’t be surprised if it caused cancer.
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57CHAPTER 4 What Does It Mean to Know?
Ralph: Don’t be foolish. I know it doesn’t cause cancer. Products like these
are carefully tested before they’re allowed to be sold. If it caused cancer, it
would be banned.
c. Jane: I just read there’s some evidence that aspirin can prevent heart attacks.
Jenny: That’s a lot of nonsense. I know it can’t. My uncle took lots of aspirin
and he died of a heart attack last year.
4. “Man Is Released in Wrong Rape Charges,” “Traditional Idea Debunked,”
“Ex-Aide Admits Lying About Lawmakers”—daily newspapers contain numer-
ous stories like these, stories showing how what was “known” a week, a month,
or years ago has been found to be false. Find at least three examples of such
stories in current or recent newspapers.
5. “It ain’t what a man doesn’t know that makes him a fool, but what he
does know that ain’t so,” wrote Josh Billings, a nineteenth-century American
humorist. Recall as many occasions as you can in which your own experience
confirmed his observation.
6. A court case pitting the U.S. government against the American Indian
Movement was conducted quietly in South Dakota in late 1982. The government
sought to end the Native American group’s twenty-month occupation of public
land in the Black Hills National Forest. The group claimed that the area was
a holy land to them—their birthplace, the graveyard of their ancestors, and the
center of their universe—and therefore should be turned into a permanent,
religion-based Native American community. The government maintained that
the group had no legal claim to the land. What factors do you think should be
considered in a case like this, and what solution would best serve the interests of
justice? In answering, be sure to distinguish carefully between what you know
and what you assume, guess, or speculate. After answering these questions,
check out the most up-to-date version of the story on the Internet. Use the search
term “American Indian Movement Black Hills National Forest.”
7. In recent years there has been much discussion of the insanity plea as a
legal defense. Many believe it should be abolished, but many others regard it as
an essential part of any reasonable criminal justice system. What is your posi-
tion? In answering, be sure to distinguish carefully between what you know and
what you assume or guess. If your knowledge is very limited, you might want to
do some research.
8. Group discussion exercise: Decide if you know whether each of the follow-
ing statements is accurate. Discuss your decisions with two or three classmates.
Be sure to distinguish knowing from guessing or assuming.
a. Most criminals come from lower economic backgrounds.
b. African Americans are victims of crimes more often than are whites.
c. The U.S. Constitution guarantees every citizen the right to own a handgun.
d. Violence in the media is responsible for real-life violence.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
views. Then assess the strengths and weaknesses of each. If you conclude that
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58 PART ONE The Context
one view is entirely correct and the others are mistaken, explain how you
reached that conclusion. If, as is more likely, you find that one view is more
insightful than the others but that they all make some valid points, construct
a view of your own that combines the insights from all views and explain why
that view is the most reasonable of all. Present your response in a composition or
an oral report, as your instructor specifies.
Is the threat of global warming real or imaginary? As recently as the 1970s,
many scientists were warning of the dangers, not of global warming, but of
global cooling. Nevertheless, the most widely publicized alarms today con-
cern global warming. For example, Bob Corell, Senior Fellow of the
American Meteorological Society, notes that the earth’s glaciers are receding
at an alarming rate and that the ice field surrounding the North Pole has al-
ready shrunk dramatically. In all, approximately 105 million acres of ice
have melted in the past fifteen years alone. The cause of this change, he be-
lieves, is the carbon dioxide created by human activity, notably through the
burning of fossil fuels. The result, he predicts, will be a rise in sea level of 3
feet over the next 100 years and the inundation of low-lying coastal areas in
every country on earth.25
But not all scientists agree. For example, Richard Lindzen, Professor of
Atmospheric Science at Massachusetts Institute of Technology (MIT), main-
tains that claims of global warming are “junk science” that is being hyped
by people with a “vested interest in alarm.” Lindzen argues that even when
the data published by such people are accurate, they do not support the con-
clusions drawn and the dire predictions made. Moreover, he claims that
experts who dare to challenge the official view of global warming are being
intimidated into silence, notably by threats that their research funding will
be cut off and their publications suppressed. In support of this claim, he cites
his own experience and that of scientists in several other countries.26
(Compounding the difficulty of this issue is the fact that in 2009 it was
learned that some prominent scientists, in email exchanges, seemed to be
condoning the manipulation of research data to support the global warming
thesis.)
Begin your analysis by conducting a Google search using the term “controversy
global warming.”
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C H A P T E R 5
How Good Are
Your Opinions?
To me truth is precious. . . . I should rather be right and stand alone than
to run with the multitude and be wrong. . . . The holding of the views
herein set forth has already won for me the scorn and contempt and
ridicule of some of my fellow men. I am looked upon as being odd,
strange, peculiar. . . . But truth is truth and though all the world reject
it and turn against me, I will cling to truth still.1
Stirring words, those. You can envision their author bravely facing legions
of reactionaries intent on imposing their narrow dogmas on him. In the
background you can almost hear a chorus singing “Stout-Hearted Men.”
Stand tall, brave hero. Never give in!
But wait a minute. Just who is the author? And what exactly is the
opinion he is valiantly defending? His name is Charles Silvester de Fort.
The quotation is from a booklet he wrote in 1931. And the opinion is—are
you ready for this?—that the earth is flat.
People have always taken their opinions seriously, but today many
people embrace their opinions with extraordinary passion. “I have a
right to my opinion” and “Everyone’s entitled to his or her opinion” are
common expressions. Question another person’s opinion and you’re
likely to hear, “Well, that’s my OPINION.” The unspoken message is “Case
closed.”
Is that a reasonable view? Is it inappropriate to challenge the opinions
of others? The answer depends on the kind of issue involved. If it is a matter
of taste, then the standard is the undemanding one of personal preference. If
Agnes finds Reginald handsome and Sally disagrees, there’s really no basis
for a meaningful dispute. Ditto if Ralph drools over an orange Camaro
with brass wire hubcaps and purple upholstery and Carla is repulsed by
it. Some people put catsup on hot dogs, while others prefer mustard or rel-
ish, and perhaps at this very moment someone, somewhere, is slathering a
59
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60 PART ONE The Context
hot dog with mayonnaise or blueberries or pureed brussels sprouts. So
what? Vive la différence!
However, consider this very different use of the term opinion: A news-
paper reports that the Supreme Court has delivered its opinion in a contro-
versial case. Obviously, the justices did not state their personal preferences,
their mere likes and dislikes. They stated their considered judgment,
painstakingly arrived at after thorough inquiry and deliberation.
In the context of critical thinking, the term opinion refers to expres-
sions of judgment rather than to expressions of taste.* In some cases,
unfortunately, it is not clear whether someone is expressing taste or judg
ment. A friend might say to you, as you leave a movie theater, “That was
a wonderful film,” which could mean “I liked it” or “It meets a very high
standard of cinematography.” If she is merely saying she liked it, and you
didn’t, the disagreement would be over personal taste, which is pointless
to debate. However, if she is making an aesthetic judgment, you could
reasonably challenge her, citing specific film standards the movie failed
to meet.
Is everyone entitled to his or her opinion? In a free country this is not
only permitted but guaranteed. In Great Britain, for example, there is still
a Flat Earth Society. As the name implies, the members of this organization
believe that the earth is not spherical but flat. In this country, too, each of
us is free to take as bizarre a position as we please about any matter we
choose. When the telephone operator announces, “That’ll be ninety-five cents
for the first three minutes,” you may respond, “No, it won’t—it’ll be
twenty-eight cents.” When the service station attendant notifies you,
“Your oil is down a quart,” you may reply, “Wrong—it’s up three.”
Being free to hold an opinion and express it does not, of course, guar-
antee favorable consequences. The operator may hang up on you, and the
service station attendant may respond unpleasantly.
Acting on our opinions carries even less assurance. Consider the case
of the California couple who took their eleven-year-old diabetic son to a
faith healer. Secure in their opinion that the man had cured the boy, they
threw away his insulin. Three days later, the boy died. The parents
remained unshaken in their belief, expressing the opinion that God would
raise the boy from the dead. The police arrested them, charging them
with manslaughter.2 The law in such matters is both clear and reasonable:
We are free to act on our opinions only as long as, in doing so, we do not
harm others.
*Judgment and taste may, of course, be present in the mind without being expressed. And
though we can evaluate our own judgments whether they are expressed or not, we can eval-
uate other people’s judgments only when they are expressed. Hence, our definition specifies
expressed judgments.
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61CHAPTER 5 How Good Are Your Opinions?
Opinions Can Be Mistaken
We might be tempted to conclude that if we are free to have an opinion, it
must be correct. That, however, is not the case. Free societies are based on
the wise observation that people have an inalienable right to think their
own thoughts and make their own choices. But this fact in no way sug-
gests that the thoughts they think and the choices they make will be rea-
sonable. It is a fundamental principle of critical thinking that ideas are
seldom of equal quality. Solutions to problems vary from the practical to
the impractical, beliefs from the well founded to the ill founded, argu-
ments from the logical to the illogical, and opinions from the informed to
the uninformed. Critical thinking serves to separate the more worthy
from the less worthy and, ultimately, to identify the best.
Evidence that opinions can be mistaken is all around us. The weekend
drinker often has the opinion that, as long as he doesn’t drink during the
week, he is not an alcoholic. The person who continues driving her gas
guzzler with the needle on Empty may have the opinion that the problem
being signaled can wait for another fifty miles. The student who quits
school at age sixteen may have the opinion that an early entry into the job
market ultimately improves job security. Yet, however deeply and sin-
cerely such opinions are held, they are most likely wrong.
Research shows that people can be mistaken even when they are
making a special effort to judge objectively. Sometimes their errors are
caused by considerations so subtle that they are unaware of them. For
example, before Taster’s Choice coffee was introduced, it was tested and
sampled with three different labels—brown, yellow, and red. People who
sampled the brown-labeled coffee reported that it was too strong and kept
them awake at night. Those who sampled the yellow-labeled coffee found
it weak and watery. Those who sampled the red-labeled coffee judged it to
be just the right strength and delicious. All this even though the coffee in
each jar was exactly the same. The people had been subconsciously influenced
by the color of the label.3
Opinions on Moral Issues
The notion that everyone is entitled to his or her opinion is especially
strong in the area of morality. Questions of right and wrong are presumed
to be completely subjective and personal. According to this notion, if you
believe a particular behavior is immoral and I believe it is moral, even
noble, we are both right. Your view is “right for you” and mine is “right
for me.”
This popular perspective may seem eminently sensible and broad-
minded, but it is utterly shallow. Almost every day, situations arise that
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62 PART ONE The Context
require reasonable people to violate it. Have you ever heard anyone claim
that burglary, spousal abuse, or rape is morally acceptable for those who
believe it is? When someone is convicted of child molesting, do citizens
parade in front of the courthouse with banners proclaiming “Pedophilia
may be wrong for us, but it was right for him”? If your instructor discov-
ers you cheating on an examination, will she accept your explanation that
you believe the end justifies the means? If a Breathalyzer test reveals that
your classmate was driving with a blood alcohol level higher than his
grade point average, will the police officer commend him for living by his
moral conviction?
Virtually every professional organization and every corporation has
a code of ethics that specifies the behaviors that are required or forbidden.
Every country has a body of laws with prescribed penalties for violators.
There are even international laws that govern affairs among countries. All
these codes and legal systems don’t appear out of thin air. They are the
products of moral judgment, the same mental activity individuals use in
deciding everyday issues of right and wrong. And they are subject to the
same limitations and imperfections. Opinions about moral issues, like
other opinions, may be correct or incorrect.
Are there criteria we can use to increase the chance that our moral
judgments will be correct? Definitely. The most important criteria are
obligations, ideals, and consequences.*
• Obligations: Obligations are restrictions on behavior, demands that
we do or avoid doing something. The most obvious kinds of obliga-
tions are formal agreements such as contracts. Others include profes-
sional and business obligations, and obligations of friendship and
citizenship. When two or more obligations conflict, the most impor-
tant one should take precedence.
• Ideals: In the general sense, ideals are notions of excellence, goals that
bring greater harmony within ourselves and with others. In ethics
they are also specific concepts that help us maintain respect for per-
sons. Some noteworthy examples of ideals are honesty, integrity,
justice, and fairness. When two or more ideals conflict in a given
situation, the most important one should be given precedence.
• Consequences: Consequences are the beneficial and/or harmful
results of an action that affect both the person performing that action
and other people. Any examination of consequences should consider
the various kinds: personal and societal; physical and emotional;
immediate and eventual; intended and unintended; obvious and
subtle; and possible, probable, and certain. Actions that achieve ben-
eficial consequences should be preferred over those that do harm.
*Space limitations do not permit more than a brief explanation of moral judgment. For a
fuller discussion, see the companion book by the same author, Thinking Critically About
Ethical Issues (New York: McGraw-Hill, 2008).
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63CHAPTER 5 How Good Are Your Opinions?
Whenever the consequences are mixed (some beneficial, others
harmful), the preferred action is the one that achieves the greater
good or the lesser evil.
Even Experts Can Be Wrong
History records numerous occasions when the expert opinion has been
the wrong opinion. In ancient times the standard medical opinion was that
headaches were caused by demons inside the skull. The accepted treat-
ment ranged from opening the skull and releasing the demons to giving
medicines derived from cow’s brain and goat dung. (Some Native
American tribes preferred beaver testicles.)4
When the idea of inoculating people against diseases such as small-
pox first arrived in the colonies in the early 1700s, most authorities
regarded it as nonsense. Among them were Benjamin Franklin and a
number of the men who later founded Harvard Medical School. Against
the authorities stood a relatively unknown man who didn’t even have a
medical degree, Zabdiel Boylston. Whose opinion was proved right? Not
the experts’ but Zabdiel Boylston’s.5
In 1890 a Nobel Prize–winning bacteriologist, Dr. Robert Koch,
reported that he had found a substance that would cure tuberculosis.
When it was injected into patients, though, it was found to cause further
illness and even death.
In 1904 psychologist G. Stanley Hall expressed his professional
opinion that when women engage in strenuous mental activity, particu-
larly with men, they experience a loss of mammary function and interest
in motherhood, as well as decreased fertility. If they subsequently
have children, the children will tend to be sickly.6 Today this idea is
laughable.
Between 1919 and 1922 the Metropolitan Museum of Art in New York
City bought seventeen gold vessels that experts determined were authen-
tic treasures from a 3,500-year-old Egyptian tomb. In 1982 the vessels
were discovered to be twentieth-century fakes.7
In 1928 a drug called thorotrast was developed and used to outline
certain organs of the body so that clearer X-rays could be taken. Nineteen
years later, doctors learned that even small doses of the drug caused cancer.
In 1959 a sedative called thalidomide was placed on the market.
Many physicians prescribed it for pregnant women. Then, when a large
number of babies were born deformed, medical authorities realized that
thalidomide was to blame.
In 1973, using refined radar mapping techniques, scientists decided
that their earlier claims about the surface of Venus were wrong. It was not
smooth, as they had thought, but pockmarked with craters.8
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64 PART ONE The Context
In the 1980s and 1990s one of the hottest topics in the publishing and
seminar industries was co-dependency. Anyone related to an alcoholic or
drug addict was considered to be a contributor to the problem, chiefly by
unconsciously encouraging the person’s habit or enabling the person to in-
dulge it. Soon the idea of co-dependency became the diagnosis of choice for
any situation characterized by out-of-control behavior. Co-dependents
were urged to buy books, attend seminars, and join their troubled family
member in counseling. Then one curious researcher, Edith Gomberg,
examined the scientific research base on which the movement was founded.
She found . . . zip, nada, nothing. In her words, “There are no surveys, no clin-
ical research, no evaluations; only descriptive, impressionistic statements.”9
For most of the twentieth century, the universally accepted scientific
opinion was that stomach ulcers are caused by excess stomach acid gener-
ated by stress. Then Barry Marshall demonstrated that ulcers are caused
by bacteria and can be cured with antibiotics.
Remember the brontosaurus with his head stretching to the treetops
in Jurassic Park? That scene reflected the traditional scientific opinion that
the big dinosaurs dined on leaves thirty or more feet off the ground. In
1999, however, Michael Parrish, a northern Illinois researcher, experi-
mented with a computer model of the neck bones of large dinosaurs and
discovered that they could never have lifted their heads above the level of
their bodies. If they had, their neck vertebrae would have collapsed. They
couldn’t have stood on their hind legs, either, because the demands on
their blood pressure would have been excessive.10
For years physicians told us that fiber lowers cholesterol and protects
against colon cancer. Eventually, medical research established that it
doesn’t lower cholesterol. Then researchers demonstrated that it doesn’t
protect against colon cancer.11
To this day, many experts are convinced that the cause of crime is a bad
social environment and that the solution is to pour millions of dollars into
poor neighborhoods for a variety of social programs. Other experts are
equally convinced that the cause of crime is an emotional disorder that can
be cured only by psychological counseling. But a leading researcher, Stanton
Samenow, disputes both views. Samenow argues that “bad neighborhoods,
inadequate parents, television, schools, drugs, or unemployment” are not
the cause of crime—criminals themselves are. They break the law not
because conditions force them to but because they choose to, and they
choose to because they consider themselves special and therefore above the
law. In Samenow’s view, the key to criminals’ rehabilitation is for them to
accept responsibility for their behavior.12 Is Samenow correct? Time will tell.
It is impossible to know what expert opinions of our time will be
overturned by researchers in the future. But we can be sure that some will
be. And they may well be views that today seem unassailable.
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65CHAPTER 5 How Good Are Your Opinions?
Kinds of Errors
Opinion can be corrupted by any one of four broad kinds of errors.* These
classifications, with examples added for clarification, are the following:
1. Errors or tendencies to error common among all people by virtue of
their being human (for example, the tendency to perceive selectively
or rush to judgment or oversimplify complex realities)
2. Errors or tendencies to error associated with one’s individual habits
of mind or personal attitudes, beliefs, or theories (for example, the
habit of thinking the worst of members of a race or religion against
which one harbors prejudice)
3. Errors that come from human communication and the limitations of
language (for example, the practice of expressing a thought or feel-
ing inadequately and leading others to form a mistaken impression)
4. Errors in the general fashion of an age (for example, the tendency in
our grandparents’ day to accept authority unquestioningly or the
tendency in ours to recognize no authority but oneself )
Some people, of course, are more prone to errors than others. English
philosopher John Locke observed that these people fall into three groups:
Those who seldom reason at all, but think and act as those around them
do—parents, neighbors, the clergy, or anyone else they admire and
respect. Such people want to avoid the difficulty that accompanies
thinking for themselves.
Those who are determined to let passion rather than reason govern
their lives. Those people are influenced only by reasoning that supports
their prejudices.
Those who sincerely follow reason, but lack sound, overall good
sense, and so do not look at all sides of an issue. They tend to talk with
one type of person, read one type of book, and so are exposed to only
one viewpoint.13
To Locke’s list we should add one more type: those who never bother
to reexamine an opinion once it has been formed. These people are often the
most error prone of all, for they forfeit all opportunity to correct mistaken
opinions when new evidence arises.
Informed Versus Uninformed Opinion
If experts can, like the rest of us, be wrong, why are their opinions more
highly valued than those of nonexperts? In light of the examples we have con-
sidered, we might conclude that it is a waste of time to consult the experts.
Let’s look at some situations and see if this conclusion is reasonable.
*The classifications noted here are adaptations of Francis Bacon’s well-known “Idols,”
Novum Organum, Book I (1620).
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66 PART ONE The Context
What are the effects of hashish on those who smoke it? We could ask
the opinion of a smoker or take a poll of a large number of smokers. But it
would be more prudent to obtain the opinion of one or more trained
observers, research scientists who have conducted studies of the effects of
hashish smoking. (At least one such group, a team of army doctors, has
found that heavy use of hashish leads to severe lung damage. Also, if the
smoker is predisposed to schizophrenia, hashish can cause long-lasting
episodes of that disorder.14)
A giant quasar is positioned on what may be the edge of our universe,
10 billion light-years away from us.15 (To calculate the distance in miles,
just multiply the speed of light, 186,000 miles per second, by the number
of seconds in a day, 86,400; next multiply that answer by the number of
days in a year, 365; finally, multiply that answer by 10,000,000,000.) The
pinpoint of light viewed by astronomers has been streaking through space
for all those years and has just reached us. The quasar may very well
have ceased to exist millions and millions of years ago. Did it? It may take
millions and millions of years before we can know. If we wanted to find
out more about this quasar or about quasars in general, we could stop
someone on a street corner and ask about it, and that person would be free
to offer an opinion. But it would be more sensible to ask an astronomer.
Can whales communicate with one another? If so, how far can they
transmit messages? Would our auto mechanic have an opinion on this
matter? Perhaps. And so might our grocer, dentist, and banker. But no
matter how intelligent these people are, chances are their opinions about
whales are not very well informed. The people whose opinions would be
valuable would be those who have done some research with whales.
(They would tell us that the humpback whales can make a variety of
sounds. In addition to clicking noises, they make creaking and banging
and squeaking noises. They’ve been found to make these sounds for as
long as several minutes at a time, at an intensity of 100 to 110 decibels,
and audible for a distance of 25,000 miles.16)
Similar examples could be cited from every field of knowledge—from
antique collecting to ethics, from art to criminology. All would support the
same view: that by examining the opinions of informed people before mak-
ing up our minds, we broaden our perspective, see details we might not see
by ourselves, consider facts we would otherwise be unaware of, and lessen
our chances of error. (It is foolish to look for guarantees of correctness—
there are none.) No one can know everything about everything; there is
simply not enough time to learn. Consulting those who have given their
special attention to the field of knowledge in question is therefore a mark
not of dependence or irresponsibility but of efficiency and good sense.
To be considered informed, an opinion must be based on something
more substantial than its familiarity to us or the length of time we have
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67CHAPTER 5 How Good Are Your Opinions?
held it or our presumed right to think whatever we wish. It must be based
on careful consideration of the evidence. And when we express an opinion
in formal speaking or writing, we should support it adequately. Authors
Ray Marshall and Marc Tucker, for example, assert that the reason teaching
in the United States has not been a highly respected profession is that
most schoolteachers traditionally have been women. To support this
contention, they trace the relevant historical development, citing admin-
istrative directives and statements of philosophy, presenting hiring
patterns (from 59 percent women in 1870 to 86 percent in 1920), detailing
significant shifts in curricula, contrasting male and female salary statistics,
and demonstrating the relative powerlessness of women to negotiate
professional-level salaries and working conditions.17
As this example illustrates, in most responsible expressions of opinion,
the statement of opinion takes up only a sentence or two, while the sup-
porting details fill paragraphs, pages, and even entire chapters. Keep this
in mind when writing your analytic papers.
Forming Opinions Responsibly
One of the things that makes human beings vastly more complex and in-
teresting than cows or trees is their ability to form opinions. Forming
opinions is natural. Even if we wanted to stop doing so, we couldn’t. Nor
should we want to. This ability has two sides, however. It can either lift us
to wisdom or mire us in shallowness or even absurdity. Here are some
tips that can help you improve the quality of your opinions:
1. Understand how opinions are formed. Like every other human being,
you are constantly perceiving—that is, receiving data through your
senses. Also like everyone else, you have a natural drive to discover
meaning in your perceptions. That drive can be enhanced or sup-
pressed, but it can never be entirely lost. In practical terms, this means
that you cannot help producing opinions about what you see and
hear whether or not you take control of the process. When you are not in
control, your mental system operates in the uncritical default mode.
Here is how that uncritical mode compares with the conscious and
more conscientious critical thinking mode:
Uncritical Default Mode
Perceive
Let an opinion “come to mind”
Focus on information that
supports the opinion
Embrace the opinion
Critical Thinking Mode
Perceive
Investigate the issue
Consider alternative opinions
Decide which opinion is most
reasonable
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68 PART ONE The Context
2. Resist the temptation to treat your opinions as facts. This temptation can
be powerful. Once you’ve formed an opinion, it is natural to bond
with it, much as a parent bonds with a baby. The more you call your
opinion to mind and express it to others, the stronger the bond
becomes. To question its legitimacy soon becomes unthinkable.
Nevertheless, you can be sure that some of your opinions have been
uncritically formed and therefore need to be challenged. The prob-
lem is that you can’t be sure which ones those are. The prudent
approach is to question any opinion, even a cherished one, the
moment evidence arises that suggests it is based on habit, impulse,
whim, personal preference, or the influence of fashionable ideas
rather than reality.
3. Monitor your thoughts to prevent the uncritical default mode from taking
charge. Whenever you begin forming impressions of a person, place,
or situation, follow the advice of the ancient Greek philosopher
Epictetus: “Be not swept off your feet by the vividness of the impres-
sion, but say, ‘Impression, wait for me a little. Let me see what you
are and what you represent. Let me try [test] you.’ ” This approach
will prevent your impressions from hardening into opinions before
you determine their reasonableness.
By following these three steps, you will gain control of your opinions,
and that is a considerable advantage over having them control you.
Applications
1. Imagine that you are the senior librarian for your college. A faculty
member sends you the following list of recommended magazines, with a brief
description of each quoted from a standard guide, Magazines for Libraries, by Bill
Katz and Linda Sternberg Katz.18
The Nation. “This is the foremost liberal/left-wing journal, and the
standard by which all other liberal publications should be judged . . .
unabashedly partisan.”
Human Events. “The editor makes no claims about impartiality. . . . The
editorial tone is decidedly conservative, particularly when discussing
Congress.”
Free Inquiry: A Secular Humanist Magazine. “The articles in this journal
strongly reflect the position of CODESH [the Council for Democratic and
Secular Humanism] and tend to be more anti–organized religion than
positively secular humanist.”
Paidika: The Journal of Paedophilia. “Paidika is a journal intended for aca-
demics studying human sexuality as well as for pedophiles and pederasts
discovering a history and an identity.”
Explain which magazines you would subscribe to for the library, which
you would not, and which you would need more information about before you
decided. If you would need more information, explain what it would be and
how you would obtain it. (Note: Your library may have a copy of Magazines for
Libraries.)
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69CHAPTER 5 How Good Are Your Opinions?
2. Which of the following individuals is likely to be most successful at
persuading the public to buy a certain brand of running shoes? Explain your
reasoning.
a. An experienced trainer
b. An Olympic running champion
c. A podiatrist
d. A physician in general practice
e. The surgeon general of the United States
3. Of the individuals listed in application 2, who is likely to be the most
knowledgeable source of information on running shoes?
4. What factors might compromise the endorsements of the various peo-
ple listed in application 2? Which individual’s endorsement would you be most
likely to trust? Explain.
5. When this author uses the word opinion, his major emphasis is on which
of the following? Explain your reasoning.
a. A statement of preference
b. A considered judgment
c. A view or belief casually arrived at
d. A bigoted position
e. An unsupportable position
f. All of the above
g. None of the above
6. Which of the following would this author be likely to rate as most impor-
tant in forming a reliable opinion? Explain your reasoning.
a. Seek reasons to support your opinions.
b. Distinguish between input from experts and input from others.
c. Reject others’ opinions.
d. Subject opinions to ongoing reexamination based on new evidence.
7. A high school junior invited his thirty-five-year-old neighbor, the mother
of four children, to his prom. The woman was married, and her husband ap-
proved of the date. However, the school board ruled that the boy would be de-
nied admission to the dance if he took her.19 What is your opinion of the board’s
decision?
8. Read the following dialogue carefully. Then decide whether anything
said violates the ideas in the chapter. Identify any erroneous notions, and explain
in your own words how they are in error.
Fred: There was this discussion in class today that really bugged me.
Art: Yeah? What was it about?
Fred: Teenage sex. The question was whether having sex whenever we
please with whomever we please is harmful to teenagers. Some people
said yes. Others said it depends on the circumstances.
Art: What did you say?
Fred: I said it doesn’t do any harm to anybody, that parents use that story
to scare us. Then the teacher asked me what evidence I had to back up
my idea.
Art: What did you tell him?
Fred: I said I didn’t need any evidence because it’s my opinion. Sex is a
personal matter, I said, and I’ve got a right to think anything I want about
it. My opinions are as good as anybody else’s.
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70 PART ONE The Context
9. Think of an instance in which you or someone you know formed an opinion
that later proved incorrect. State the opinion and explain in what way it was incorrect.
10. Each of the following questions reflects a controversial issue—that is, an
issue that tends to excite strong disagreement among people. State and support
your opinion about each issue, applying what you learned in this chapter.
a. In divorce cases, what guidelines should the courts use in deciding which
parent gets custody of the children?
b. Until what age should children be spanked (if indeed they should be
spanked at all)?
c. Should the minimum drinking age be sixteen in all states?
d. In what situation, if any, should the United States make the first strike
with nuclear weapons?
e. Do evil spirits exist? If so, can they influence people’s actions?
f. Does the end ever justify the means?
g. Does attending class regularly increase one’s chances for academic success?
h. Were teachers more respected fifty years ago than they are today?
i. Does binge drinking on weekends constitute alcoholism?
j. Is antisocial behavior increasing, or are the media just doing a better job
of reporting it?
11. Read the following dialogue carefully. Then determine which opinion on
the issue is more reasonable. Be sure to base your decision on evidence rather than
mere preference.
Background note: A Rochester, New York, lawyer issued a court challenge to the prac-
tice of charging women half price for drinks during “ladies’ nights” at bars. He argued
that the practice is a form of sex discrimination against men.20
Henrietta: That lawyer must be making a joke against feminism. He can’t
be serious.
Burt: Why not? It’s clearly a case of discrimination.
Henrietta: Look, we both know why ladies’ nights are scheduled in bars:
as a gimmick to attract customers. The women flock to the bars to get
cheap drinks, and the men flock there because the women are there. It’s
no different from other gimmicks, such as mud-wrestling contests and
“two for the price of one” cocktail hours.
Burt: Sorry. It’s very different from two-for-one cocktail hours, where a per-
son of either sex can buy a cocktail at the same price. Ladies’ nights set a dou-
ble standard based on sex and that’s sex discrimination, pure and simple.
Henrietta: So now you’re a great foe of discrimination. How come you’re
not complaining that men haven’t got an equal opportunity to participate
half naked in mud-wrestling contests? And why aren’t you protesting the
fact that women are paid less for doing the same jobs men do? You’re
a phony, Burt, and you make me sick.
Burt: Name-calling is not a sign of a strong intellect. And why you should
get so emotional over some lawyer’s protest, I can’t imagine. I guess it
goes to show that women are more emotional than men.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
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71CHAPTER 5 How Good Are Your Opinions?
views. Then assess the strengths and weaknesses of each. If you conclude
that one view is entirely correct and the others are mistaken, explain how you
reached that conclusion. If, as is more likely, you find that one view is more
insightful than the others but that they all make some valid points, construct a
view of your own that combines the insights from all views and explain why that
view is the most reasonable of all. Present your response in a composition or an
oral report, as your instructor specifies.
Has government in the United States grown too big for the good of its
citizens? Many people argue that it has. Their most publicized concerns are
the government’s involvement in the “bailouts” of financial institutions, the
virtual takeover of General Motors, and the enactment of health care legisla-
tion. They also point to federal, state, and city income taxes; gasoline and
cigarette taxes; and an increasing number of regulations—for example, on
the salt and fat content of foods, smoking, and seat belts. Those who dis-
agree that government is too big point to its contributions to protecting the
environment, maintaining product safety, and overcoming poverty and
discrimination.
Begin your analysis by conducting a Google search using the terms “limited
government” and “free enterprise economy.”
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72
C H A P T E R 6
What Is Evidence?
To state an opinion is to tell others what we think about something; to
present evidence is to show others that what we think makes sense. Being
shown is much more interesting and impressive than being told—we’ve
all known this since grade school. Why, then, does so much writing and
speaking consist of piling one opinion on another, with little or no evi-
dence offered in support of any of them? As we saw in Chapter 5, one rea-
son is that the human mind is a veritable opinion factory, so most people
have an abundance of opinions to share. Another reason is that people tend
to remember their opinions and forget the process by which they got them,
much as students remember their final grade in a course long after they
have forgotten the tests and homework grades that resulted in it.
Another, and in some ways more significant, reason is that sometimes
there is little or no evidence to remember—in other words, the opinion is
based on nothing substantial. For example, in early 1999 many people
held the opinion that William Jefferson Clinton’s lying under oath did not
“rise to the level of an impeachable offense.” When asked to explain why
they thought that, some people repeated the assertion in identical or sim-
ilar words: “He shouldn’t be removed from office for what he did” or
“It’s between him and Hillary.” Some offered related opinions: “It’s a
right-wing conspiracy” or “Independent counsel Kenneth Starr is on a
witch-hunt.” Though it is impossible to be certain why they thought as
they did, the fact that they expressed the opinion in the very same words
incessantly repeated by a half dozen White House advisors and innumer-
able other Clinton supporters suggests that they simply borrowed the
opinion without evaluating it.*
*The fact that many people embraced this opinion without much evidence does not mean
that no evidence could be marshalled for the view. Other supporters of President Clinton
responded more substantively.
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73CHAPTER 6 What Is Evidence?
We can all identify with those people. More often than most of us
would care to admit, when called on to support our opinions, we manage
to produce only the flimsiest of evidence. We may soothe ourselves with
the notion that a thick folder of evidence lies misfiled in our minds, but the
very real possibility remains that flimsy evidence was all we ever had.
Critical thinkers are tempted to commit the same self-deception that
plagues others, but they have learned the value of resisting that tempta-
tion. More important, they have developed the habit of checking the qual-
ity and quantity of the evidence before forming an opinion. Also, they
review their evidence before expressing an opinion. The extra time this
takes is more than compensated for by the confidence that comes from
knowing what they are talking about.
Kinds of Evidence
To evaluate your own and other people’s opinions, you will need to un-
derstand the various kinds of evidence. This entails knowing the value
and limitations of each kind, as well as the appropriate questions to ask.
The most important kinds of evidence are personal experience, unpublished
report, published report, eyewitness testimony, celebrity testimony, expert opin-
ion, experiment, statistics, survey, formal observation, and research review.
It is important to note that the arrangement here is not in ascending or
descending order of reliability but rather in rough order of familiarity—
with personal experience being very familiar to most people and research
review much less familiar.
PERSONAL EXPERIENCE
Personal experience is the one kind of evidence we don’t have to go to the
library or the Internet to get. We carry it with us in our minds. For this rea-
son, it tends to exert a greater influence than other kinds of evidence. The
individuals we’ve met, the situations we’ve been in, and the things that
have happened to us seem more authentic and meaningful than what we
have merely heard or read. We are confident about our personal experi-
ence. Unfortunately, this confidence can cause us to attach greater signifi-
cance and universality to particular events than they deserve. If we ride in
a New York City taxicab on one occasion, we may think we are acquainted
with New York City taxicab drivers. If we have a Korean friend, we may
feel that we know Koreans in general or even Asians in general. However,
it takes more than one or a few examples to support a generalization; for
sweeping generalizations, even a dozen may not be enough.
To evaluate personal experience—your own or other people’s—ask, Are the
events typical or unique? Are they sufficient in number and kind to support
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74 PART ONE The Context
the conclusion? Remember that the vividness and dramatic quality of an
anecdote cannot compensate for its limitedness.
UNPUBLISHED REPORT
Unpublished reports are stories we hear from other people, often referred
to as gossip or hearsay. The biggest problem with such reports is that it is
difficult to confirm them. In many cases, we don’t know whether the sto-
ries are secondhand or third-, fourth-, or fiftiethhand. And stories have a
way of changing as they are passed from person to person. The people
who repeat them may not be dishonest; they may, in fact, try to be accu-
rate but then inadvertently leave out some words, add others, or change
the details or the order of events.
To evaluate an unpublished report, ask, Where did the story originate?
How can I confirm that the version I heard is accurate?
PUBLISHED REPORT
This kind of evidence is found in a wide variety of published or broadcast
works, from scholarly books, professional journals, and encyclopedia arti-
cles to magazine or newspaper articles, news broadcasts, and radio or tele-
vision commentaries. In scholarly works the sources of the material
usually are carefully documented in footnotes and bibliographic citations.
In nonscholarly works, the documentation may be informal, fragmentary,
or, in some cases, nonexistent. Even when the source is not cited, we can
assess the author’s and publisher’s reliability. Facts and opinions are often
mingled in contemporary publications, particularly nonscholarly ones, so
careful reading may be necessary to reveal which statements constitute
evidence and which statements should be supported with evidence.
To evaluate a published report, ask, Does the report cite the sources of all
important items of information? (If so, you may wish to check them.)
Does the author have a reputation for careful reporting? Does the pub-
lisher or broadcaster have a reputation for reliability? Which statements
in the published report constitute evidence, and which should them-
selves be supported with evidence? (Another way to ask this question is
Which statements might a thoughtful person challenge? Does the author
anticipate and answer the challenges satisfactorily?)
EYEWITNESS TESTIMONY
Because eyewitness testimony is commonly considered to be the most reli-
able kind of evidence, you may be surprised to find that it is sometimes
badly flawed for any one of several reasons. The external conditions may
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75CHAPTER 6 What Is Evidence?
not have been optimal—for example, the incident may have occurred late on
a foggy night and the eyewitness may have been some distance away. The
eyewitness may have been tired or under the influence of alcohol or drugs;
his or her observation may also have been distorted by preconceptions or
expectations. Further, the person’s memory of what occurred may have been
confused by subsequent events. Such confusion can be a special problem
when considerable time has elapsed between the event and the testimony.
To evaluate eyewitness testimony, ask, What circumstances surrounding
the event, including the eyewitness’s state of mind, could have distorted
his or her perception? (If any such distortion was likely, try to determine
whether it actually occurred.) What circumstances since the event—for
example, the publication of other accounts of the event—could have
affected the eyewitness’s recollection?
CELEBRITY TESTIMONY
Increasingly, celebrities are seen endorsing products and services in com-
mercials and infomercials. In addition, when they appear as guests on
radio and television talk shows, they are encouraged to state their per-
sonal views about whatever happens to be in the news at the time. On
any given day you may hear singers, actors, and athletes discussing reli-
gion, criminal justice, education, economics, international relations, cam-
paign finance reform, and psychology, among other topics. For example,
a TV host once asked an actor, “How big a factor in human life do you
believe is chance in the universe?”
Your respect for celebrities as entertainers may lead you to assume
that they know what they are talking about in interviews. This assump-
tion is often mistaken. They may be very well informed. Or they may
have been caught unawares by the host’s question and, not wanting to
seem ignorant, uttered whatever happened to come to mind. Some
celebrities may be so impressed with their own importance that they
imagine whatever they say is profound for no other reason than that they
say it! In the case of testimonials for products or services, the celebrities
may have been paid to say things about products that they know little or
nothing about.
To evaluate celebrity testimony, ask, In the case of advertisements or
infomercials, is the celebrity a paid spokesperson? (This is often indicated
in small print at the end of the ad.) In the case of talk show comments,
does the celebrity offer any support for his or her views—for example,
citing research conducted by qualified people? Also, does the host ask for
such support? If the discussion consists of little more than a series of
assertions expressing the celebrity’s unsupported opinion, you would do
well to discount it no matter now much you may admire the person.
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EXPERT OPINION
As you might expect, expert opinion is generally more reliable than most
of the varieties of evidence we have considered so far. The advantage it
enjoys over personal experience is that it can usually address the crucial
question of what is typical and what is not. Nevertheless, not even expert
opinion is consistently reliable. The most significant reason for unreliabil-
ity is that knowledge in virtually every field is rapidly expanding. A cen-
tury ago it was possible to gain expertise in more than one discipline.
Today’s scholars typically have expertise in a single narrow aspect of one
discipline and may have difficulty keeping abreast of significant develop-
ments in that one. Unfortunately, some people can’t resist the temptation
to think of themselves as experts in everything. A well-known astronomer,
for example, used to write articles in popular magazines and offer his
opinions on ethics, anthropology, and theology.
To evaluate expert opinion, ask, Does the person have, in addition to cre-
dentials in the broad field in question, specific expertise in the particular
issue under discussion? This is not always easy to ascertain by those out-
side the field, but one good indication is that the person does not just
state his or her opinion but also supports it with references to current
research. Also ask whether the expert was paid. The acceptance of money
does not necessarily taint expert opinion, but it may raise questions about
the person’s objectivity. Finally, ask whether other authorities agree or
disagree with the expert’s view.
EXPERIMENT
There are two broad types of experiments. The laboratory experiment enables
researchers to vary the conditions and thereby identify causes and effects
more precisely. One disadvantage of the laboratory experiment, however,
is its artificiality. The field experiment has the advantage of occurring in a
natural setting, but the presence of the researchers can influence the subjects
and distort the findings.
To evaluate experimental evidence, ask, For a laboratory experiment, has
it been replicated by other researchers? For a field experiment, have other
researchers independently confirmed the findings? If replication or con-
firmation has been unsuccessfully attempted, it is best to postpone your
acceptance of the experiment’s findings.
STATISTICS
In the broad sense, the term statistics applies to any information that can be
quantified, for example, the changes in average temperature over a period of
time to determine whether the phenomenon of global warming is occurring.
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77CHAPTER 6 What Is Evidence?
The term statistics may also be used more narrowly to mean quantifiable
information about a group that is obtained by contacting, or otherwise
accounting for, every individual in the group. The U.S. Census is one exam-
ple of statistics in this sense. Others are the voting records of U.S. senators,
the percentage of automobile fatalities involving drunk driving, the fluctua-
tions in immigration patterns over the past century, the percentage of unwed
mothers who come from one-parent homes, and the comparative education
and income levels of various racial-ethnic groups.
As Joel Best notes, although “we think of statistics as facts that we
discover, not as numbers we create . . . , statistics do not exist indepen-
dently” but are summaries of complex information. Sometimes statistical
errors are intentional, he explains, but more often “they are the result of
confusion, incompetence, innumeracy, or selective, self-righteous efforts
to produce numbers that reaffirm principles and interests that their advo-
cates consider just and right.” Best recommends asking three questions
when evaluating any statistic: “Who created it? For what purpose was it
created? How was it created?”1
When evaluating statistical information, ask, as well, What is the source of
the statistics? Is the source reliable? How old are the data? Have any im-
portant factors changed since the data were collected?
SURVEY
Surveys are among the most common tools used by professionals, partic-
ularly in the social sciences. Because the data obtained from surveys are
quantifiable, surveys are often included under the broad heading of sta-
tistics. However, we are considering them separately to highlight one
distinguishing characteristic: Surveys typically obtain data by contact-
ing, not every individual in the group (known as a population), but a rep-
resentative sample of the group. Surveys are conducted by telephone
contact, mail, or personal interview. The sampling may be random, sys-
tematic (for example, every tenth or hundredth person in a telephone di-
rectory), or stratified (the exact proportion of the component members of
the group; for example, 51 percent women and 49 percent men).
“Public attitudes toward most social issues,” Joel Best warns, “are too
complex to be classified in simple pros and cons, or to be measured by a
single survey question.” Moreover, those who conduct surveys realize
that “the way questions are worded affects results,” and, if they are dis-
honest, they can frame their questions in a way that advances their per-
sonal agendas.2
When evaluating a survey, ask, Was the sample truly representative?
That is, did all members of the total population surveyed have an equal
chance of being selected? Were the questions clear and unambiguous?
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Were they objectively phrased rather than slanted? In the case of a mailed
survey, did a significant number fail to respond? If so, how might non-
respondents differ from respondents? Also, do other surveys corroborate
the survey’s findings?
FORMAL OBSERVATION
There are two kinds of formal observational studies. In detached obser-
vation the observer does not interact with the individuals being stud-
ied. A child psychologist, for example, might visit a school playground
and watch how the children behave. In participant observation the
researcher is involved in the activity being studied. An anthropologist
who lived with a nomadic tribe for a period of months, sharing meals
with them and taking part in their communal activities, would be a
participant observer.
When evaluating formal observation, ask, Is it likely that the presence of
the observer distorted the behavior being observed? Was the observation
of sufficient duration to permit the conclusions that were drawn? Do the
conclusions overgeneralize? (For example, the observations made of a
single nomadic group might be generalized to all nomadic groups, ignor-
ing the fact that other nomadic groups may differ in important ways.)
RESEARCH REVIEW
This kind of study is undertaken when a considerable body of research
has already been done on a subject. The reviewer examines all the schol-
arly studies that have been done and then summarizes and compares
their findings. Often dozens or even hundreds of studies are examined. A
thorough review of research reveals areas of agreement and disagree-
ment and provides a valuable overview of the current state of knowledge
on the subject. For example, in reviewing the research on the impact of
TV on adolescents, Victor Strasburger examined many research studies,
including three “super studies”—one covering 67 separate studies, an-
other 230 studies, and another 188 studies.3
When evaluating a research review, ask, Do the reviewer’s conclusions
seem reasonable given the research covered in the review? Has the reviewer
omitted any relevant research? (As a layperson, you may find the latter
question impossible to answer yourself. You could, however, ask it of
another expert in the field who is familiar with both the actual research
and the review.)
One additional question is applicable to all kinds of evidence: Is this
evidence relevant to the issue under consideration? If it is not relevant, it
deserves no consideration, no matter how excellent it may be in other
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79CHAPTER 6 What Is Evidence?
respects. Here is an actual example of an issue that has been badly con-
fused by the use of irrelevant evidence. For years, many college admini-
strators rejected instructors’ requests for a reduction in class size for
courses such as writing, speaking, and critical thinking. The administra-
tors cited scholarly studies demonstrating that teaching effectiveness is
unrelated to class size—in other words, that teachers can be as effective
with fifty students in the classroom as they are with fifteen. Yet the schol-
arly studies in question examined only courses that impart information,
not those that develop skills. For the latter, the very courses in question,
the evidence had no relevance.
Evaluating Evidence
We all like to think of ourselves as totally objective, equally open to either
side of every issue. But that is rarely the case. Even if we have not yet
taken a firm position on an issue at the outset of our evaluation, we will
usually be tilted in one direction or the other by our overall philosophy of
life, our political or social views, our opinions on related issues, or our at-
titude toward the people associated with the various views. This tilting,
also known as bias, may be so slight that it has little or no effect on our
judgment. On the other hand, it may be significant enough to short-circuit
critical thinking. The more we tilt on an issue, the greater our thinking
deficit is likely to be.
How can you tell when bias is hindering your evaluation of evi-
dence? Look for one or more of these signs:
• You approach your evaluation wanting one side to be proved right.
• You begin your investigation assuming that familiar views will
prove correct.
• You look for evidence that supports the side of the issue you favor
and ignore evidence that opposes it.
• You rate sources by how favorable they are to your thinking rather
than by their reliability and the quality of their research.
• You are nitpickingly critical of evidence for views you oppose and
uncritical of evidence for views you favor.
• When you encounter evidence that opposes your bias, you begin
arguing against it, often before you have completed examining it.
Although you may not be able to eliminate your biases, you can
nevertheless identify and control them, and that is all that is necessary.
The purpose of evaluating evidence is to discover the truth, regardless
of whether it is pleasant or unpleasant, and the only way to do so is to
evaluate fairly. Such an evaluation will sometimes require you to con-
clude that the view you leaned toward (or actually held) is mistaken.
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When the evidence supports such a conclusion, have the courage to
embrace it. Changing your mind is not dishonorable, but maintaining a
false view in order to save face is not only foolish but also intellectually
dishonest.
What Constitutes Sufficient Evidence?
It is seldom easy to decide when your evidence, or that of the person
whose opinion you are evaluating, is sufficient. In making your determi-
nation you will have to consider both the quantity and the quality of the
evidence. No simple formula exists, but these general guidelines will
help you decide particular cases:
1. Evidence is sufficient when it permits a judgment to be made with certainty.
Wishing, assuming, or pretending that a judgment is correct does not
constitute certainty. Certainty exists when there is no good reason for
doubt, no basis for dispute. The standard for conviction in a criminal
trial, for example, is “guilt beyond a reasonable doubt.” Certainty is
a very difficult standard to meet, especially in controversial issues,
so generally you will be forced to settle for a more modest standard.
2. If certainty is unattainable, evidence is sufficient if one view of the issue has
been shown to have the force of probability. This means that the view in
question is demonstrably more reasonable than any competing view.
In civil court cases this standard is expressed as “a preponderance of
the evidence.” Demonstrating reasonableness is, of course, very dif-
ferent from merely asserting it, and all possible views must be identi-
fied and evaluated before any one view can be established as most
reasonable.
3. In all other cases, the evidence must be considered insufficient. In other
words, if the evidence does not show one view to be more reason-
able than competing views, the only prudent course of action is to
withhold judgment until sufficient evidence is available. Such re-
straint can be difficult, especially when you favor a particular view,
but restraint is an important characteristic of the critical thinker.
Applications
1. Many years ago an expert on thinking made this observation: “Probably
the main characteristic of the trained thinker is that he does not jump to conclu-
sions on insufficient evidence as the untrained man is inclined to do.”4 (Note: At
that time, he and man were commonly used to denote both men and women.)
Think of several recent occasions when you formed opinions with little or no evi-
dence. In each case state the opinion and explain what kind of evidence would be
necessary to support it adequately.
2. Cartoonist Scott Adams once observed, “Reporters are faced with the
daily choice of painstakingly researching stories or writing whatever people tell
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81CHAPTER 6 What Is Evidence?
them. Both approaches pay the same.”5 In what way, if any, is this remark related
to the subject of this chapter? Explain.
3. Some years ago, a well-known television actress was on a talk show dis-
cussing a number of topics, including an episode of her show in which two les-
bians kissed on camera. The actress volunteered this opinion: “This is a time in
our society when homophobia is really huge and crimes against gays are at an
all-time high.” If the talk show host had been a critical thinker, what questions
would he have asked at that point? What kind of evidence would be helpful in
testing the reasonableness of her opinion?
4. In Chapter 5, application 10, you responded to each of the following
questions with an opinion. Review those opinions and the evidence you offered
in support of them. In each case classify the evidence as personal experience,
unpublished report, published report, eyewitness testimony, celebrity testimony, expert
opinion, experiment, statistics, survey, formal observation, or research review. Decide
whether your evidence was sufficient. If you find it was not, explain what kind
of evidence would be necessary to support the opinion adequately.
a. In divorce cases, what guidelines should the courts use in deciding which
parent gets custody of the children?
b. Until what age should children be spanked (if indeed they should be
spanked at all)?
c. Should the minimum drinking age be sixteen in all states?
d. In what situation, if any, should the United States make the first strike
with nuclear weapons?
e. Do evil spirits exist? If so, can they influence people’s actions?
f. Does the end ever justify the means?
g. Does attending class regularly increase one’s chances for academic
success?
h. Were teachers more respected fifty years ago than they are today?
i. Does binge drinking on weekends constitute alcoholism?
j. Is antisocial behavior increasing, or are the media just doing a better job
of reporting it?
5. In Chapter 1, application 9, you expressed an opinion about each of the
statements listed below. Reexamine each of your responses, following the direc-
tions in application 4 above.
a. Health care workers should be required to be tested for HIV/AIDS.
b. Beauty contests and talent competitions for children should be banned.
c. Extremist groups like the Ku Klux Klan should be allowed to hold rallies
on public property or be issued permits to hold parades on city streets.
d. Freshman composition should be a required course for all students.
e. Athletes should be tested for anabolic steroid use.
f. Creationism should be taught in high school biology classes.
g. Polygamy should be legalized.
h. The voting age should be lowered to sixteen.
i. The prison system should give greater emphasis to the punishment of
inmates than to their rehabilitation.
j. Doctors and clinics should be required to notify parents of minors when
they prescribe birth control devices for the minors.
k. A man’s self-esteem is severely injured if his wife makes more money
than he makes.
l. Women like being dependent on men.
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A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
views. Then assess the strengths and weaknesses of each. If you conclude that
one view is entirely correct and the others are mistaken, explain how you reached
that conclusion. If, as is more likely, you find that one view is more insightful than
the others but that they all make some valid points, construct a view of your
own that combines the insights from all views and explain why that view is the
most reasonable of all. Present your response in a composition or an oral report,
as your instructor specifies.
Should the minimum wage be abolished? The dominant view over the past
half-century is that the minimum wage should not be abolished. In fact, many
believe it is far too low and should be increased. Proponents of this view
make the moral argument that every worker deserves a “living wage” and
only the government can ensure that employers meet this obligation. They
also make the practical argument that a higher starting salary motivates
workers to work hard and improve their skills. Those who believe the
minimum wage should be abolished contend that when minimum wages
are imposed on small businesses, they are forced to increase prices and
penalize consumers or to cut jobs and limit opportunities for would-be
workers. One economist notes that minimum wage laws harm younger
workers and members of minority groups because “the net economic effect
of minimum wage laws is to make less skilled, less experienced, or other-
wise less desired workers more expensive—thereby pricing many of them
out of jobs.”6
Begin your analysis by conducting a Google search using the term “pro con mini-
mum wage.”
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C H A P T E R 7
What Is Argument?
The word argument has several meanings, so our first task is to clarify
each and note how it differs from the others. One common meaning is “a
quarrel,” as in the sentence “They had a heated argument, a real scream-
ing match.” Because a quarrel consists less of thought than of emotion, a
clash of egos that frequently degenerates into mindless babble, this defi-
nition of argument has little relevance to critical thinking. For our pur-
poses, therefore, an argument is not a quarrel.
Another meaning of argument is “the exchange of opinions between
two or more people,” as occurs in a formal debate. In this sense of the
term, an argument is ideally a cooperative endeavor in which people
with different viewpoints work together to achieve a deeper, more accu-
rate, understanding of an issue. In such an endeavor egos are controlled
and everyone, though wanting to be right, is willing to be proved wrong.
Since everyone emerges from the process with greater insight, no one
loses. Alas, egos are not easily suppressed. Besides, most of us have been
conditioned to believe there must be a winner and a loser in every argu-
ment, just as in every athletic contest. Thus we often focus more on “scor-
ing points” against our “opponent” than on growing in knowledge and
wisdom, so even our best efforts tend to fall short of the ideal.
Although argument as “the exchange of opinions between two or
more people” is relevant to critical thinking, another meaning of the term
is even more relevant to the challenge of becoming a critical thinker.
Argument, in this sense, means “the line of reasoning that supports a
judgment.” When we say, “John’s argument on the issue of capital pun-
ishment was more persuasive than Sally’s,” we are focusing on the qual-
ity of his individual contribution to the overall deliberation. Because our
main concern in this chapter, as throughout this book, is the evaluation of
individual arguments, your own as well as other people’s, this definition
is the one we will focus on.
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84 PART ONE The Context
*The only exception to this is pure coincidence. Consider this argument: “Fair-skinned
people are more susceptible to skin cancer than dark-skinned people. Florida has more
fair-skinned people than Michigan. Therefore, the skin cancer rate is higher in Florida than
in Michigan.” The argument is defective because the second premise lacks a basis in fact.
Yet the conclusion happens, coincidentally, to be true.
It can be helpful to think of an argument as a kind of verbal equation
without mathematical symbols. A numerical equation has the form 1 � 1 �
2 or 2 � 1 � 1. A verbal equation expresses similar relationships without
using minus, plus, or equal signs. Here is an example:
The law prohibits teachers from leading class prayers in public
schools.
Wynona leads students in prayer in her public school classroom.
Therefore, Wynona is breaking the law.
Like numerical equations, arguments may be complex as well as sim-
ple. Just as the sum in a numerical equation may be composed of many
numbers (342 � 186 � 232 � 111 � 871), so the conclusion of an argu-
ment may proceed from many premises (assertions). And just as having
an incorrect number in a column of figures will result in a wrong total, so
having an incorrect assertion will lead to a wrong conclusion.* In the class
prayer argument, if we mistakenly think that the law permits teachers to
lead students in prayer, our conclusion would be that Wynona is not
breaking the law, and that conclusion would be wrong.
Numerical equations and arguments are not, however, entirely similar.
One important difference is that an argument is often more complex and
difficult to test. Does vitamin C prevent the common cold or lessen its
severity? Does television violence cause real violence? Was John F.
Kennedy killed by a single assassin? Was Israel justified in bombing
Lebanon in 2006? In these and many other matters, the evidence is either
not yet complete or is open to interpretation.
The Parts of an Argument
The field of knowledge most closely associated with the study of argu-
ment is logic, which, like other fields that deal with complex matters, has
its own special terminology. Since this book is more practical than theo-
retical, we will limit our concern to those terms that signify the parts of an
argument: the premises and the conclusion. In the argument about Wynona
mentioned above, the premises are “The law prohibits teachers from
leading class prayers in public schools” and “Wynona leads students in
prayer in her public school classroom.” The conclusion is “Therefore,
Wynona is breaking the law.” (The word therefore and synonyms such as
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85CHAPTER 7 What Is Argument?
so and consequently are often used to identify conclusions. Where they are
not used, you can usually identify the conclusion by answering the ques-
tion, Which assertion do the other assertions support or reinforce?)
The basic principles logicians use in evaluating arguments are as
follows:
1. The premises are either true or false (correct or incorrect).
2. The reasoning that links the premises to the conclusion is either valid
or invalid. (To be valid, the stated conclusion, and only that conclu-
sion, must follow logically from the premises.)
3. Correct premises plus valid reasoning equal a sound argument.
4. Either an incorrect premise or invalid reasoning will render an argu-
ment unsound.
Mistakes are as common in logical thinking as they are in mathematics.
This is true not only of other people’s thinking but of our own as well. Just
as we can have accurate numbers and do our best to add carefully yet come
up with the wrong answer, so, too, can we proceed from accurate informa-
tion to a wrong conclusion. Of course, when we start with inaccurate or
incomplete information or reason recklessly, the chances of error are com-
pounded. Here is an interesting (and humorous) example of reckless
reasoning: After a worker was fired for being habitually late, his attorney
argued that the supervisor was at fault for not demanding that the man
wear a watch!1
Inappropriate attitudes toward ideas and the reasoning process can
also lead to errors in argument. For example, if you regard your first
impressions as infallible, you are likely to embrace them uncritically, seek
out evidence that supports them and reject evidence that challenges them,
and defend them rabidly. Such an approach leaves you vulnerable both to
self-deception and to manipulation by others. In contrast, if you regard
your first impressions tentatively—as interesting possibilities rather than
certainties—and compare them to other ideas before making up your
mind, you are less likely to fool yourself or be deceived by others.
Evaluating Arguments
The basic approach to evaluating arguments can be stated simply:
Decide whether the premises are true or false and whether the reasoning that
leads from them to the conclusion is valid. If both criteria are met, the argu-
ment is sound. When the argument is clearly and fully stated and you
ask the right questions, this approach is relatively easy to follow. You
may, of course, have to do some investigating to determine the truth or
falsity of one or both premises. Here are some examples of clear, fully
stated, arguments:
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86 PART ONE The Context
The Argument
All men are mortal.
Socrates is a man.
Therefore, Socrates is mortal.
The Questions
Are all men mortal?
Is Socrates a man?
Does this conclusion follow
logically from what is stated
in the premises? Does any
other conclusion follow
equally well?
Comment: The premises obviously are true. Also, the conclusion offered, and
only that conclusion, follows logically. Accordingly, the argument is sound.
The Argument
Any activity that involves physi-
cal exertion is properly classi-
fied as a sport.
Bodybuilding involves physical
exertion.
Therefore, bodybuilding is
properly classified as a sport.
The Questions
Are there any physical activi-
ties that are not a sport yet
are physically strenuous?
Does bodybuilding involve
physical exertion?
Does this conclusion follow
logically from what is stated
in the premises? Would
any other conclusion be as
reasonable?
Comment: Even though the second premise is true and the conclusion fol-
lows logically from the premises, this argument is unsound because the
first premise is false. Many physical activities are in no way related to a
sport yet are physically strenuous—moving pianos, for example. Note
that showing this argument to be unsound does not prove that body-
building should not be classified as a sport. Perhaps some other argu-
ment could be advanced that would prove to be sound.
The Argument
Guilty people usually fail lie
detector tests.
Bruno failed his lie detector test.
Therefore, Bruno is guilty.
The Questions
Is this true?
Did he really?
Does this conclusion follow
logically from what is stated
in the premises? Would
any other conclusion be as
reasonable?
Comment: Both the first and the second premises are true. (The authorities
could have lied about Bruno’s score, but let’s assume they didn’t.) Still,
the premises don’t provide sufficient evidence to draw the conclusion
that is given or, for that matter, any other conclusion. We need to know
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87CHAPTER 7 What Is Argument?
whether an innocent person can fail a lie detector test. If so, then Bruno
could be innocent.
The Argument
Success comes to those who
work hard.
Jane is successful.
Therefore, Jane worked hard.
The Questions
Does it always?
Is she?
Does this conclusion follow
logically from what is stated
in the premises? Would
any other conclusion be as
reasonable?
Comment: The first premise is not entirely true. Some people who work
hard end up failing anyway because they lack the necessary aptitude or
background experience to meet the challenge. Moreover, some people
who do not work hard succeed anyway because they have wealth and/or
influence. Even if we grant that the second premise is true, the argument
must still be judged unsound because of the first premise.
Did you ever have the experience of hearing an argument on some
issue, being impressed with it, and then hearing the opposing argument
and being even more impressed with that? It happens often. For example,
in the primary battles prior to the 2000 presidential election, a question
arose as to whether candidate George W. Bush had used cocaine many
years earlier. Some pundits argued that if he had, then he was a hypocrite
because as governor of Texas he signed into law a bill containing tough
penalties for cocaine users. The argument sounded good. But then other
pundits argued that a person who had used drugs but had learned to
avoid them was in a better position to know their danger to individuals
and society than one who had not. They reasoned that an alcoholic can
speak more authoritatively than a teetotaler on the misuse of alcohol, a
reformed criminal is more familiar with the evils of crime than a law-
abiding citizen, and so on.
Remember that your evaluation of any argument is likely to be
most effective when you are able to hear both sides or at least to con-
sider the criticisms people on each side of the issue make of the other
side’s view.
More Difficult Arguments
Unfortunately, not all arguments are clearly and/or fully stated. Following
are the main kinds of difficult situations you will encounter, along with
guidelines for dealing with them.
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88 PART ONE The Context
When an argument is longer than a paragraph, summarize it before
asking and answering your questions. The danger in summarizing, of
course, is that you might misrepresent what the person was saying. If you
are careful, however, you can avoid this misstep.
When you are uncertain which statements are the premises and
which is the conclusion, ask yourself exactly what idea the person is
trying to get you to accept. (That is the conclusion.) Then ask what rea-
sons are offered in support of that idea. (Those are the premises.)
When an argument contains more than two premises, ask and
answer your questions about each. Don’t be daunted if there are many
premises—simply take one at a time. After eliminating any irrelevant
premises, decide whether the conclusion follows logically from the
remaining premises and if it is the only conclusion that does. If more than
one conclusion follows, decide whether the stated one is the most reason-
able conclusion.
When you are evaluating opposing arguments, neither of which is
persuasive (even if one is technically sound), look for a third alternative.
Often the alternative will be one that draws a little from each argument.
The ongoing debate over whether the Ten Commandments should be
displayed in public school classrooms provides a good example. Here are
some fairly typical opposing arguments that are offered in nonlegal
discussions of the issue:*
*In addition to these, of course, there are the legal arguments concerning constitutionality.
The Affirmative Argument
Public schools (like other
schools) should encourage
moral values.
Displaying the Ten Command-
ments would encourage moral
values.
Therefore, public schools should
display the Ten Commandments.
The Negative Argument
No cultural or religious
group should be treated pref-
erentially in public schools.
Displaying the Ten Command-
ments in public schools
would treat Christians and
Jews preferentially.
Therefore, the Ten Command-
ments should not be dis-
played in public schools.
Comment: One alternative that draws on each of these arguments but
goes beyond them is to argue for the display of all versions of the Ten
Commandments (and there are several), as well as any other religious
or secular list of moral values. The reasoning would be that accommo-
dating all perspectives is no more offensive than ignoring all and has
the additional benefit of emphasizing the importance of moral values.
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89CHAPTER 7 What Is Argument?
When an argument contains hidden premises, identify them before
proceeding with your evaluation. Hidden premises are clearly implied ideas
that are not recognized when the argument is conceived and expressed.
When the hidden premise is accurate, no harm is done; but when it is inaccu-
rate, it quietly corrupts the argument. Following are some examples of such
arguments. Each is presented first as it might occur in informal discus-
sion. Then it is broken down into its component parts, including hidden
premises. The questions that critical thinking would address are shown
opposite each part.
1. Argument: They should never have married—they felt no strong
physical attraction to each other during courtship.
The Component Parts
Stated Premise: They felt no strong
physical attraction to each other.
Hidden Premise: Strong physical
attraction is the best, or perhaps
the only, meaningful basis for
marriage.
Conclusion: They should never
have married.
The Questions
Did they feel no strong phys-
ical attraction to each other?
Is strong physical attraction
the best or only meaningful
basis for marriage?
Do the premises lead to this
conclusion and no other?
2. Argument: It’s clear why Morton is an underachiever in school—he
has very little self-esteem.
The Component Parts
Stated Premise: Morton has very
little self-esteem.
Hidden Premise: Self-esteem is
necessary in order to achieve.
Conclusion: It’s clear why
Morton is an underachiever in
school. (The sense of this state-
ment is “This explains why. . . .”)
The Questions
Does Morton have very little
self-esteem?
Is self-esteem necessary in
order to achieve?
Do the premises lead to this
conclusion and no other?
3. Argument: That book should be banned because it exposes children
to violence.
The Component Parts
Stated Premise: That book
exposes children to violence.
First Hidden Premise: Exposure to
violence is harmful.
The Questions
Does the book expose chil-
dren to violence?
Is exposure to violence always
harmful? (Note that in the
absence of limiting terms, such
as sometimes, the general term
always is implied.)
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90 PART ONE The Context
4. Argument: Pure water is healthy to drink, and Pristine Mountain
Water is pure, so I’m treating my body right by drinking it rather
than tap water.
The Component Parts
Stated Premise: Pure water is
healthy to drink.
Stated Premise: Pristine
Mountain Water is pure.
Hidden Premise: The water from
my tap is not pure.
Conclusion: I’m treating my
body right by drinking Pristine
Mountain Water rather than tap
water.
The Questions
Is pure water healthy to
drink?
Is Pristine Mountain Water
pure?
Is water from this person’s
tap not pure?
Do the premises lead to this
conclusion and no other?
It is tempting to think that the longer the passage, the less likely it
will contain hidden premises, but this is not the case. It is possible to elabo-
rate on an argument with one or more hidden premises and end up with a
book-length treatment without those premises being detected or expressed.
In fact, the longer the passage, the more difficult it is to identify hidden
premises. Whatever the length of the passage you are evaluating (or com-
posing), be alert for hidden premises.
Applications
1. Think of a TV talk show you’ve recently seen that examined a contro-
versial issue and featured two or more guests who disagreed. (If you aren’t
familiar with such shows, find one in the TV listings and watch a segment of
it.) Decide whether the exchange was a quarrel or an argument. Explain your
answer.
2. Each of the following questions has sparked serious public debate in
recent years. Select one of them and check at the library or on the Internet for an
article that presents a point of view, as opposed to a news article that merely
reports the facts. Then evaluate the argument, applying what you learned in the
chapter. (See Chapter 17 for research strategies.)
a. Should youthful offenders be treated as adults?
b. Should the states and/or the federal government provide vouchers to
parents so they can send their children to the private or public schools of
their choice?
c. Should patients be able to sue their health maintenance organizations?
Second Hidden Premise: Banning
is the most appropriate reaction
to such material.
Conclusion: That book should be
banned.
Is banning the most appropri-
ate reaction to such material?
Do the premises lead to this
conclusion and no other?
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91CHAPTER 7 What Is Argument?
d. Should a referendum be required before state and federal legislatures can
raise taxes?
e. Should marijuana be legalized for medical use?
f. Should police be permitted to impound the cars of drunk-driving
suspects?
g. Does home schooling provide as good an education as traditional class-
room teaching?
3. When a serial murderer known as the “Railroad Killer” was being sought
some years ago, the FBI interviewed people who had been in the areas of the
crimes and might have seen the perpetrator. As a result of those reports, the FBI
issued a Wanted poster for a “Hispanic male” of a certain description. During
one of the press briefings, a reporter asked the FBI agent in charge of the search
whether specifying that the suspect was Hispanic constituted discrimination.
How would you have answered if you had been that FBI agent? Present your
answer in the form of an argument.
4. Evaluate the following arguments, applying what you learned in this
chapter.
a. The U.S. defense budget should be cut drastically, and perhaps elimi-
nated entirely, because the former Soviet Union is no longer a threat to
U.S. security.
b. The present welfare system causes people to lose their self-respect and
self-confidence and makes them dependent on the government. The
entire system should be replaced by one that emphasizes responsibility
and hard work.
c. The schoolyard practice of choosing up sides is embarrassing, even
humiliating, to children who are unskilled in sports. Therefore, it should
be discouraged on the playground and abandoned in physical education
classes.
d. Background note: College administrators are debating their campus policy after
receiving complaints about professors dating students. They endorse the follow-
ing argument:
There is nothing wrong in two unmarried adults dating, so it is accept-
able for professors to date students who are over eighteen years of age.
e. Copying computer software violates the copyright law. Still, I paid full
price for my software, and my friend not only needs it for his class but
can’t afford to purchase it himself. If I give him a copy of mine, he’ll be
helped and no one will be hurt. (The software company wouldn’t have
made a sale to him anyway because he’s broke.) Therefore, I am justified
in giving him the software.
f. “All men are created equal,” says the Declaration of Independence. Yet
lots of Americans are victims of poverty and discrimination and lack of
opportunities for education and careers. And the rich and social elites can
buy a standard of justice unavailable to the average citizen. Equality is
a myth.
g. Background note: The ancient religion known as Santeria is still practiced by
a number of people in the United States. One of its beliefs is that the sacrifice of
animals is pleasing to the god Olodumare. Thus, as part of their ritual, Santerian
priests slit the throats of chickens, doves, turtles, and goats; drain the blood into
clay pots; and prepare the animals’ flesh for eating. Many other Americans com-
plain to authorities about this practice, but its supporters argue as follows:
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92 PART ONE The Context
The U. S. Constitution guarantees the free exercise of religion. It does not
exclude religions that displease the majority. However displeasing ritual
animal sacrifice may be to other citizens, the law should uphold
Santerians’ constitutional rights.
h. Background note: In recent years many cities have experienced an increase in
aggressive panhandling—the practice of approaching passersby and begging for
money. Some panhandlers block people’s path and otherwise intimidate them. A
number of cities have outlawed panhandling. The following argument has found
expression in some court decisions:
Panhandling is a form of speech. Speech is protected by the Constitution.
Therefore, panhandling is a right that cannot be abridged.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
views. Then assess the strengths and weaknesses of each. If you conclude that
one view is entirely correct and the others are mistaken, explain how you
reached that conclusion. If, as is more likely, you find that one view is more
insightful than the others but that they all make some valid points, construct
a view of your own that combines the insights from all views and explain why
that view is the most reasonable of all. Present your response in a composition or
an oral report, as your instructor specifies.
Should limits be placed on monetary awards in medical malpractice
lawsuits? In recent decades juries have tended to add large “pain and suffer-
ing” amounts to the damages awarded in court settlements. In response to
this trend, legislators have proposed setting limits on the amounts juries can
award. Proponents of this idea believe it would reduce the number of frivo-
lous lawsuits, reduce health care costs, and keep good physicians from aban-
doning the practice of medicine. Opponents say such legislation would deny
justice to the injured and increase the likelihood of medical blunders.
Begin your analysis by conducting a Google search using the term “pro con lim-
iting malpractice awards.”
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P A R T T W O
The Pitfalls
The first seven chapters explored the context in which thinking
occurs. You now know, popular notions notwithstanding, that individ-
uality doesn’t come automatically but must be earned again and
again, that critical thinking is as applicable to your own ideas as it is to
other people’s, that truth is discovered rather than created and gen-
uine knowledge is elusive, that opinions are only as good as the evi-
dence that supports them, and that argument is a matter not of
scoring points or shouting down others but of compiling accurate
information and reasoning logically about it.
In this section we will examine the various errors that can impair
thinking. We will also consider how you can best discover them in
other people’s writing and speaking and avoid them in your own. The
most basic error, “mine-is-better” thinking, seems rooted in our
human nature and paves the way for many of the other errors. The
other errors are grouped according to when they occur. Errors of per-
spective are erroneous notions about reality that are present in our
minds more or less continuously. Errors of procedure occur when we are
dealing with specific issues, errors of expression when we put our
thoughts into words, and errors of reaction when someone criticizes or
challenges a statement or argument we have made. The final chapter
in this section explores how these errors can occur in combination.
93
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94
C H A P T E R 8
The Basic Problem:
”Mine Is Better”
Our beliefs have been imbibed, how or why we hardly know. . . . But let
a question be raised as to the soundness of our notions . . . and at once
we find ourselves filled with an illicit passion for them; we defend them
just as we would defend a punched shoulder. The problem, how reason-
able they really are, does not trouble us. We refuse to learn truth from
a foe.1
This observation was made by a scholar pondering the all-too-common
tendency to justify beliefs rather than refine and improve them. This
tendency is puzzling. People profess enthusiasm for personal growth and
development and spend billions of dollars on self-help books, tapes, and
seminars, yet they act as if their minds have no need of improvement.
This tendency is attributable to a “mine-is-better” perspective, which
we all have to a greater or lesser extent. It is natural enough to like our
own possessions better than other people’s.* Our possessions are exten-
sions of ourselves. When first-graders turn to their classmates and say,
“My dad is bigger than yours” or “My shoes are newer” or “My crayons
color better,” they are not just speaking about their fathers or shoes or
crayons. They are saying something about themselves: “Hey, look at me.
I’m something special.”
Several years later, those children will be saying, “My car is faster
than yours” or “My football team will go all the way this year” or “My
marks are higher than Olivia’s.” (That’s one of the great blessings for
students—although they may have to stoop to compare, they can usually
find someone with lower grades than theirs.)
Even later, when they’ve learned that it sounds boastful to say their
possessions are better, they’ll continue to think they are: “My house is more
expensive, my club more exclusive, my spouse more attractive, my
*One exception to the rule occurs when we are envying others. But that is a special situation
that doesn’t contradict the point being made here.
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95CHAPTER 8 The Basic Problem: “Mine Is Better”
children better behaved, my accomplishments more numerous, and my
ideas, beliefs, and values more insightful and profound than other people’s.”
All of this, as we have noted, is natural, though not especially noble
or virtuous or, in many cases, even factual—simply natural. The tendency
is probably as old as humanity. History records countless examples of it.
Most wars, for example, can be traced to some form of “mine-is-better”
thinking. Satirists have pointed their pens at it. Ambrose Bierce, for
instance, in his Devil’s Dictionary, includes the word infidel. Technically,
the word means “one who is an unbeliever in some religion.” But Bierce’s
definition points up the underlying attitude in those who use the word.
He defines infidel this way: “In New York, one who does not believe in the
Christian religion; in Constantinople, one who does.”2
The results of a survey of a million high school seniors illustrate the
influence of “mine-is-better” thinking. The survey addressed the ques-
tion of whether people considered themselves “above average.” Fully
70 percent of the respondents believed they were above average in lead-
ership ability, and only 2 percent believed they were below average.
Furthermore, 100 percent considered themselves above average in ability
to get along with others, 60 percent considered themselves in the top
10 percent, and 25 percent considered themselves in the top 1 percent.3 (Perhaps
this inflated view is partly responsible for the conviction of many students
that if they receive a low grade, the teacher must be at fault.)
For many people, most of the time, the “mine-is-better” tendency is
balanced by the awareness that other people feel the same way about
their things, that it’s an unavoidable part of being human to do so. In
other words, many people realize that we all see ourselves in a special
way, different from everything that is not ourselves, and that whatever
we associate with ourselves becomes part of us in our minds. People who
have this understanding and are reasonably secure and self-confident can
control the tendency. The problem is, some people do not understand that
each person has a special viewpoint. For them, “mine is better” is not an
attitude that everyone has about his or her things. Rather, it is a special,
higher truth about their particular situation. Psychologists classify such
people as either egocentric or ethnocentric.
Egocentric People
Egocentric means centered or focused on oneself and interested only in
one’s own interests, needs, and views. Egocentric people tend to practice
egospeak, a term coined by Edmond Addeo and Robert Burger in their book
of the same name. Egospeak, they explain, is “the art of boosting our own
egos by speaking only about what we want to talk about, and not giving a
hoot in hell about what the other person wants to talk about.”4 More
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96 PART TWO The Pitfalls
important for our discussion is what precedes the outward expression of
self-centeredness and energizes it: egocentric people’s habit of mind.
Following Addeo and Burger, we might characterize that habit as egothink.
Because the perspective of egothink is very limited, egocentric people
have difficulty seeing issues from a variety of viewpoints. The world
exists for them and is defined by their beliefs and values: What disturbs
them should disturb everyone; what is of no consequence to them is
unimportant. This attitude makes it difficult for egocentric people to
observe, listen, and understand. Why should one bother paying attention
to others, including teachers and textbook authors, if they have nothing
valuable to offer? What incentive is there to learn when one already
knows everything worth knowing? For that matter, why bother with the
laborious task of investigating controversial issues, poring over expert
testimony, and evaluating evidence when one’s own opinion is the final,
infallible arbiter? It is difficult, indeed, for an egocentric person to
become proficient in critical thinking.
Ethnocentric People
Ethnocentric means excessively centered or focused on one’s group. Note
the inclusion of the word “excessively.” We can feel a sense of identifica-
tion with our racial-ethnic group, religion, or culture without being ethno-
centric. We can also prefer the company of people who share our heritage
and perspective over the company of others without being intolerant. The
familiar is naturally more comfortable than the unfamiliar and to pretend
otherwise is to delude ourselves. Accordingly, the fact that Korean
Americans tend to associate almost exclusively with one another or that
the local Polish American club does not issue invitations to Italians, Finns,
or African Americans should not be regarded as a sign of ethnocentrism.
What distinguishes ethnocentric individuals from those who feel a
normal sense of identification with their group is that ethnocentric people
believe (a) that their group is not merely different from other groups but
fundamentally and completely superior to them and (b) that the motiva-
tions and intentions of other groups are suspect. These beliefs create a
bias that blocks critical thinking. Ethnocentric people are eager to chal-
lenge the views of other groups but unwilling to question the views of
their own group. As a result, they tend to respond to complex situations
with oversimplifications. They acknowledge no middle ground to
issues—things are all one way, the way that accords with their group’s per-
spective. They also tend to form negative stereotypes of other groups, as
psychologist Gordon Allport explained many years ago:
By taking a negative view of great groups of mankind, we somehow
make life simpler. For example, if I reject all foreigners as a category,
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97CHAPTER 8 The Basic Problem: “Mine Is Better”
I don’t have to bother with them—except to keep them out of my coun-
try. If I can ticket, then, all Negroes as comprising an inferior and objec-
tionable race, I conveniently dispose of a tenth of my fellow citizens. If
I can put the Catholics into another category and reject them, my life is still
further simplified. I then pare again and slice off the Jew . . . and so it goes.5
Ethnocentric people’s prejudice has an additional function. It fills
their need for an out-group to blame for real and imagined problems in
society. Take any problem—street crime, drug trafficking, corruption in gov-
ernment, political assassinations, labor strikes, pornography, rising food
prices—and there is a ready-made villain to blame it on: The Jews are
responsible—or the Italians, African Americans, or Hispanics. Ethnocentrics
achieve instant diagnosis—it’s as easy as matching column a to column b.
And they get a large target at which they can point their anger and fear
and inadequacy and frustration.
Controlling “Mine-Is-Better” Thinking
It’s clear what the extreme “mine-is-better” attitude of egocentric and
ethnocentric people does to their judgment. It twists and warps it, often
beyond correction. The effect of the “mine-is-better” tendencies of the rest
of us is less dramatic but no less real.
Our preference for our own thinking can prevent us from identifying
flaws in our own ideas, as well as from seeing and building on other peo-
ple’s ideas. Similarly, our pride in our own religion can lead us to dismiss
too quickly the beliefs and practices of other religions and ignore mis-
takes in our religious history. Our preference for our own political party
can make us support inferior candidates and programs. Our allegiance to
our own opinions can shut us off from other perspectives, blind us to
unfamiliar truths, and enslave us to yesterday’s conclusions.
Furthermore, our readiness to accept uncritically those who appeal to
our preconceived notions leaves us vulnerable to those who would
manipulate us for their own purposes. Historians tell us that is precisely
why Hitler succeeded in winning control of Germany and wreaking
havoc on a good part of the world.
“Mine-is-better” thinking is the most basic problem for critical
thinkers because, left unchecked, it can distort perception and corrupt
judgment. The more mired we are in subjectivity, the less effective will be
our critical thinking. Though perfect objectivity may be unattainable, by
controlling our “mine-is-better” tendencies, we can achieve a significant
degree of objectivity.
Does anything said so far in this chapter suggest that “mine is better”
can never be an objective, accurate assessment of a situation? Decidedly not.
To think that would be to fall into the fallacy of relativism (this fallacy is
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98 PART TWO The Pitfalls
discussed in Chapter 9). In the great majority of cases in which two or more
ideas (beliefs, theories, conclusions) are in competition, one will be more rea-
sonable, more in keeping with the evidence, than all the others. And if you
are diligent in your effort to be a critical thinker, your idea will often prove to
be the best one. But that determination is properly made after all the ideas
have been evaluated. The problem with “mine-is-better” thinking is that it
tempts us to forgo evaluation and take it for granted that our idea is best.
One way to gain control of “mine-is-better” thinking is to keep in
mind that, like other people, we too are prone to it and that its influence
will be strongest when the subject is one we really care about. As G. K.
Chesterton observed,
We are all exact and scientific on the subjects we do not care about. We
all immediately detect exaggeration in . . . a patriotic speech from
Paraguay. We all require sobriety on the subject of the sea serpent. But
the moment we begin to believe in a thing ourselves, that moment we
begin easily to overstate it; and the moment our souls become serious,
our words become a little wild.6
Another way to control “mine-is-better” thinking is to be alert for sig-
nals of its presence. Those signals can be found both in our feelings and in
our thoughts:
• In feelings: Very pleasant, favorable sensations; the desire to embrace
a statement or argument immediately, without appraising it further.
Or very unpleasant, negative sensations; the desire to attack and
denounce a statement or argument without delay.
• In thoughts: Ideas such as “I’m glad that experts are taking such a
position—I’ve thought it all along” and “No use wasting time ana-
lyzing this evidence—it must be conclusive.” Or ideas such as
“This view is outrageous because it challenges what I have always
thought—I refuse to consider it.”
Whenever you find yourself reacting in any of these ways, you can be
reasonably sure you are being victimized by “mine-is-better” thinking.
The appropriate response is to resist the reaction and force yourself to
consider the matter fair-mindedly. Chances are this won’t be easy to
accomplish—your ego will offer a dozen reasons for indulging your
“mine-is-better” impulse—but your progress as a critical thinker depends
on your succeeding. The other errors in thinking, covered in the next four
chapters, are all at least aggravated by “mine-is-better” thinking.
Applications
1. Suppose you have determined that a person making a particular argu-
ment is egocentric or ethnocentric. Would that determination be sufficient cause
for you to dismiss the argument? Why or why not?
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99CHAPTER 8 The Basic Problem: “Mine Is Better”
2. Some people claim that contemporary American culture tends to increase
rather than diminish egocentrism and ethnocentrism. If this is true, then the abil-
ity to think critically is being undermined. Study the media for evidence that
supports or refutes this charge, and write a report on your findings. (Be sure to
look for subtle, as well as obvious, clues—for example, the advice offered on talk
shows and the appeals used in advertisements, as well as the formal statements
of agencies promoting policy changes in government and elsewhere.)
3. Recall an occasion when you observed someone demonstrating one or
more of the characteristics of ethnocentrism in his or her behavior. Describe the
occasion, the way in which the characteristics were revealed, and the effect they
had on the person’s judgment.
4. Compose a summary of this chapter for the person whose ethnocentrism
you described in application 3. Make it as persuasive as you can for that person.
That is, focus on the particular occasion of his or her “mine-is-better” thinking
and the effects of that thinking on his or her judgment.
5. Think of two illustrations of your own “mine-is-better” thinking. Describe
that thinking and the way in which you first became aware of it. If you can, deter-
mine what caused you to develop that way of thinking.
6. Evaluate the following arguments as you did the arguments in Chapter 7,
application 4. First identify the argument’s component parts (including hidden
premises) and ask relevant questions. Then check the accuracy of each premise,
stated or hidden, and decide whether the conclusion is the most reasonable one.
Note that checking the accuracy of the premises may require obtaining sufficient
evidence to permit a judgment. (Be alert to your own “mine-is-better” thinking.
Don’t allow it to influence your analysis.) If you find a premise to be inaccurate
or a conclusion to be less than completely reasonable, revise the argument
accordingly.
a. Background note: Many schools around the country are experiencing signifi-
cant budget reductions. Forced to cut activities from their programs, they must
decide where their priorities lie. Some follow the reasoning expressed in this
argument.
Argument: Interscholastic sports programs build character and prepare
young athletes to meet the challenges of life. In addition, competition
with other schools provides the student body with entertainment and an
opportunity to express school spirit and loyalty. Therefore, in all budget
considerations, interscholastic sports programs should be given as high
a priority as academic programs.
b. Background note: Concerned with the rise in teenage pregnancy, the Baltimore,
Maryland, school system became the first in the nation to offer Norplant, a sur-
gically implanted contraceptive, to teenagers. School officials’ reasoning was
probably, at least in part, as follows:
Argument: Teenage pregnancy continues to rise despite efforts to educate
students about the use of condoms. Norplant will effectively prevent
pregnancy. Therefore, the school system should make Norplant available.
7. State and support your position on each of the following issues. Be sure
to recognize and overcome your “mine-is-better” tendencies and base your
response on critical thinking.
a. Carl F. Henry, a leading evangelical theologian, warns that the wide-
spread attitude that there are no moral standards other than what the
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100 PART TWO The Pitfalls
majority approves is a threat to our country. The survival of democratic
society, he suggests, depends on recognizing definite moral standards,
such as the biblical criteria of morality and justice.7
b. A Hasidic rabbi serving a three-year term (for bank fraud) in a federal
prison petitioned a U.S. district court to order the prison to provide a
kosher kitchen, utensils, and diet for him. He argued that his health was
failing because the food served at the prison did not meet his kosher
requirements. He could eat only lettuce, oranges, apples, carrots, and dry
rice cereal.8
c. Both heavy metal and gangsta rap music have drawn pointed criticism
from a number of social critics. They argue that such music at least aggra-
vates (and perhaps causes) antisocial attitudes and thus can be blamed
for the increase in violent crime.
d. Some people believe the penalty for driving while intoxicated should be
stiffened. One provision they are urging be added to the law is manda-
tory jail sentences for repeat offenders.
8. Read the following dialogues carefully. Note any evidence of “mine-is-
better” thinking. Then decide which view in each dialogue is more reasonable
and why. (Be sure to guard against your own “mine-is-better” thinking.)
a. Background note: On a trip to Spain in November 1982, Pope John Paul II
acknowledged that the Spanish Inquisition—which began in 1480 and lasted for
more than 300 years and resulted in many people’s being imprisoned, tortured,
and burned at the stake—was a mistake.9
Ralph: It’s about time the Catholic church officially condemned the
Inquisition.
Bernice: The pope shouldn’t have admitted that publicly.
Ralph: Why? Do you think five hundred years after the fact is too soon?
Should he have waited for one thousand years to pass?
Bernice: Don’t be sarcastic. I mean that his statement will undoubtedly
weaken the faith of many Catholics. If you love someone or something—
in this case, the Church—you should do nothing to cause it shame or
embarrassment. Of course the Inquisition was wrong, but it serves no
good purpose to say so now and remind people of the Church’s error.
b. Background note: When an unmarried high school biology teacher in a Long
Island, New York, school became pregnant, a group of parents petitioned the
school board to fire her. They reasoned that her pregnancy was proof of immoral-
ity and that allowing her to remain a teacher would set a poor example for stu-
dents. The school board refused to fire her.10
Arthur: Good for the school board. Their action must have taken courage.
Pious hypocrites can generate a lot of pressure.
Guinevere: Why do you call them hypocrites? They had a right to express
their view.
Arthur: Do you mean you agree with that nonsense about the pregnant
teacher being immoral and a poor example to students?
Guinevere: Yes, I suppose I do. Not that I think everybody deserves firing
from his or her job in such circumstances. I think teachers are in a special
category. More should be expected of them. They should have to measure
up to a higher standard of conduct than people in other occupations be-
cause they are in charge of young people’s education, and young people
are impressionable.
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101CHAPTER 8 The Basic Problem: “Mine Is Better”
9. Group discussion exercise: Reflect on the following statement. Does it make
sense? Does anything you read in this chapter help explain it? If so, what? Discuss
your ideas with two or three classmates.
It doesn’t matter if everyone in the world thinks you’re wrong. If you think
you’re right, that’s all that counts.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
views. Then assess the strengths and weaknesses of each. If you conclude that one
view is entirely correct and the others are mistaken, explain how you reached that
conclusion. If, as is more likely, you find that one view is more insightful than the
others but that they all make some valid points, construct a view of your own
that combines the insights from all views and explain why that view is the most
reasonable of all. Present your response in a composition or an oral report, as
your instructor specifies.
Is a national identity card a good idea for America? One of the conse-
quences of the events of 9/11/01 is heightened concern for national security.
Among the proposals that have been advanced is the creation of a national
identity card system. Proponents of the idea say that it would help thwart
the efforts of those who would harm us and undermine our way of life.
Opponents claim it would, instead, take away precious freedoms and enable
the government to intrude in our lives.
Begin your analysis by conducting a Google search using the term “pro con
national identity card.”
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102
C H A P T E R 9
Errors of Perspective
Imagine that you wear eyeglasses with serious distortions in the lenses
but are unaware of the problem. You have every reason to believe that the
people, places, and things you look at are as they appear, whereas in real-
ity they are quite different. When you share your perceptions with others
and they challenge them, you are surprised at first, puzzled at their inabil-
ity to see the world as clearly as you do. Eventually you either stop com-
municating with others or become more assertive, hoping by the sheer
force of your expression to solve what you are convinced is their problem.
Now imagine that, by some happy circumstance, you suddenly realize
that the problem is not their faulty perception but your defective glasses. You
rush to the nearest optician, purchase a new pair, see more accurately, grow
in knowledge, and experience a new sense of confidence and contentment.
Errors of perspective are like seriously distorted lenses, except in-
stead of being perched on our noses, they inhabit our minds. If you are
prone to one or more of these errors, you can be sure that they will work
their mischief more or less constantly. They will shape the attitudes and
habits you bring to the evaluation of issues and create expectations that
bias your thinking. Moreover, you may not even be aware of their exis-
tence unless you evaluate your patterns of thought. This chapter is
designed to help you do that and to root out whatever errors of perspec-
tive are obstructing your critical thinking. We will examine seven specific
errors: poverty of aspect, unwarranted assumptions, the either/or outlook, mind-
less conformity, absolutisim, relativism, and bias for or against change.
Poverty of Aspect*
Karl Duncker, a cognitive researcher, coined the term poverty of aspect to
refer to the limitation that comes from taking a narrow rather than a
broad view on problems and issues. A similar term, with which you may
*This section copyright © 2006 by MindPower, Inc. used with permission.
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103CHAPTER 9 Errors of Perspective
be more familiar, is tunnel vision. In Duncker ’s view, poverty of aspect is
“the chief characteristic of poor thinking.” No doubt poverty of aspect
has many causes, including simple intellectual sloth. But two causes are
especially noteworthy: the multiplication of the academic disciplines
over the course of history and the explosion of knowledge that has taken
place in every discipline, especially during the previous century.
In ancient times a single discipline, philosophy, embraced every area
of knowledge. Over the course of centuries, other disciplines were added:
grammar, logic, rhetoric, geometry, astronomy, arithmetic, and music in
the Middle Ages; physics, biology, and chemistry in the sixteenth through
nineteenth centuries; psychology, sociology, and anthropology in the late
nineteenth and early twentieth centuries. (Business and the various tech-
nologies came even later.) As more disciplines were formed, scholarly
research became more specialized. For example, psychologists focused
on activities occurring within individual people, sociologists on interac-
tions among people, anthropologists on the physical and cultural devel-
opment of societies. Such differences produced specialized vocabularies
and different approaches to research.
Eventually there came an explosion of knowledge that prompted
scholars to even greater specialization than ever. This specialization deep-
ened understanding and multiplied scholarly insights. Unfortunately, it
also cut off many scholars from the insights of disciplines other than their
own and aggravated the condition Duncker called poverty of aspect. This
poverty creates significant problems in the analysis of complex issues.
Consider the issue of the causes of a particular war. Sociologists will tend
to focus on social conditions, economists on economic conditions, and
psychologists on the inner drives and urges of the leaders of the countries
involved.* Because war is a complex phenomenon, however, the most
meaningful answer usually will be a combination of all these factors (and
perhaps some others as well). Only scholars who have learned to go
beyond the limitations of their individual discipline’s perspective are
likely to find meaningful answers.
Of course, poverty of aspect is a danger for everyone, not only people
with highly specialized educations. Unless you recognize the limitations
of your experience and discipline your mind to broaden your outlook
beyond the familiar, to examine all relevant points of view, and to under-
stand before judging, you are almost certain to see narrowly and, as a
result, to think poorly.
*A similar tendency exists among physicians: For the very same physical condition,
an internist is likely to write a prescription for a drug, a homeopathic physician is likely to
prescribe vitamin therapy, and a surgeon is likely to recommend an operation.
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104 PART TWO The Pitfalls
Unwarranted Assumptions
Assumptions are ideas that are merely taken for granted rather than pro-
duced by conscious thought. Making assumptions is natural enough, and
many assumptions are not only harmless but helpful. When you get up in
the morning and head out for class, you assume your watch is working,
the car will start, and the professor will be there to teach. You may occa-
sionally encounter a surprise—a broken watch, a dead car battery—but
that won’t invalidate the assumption or diminish the time it saves you.
(You wouldn’t get much accomplished if you had to ponder every move
you made each day.)
When are assumptions unwarranted? Whenever you take too much
for granted—that is, more than is justified by your experience or the par-
ticular circumstance. Smokers who assume that because the habit hasn’t
caused them noticeable physical harm already it never will are making an
unwarranted assumption. So are sunbathers who assume that their skin
is impervious to solar radiation and investors who assume a stock tip
they found on an Internet bulletin board is reliable.
Many people who hold a pro-choice position on abortion assume that
the right to an abortion is expressed in the U.S. Constitution, that the Roe v.
Wade Supreme Court decision is logically unassailable, and that the pro-
life position is held only by conservative Christians. All three assump-
tions are unwarranted. Justice Byron White, in his Roe v. Wade dissent,
rejected any constitutional basis for the majority decision, terming it an
“exercise of raw judicial power.” The argument that life begins when the
genetic “blueprint” is established at conception and that a human being
is present from that moment on, though unfashionable, is not illogical.
And abortion is opposed not only by conservative Christians but also, for
example, by Mennonites, Muslims, Buddhists, and Hindus. Although
Jews remain divided on the issue, many oppose abortion (for example,
members of Jews for Life and Efrat). Nonreligious groups opposing abor-
tion include the Atheist and Agnostic Pro-Life League, Pagans for Life,
Libertarians for Life, Feminists for Life, and the Pro-Life Alliance of Gays
and Lesbians. (All of these groups have Web sites).
The most common unwarranted assumptions include the following:
The assumption that people’s senses are always trustworthy. The fact is
that beliefs and desires can distort perception, causing people to see
and hear selectively or inaccurately.
The assumption that if an idea is widely reported, it must be true. Fiction
can be disseminated as far and as widely as truth.
The assumption that having reasons proves that we have reasoned logically.
Reasons may be borrowed uncritically from others, and even if they
have been thought out, they may still be illogical.
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105CHAPTER 9 Errors of Perspective
The assumption that familiar ideas are more valid than unfamiliar ones.
Familiarity merely indicates having heard or read the idea before; it
provides no guarantee that what we have heard or read is correct.
The assumption that if one event follows another in time, it must have been
caused by the other. The order of and closeness in time between two
events could have been accidental.
The assumption that every event or phenomenon has a single cause. Some
events have multiple causes. For example, in medicine it is well
known that numerous risk factors may contribute to a person’s
contracting a disease.
The assumption that the majority view is the correct view. Majorities have
been wrong—for example, in supporting the execution of witches
and in condoning slavery.
The assumption that the way things are is the way they should be. Humans
are imperfect, and their inventions, including ideas, always allow
room for improvement.
The assumption that change is always for the better. In some cases,
change improves matters; in others, it makes matters worse. For
example, when the government has sought to gain revenue by
increasing tax rates, the net effect usually has been a decline in
revenue. (For numerous examples of the error of this assumption,
do a Google search using the search term “unintended conse-
quences.”)
The assumption that appearances are trustworthy. Appearances can be
mistaken. For example, American novelist Sinclair Lewis was travel-
ing on an ocean liner to England. As he and a friend were walking
on the deck, he noticed a woman sitting on a deck chair reading one
of his novels. Filled with pride, he remarked to his friend what a good
feeling it was to see someone so absorbed in his work. At that very
moment, the woman threw the book overboard.1
The assumption that if an idea is in our mind it is our own idea and
deserves to be defended. Some, ideally most, ideas in our mind are the
result of our careful analysis. Others, in some cases an embarrass-
ingly large number, are uncritically absorbed from other people and
therefore are not “our own” in any meaningful sense.
The assumption that the stronger our conviction about an idea, the more
valid the idea. An idea’s validity is determined by the amount and
quality of the evidence that supports it. The strength of our convic-
tion is irrelevant. In other words, it is possible to be absolutely con-
vinced and still be wrong.
The assumption that if we find an error in someone’s argument, we have
disproved the argument. An argument can contain minor flaws yet be
sound. For example, one or two items of evidence may be flawed,
yet the remaining evidence may be sufficient to support the argu-
ment. Simply said, it takes more than nitpicking to disprove an
argument.
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106 PART TWO The Pitfalls
Remember that assumptions are usually implied rather than expressed
directly, much like the hidden premises in arguments. To identify them,
develop the habit of reading (and listening) between the lines for ideas that
are unexpressed but nevertheless clearly implied. Once you have identified
an assumption, evaluate it and decide whether it is warranted.
The Either/Or Outlook
The either/or outlook is the expectation that the only reasonable view of
any issue is either total affirmation or total rejection. Unfortunately, it is
not hard to find examples of this outlook, even in serious discussions.
David Hackett Fischer gives the following examples from actual book
titles: The Robber Barons—Pirates or Pioneers? The New Deal—Revolution or
Evolution? The Medieval Mind—Faith or Reason? What Is History—Fact or
Fancy?2
The problem with the either/or outlook is that it rejects the very real
possibility that the most reasonable view may be both / and—in other
words, a less extreme view. Take, for example, the troubling issue of wel-
fare reform. One extreme position is to keep the present welfare system
just as it is. The opposite extreme is to eliminate the system entirely.
Might one of those views be correct? Absolutely. On the other hand, the
best solution might be neither to keep nor to abandon the old system but
to change it for the better.
Similarly, in the debate over school vouchers, the question is often
posed, “Should we improve public schools or give parents vouchers to
use in the schools of their choice?” It is not necessary to accept one of
these views and reject the other. It is possible to affirm both—in other
words, to increase the funding of public schools and allow parents to use
their children’s share of the money to choose the particular school, public
or private, they prefer.
Yet another example of either/or thinking has occurred in the dis-
cussion of an even more recent controversy—why so many boys have
fallen behind girls academically in the past few decades. In a talk show
exchange, one professor argued that teachers, sensitive to feminist criti-
cism, have been giving more attention to girls than to boys. Another
rejected that explanation and blamed the excessive emphasis fathers
place on their sons’ involvement in sports. Each felt it necessary to
denounce the other ’s view, but there was no need for that. The academic
problems of boys may be traceable to both those causes and perhaps to
several others as well.
Whenever you are examining an issue and find yourself considering
only two alternatives, ask yourself whether additional alternatives exist
and, if they do, give them a fair hearing.
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107CHAPTER 9 Errors of Perspective
Mindless Conformity
The term for behaving as others do is conformity. In some situations con-
formity is the wisest course of action. Children conform when they stay
away from hot stoves and look both ways before crossing the street. We
all conform when we enter and exit buildings through the designated
doors, use the “up” escalator to go up, and go to the end rather than the
front of the checkout line. Such conformity makes life easier and safer.
(The person you cut in on may be bigger, stronger, and armed!) Another
positive kind of conformity is imitation of good role models—people
whose example is worth imitating. This kind of conformity helps us
develop our capacities and become better individuals.
In contrast, mindless conformity is unreasonable and, in many cases,
unreasoning. It consists of following others’ example because we are too
lazy or fearful to think for ourselves. In a well-known experiment, eight
students entered a laboratory. Seven were in league with the professor; the
eighth was the unknowing subject of the experiment. The students were
shown four lines on an otherwise blank page and asked to decide which of
the three lower lines (identified as A, B, and C) matched the top line in
length. Line A was exactly the same length as the top line, 10 inches. The
other lines were clearly much shorter or longer. Each of the seven collabo-
rators, in turn, gave the wrong answer, and the pressure mounted on the
unknowing subject. When he or she was asked, the choice was clear: Give
the obviously right answer and stand alone or the wrong answer and enjoy the
support of the group. Believe it or not, only one out of every five who
participated in the experiment gave the correct answer.3
Many advertisers encourage mindless conformity. An excellent
example is a Budweiser commercial that featured the line, “Why ask
why? Try Bud Dry.” The various groups people belong to—from Friday
night poker clubs to churches, political parties, fraternities, and unions—
can also generate pressure to conform. Even groups pledged to fight con-
formity and promote free thinking can do so. Hippie communes in the
1960s were often as intolerant of dissenting ideas, values, and lifestyles as
was the mainstream society they were rebelling against. Liberal col-
leagues praised author Nat Hentoff for his defense of freedom of expres-
sion as long as he agreed with them, but many were quick to denounce
him when he took the position that a fetus is a human being and as such
is entitled to the protection of the law.4 Conservatives who favor gun con-
trol and black authors who oppose affirmative action have been similarly
pressured to conform to the majority views of their groups.
The secret to avoiding mindless conformity is to resist whatever
pleading, teasing, and prodding others exert to make you think and
speak and act as they do. Instead of succumbing, ask yourself what is
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108 PART TWO The Pitfalls
reasonable and right and follow that path, regardless of whether that
places you in the majority or the minority.
Absolutism
Absolutism is the belief that there must be rules but no exceptions.
Absolutists expect the truth about issues to be clear-cut, certain, and simple
when, in reality, it often is ambiguous, less than certain, and complex.
Because of their unreasonable expectations, absolutists tend to be impatient
in their thinking and therefore susceptible to oversimplification and hasty
conclusions. Moreover, once they have made up their minds, they tend to
hold their views more dogmatically than do critical thinkers—that is, they
tend to be unwilling to entertain evidence that challenges them. And once a
rule is established, absolutists refuse to allow exceptions. For example,
after entering the school building, a young honor student realized he had
forgotten to remove his knife from his pocket. Realizing that his school had a
zero weapons policy, he immediately went to the principal’s office and turned
over the knife to a staff member. Instead of praising him for being responsible,
the administrator suspended the boy from school and announced that he was
considering expelling him.5
To say that vulnerability to errors and reluctance to change one’s
mind characterize absolutists is not to suggest that other people do not
possess the same weaknesses. (As noted in previous chapters, all human
beings are susceptible to these and other cognitive shortcomings.) It is
only to say that absolutists are more vulnerable than others because of
their aversion to exceptions. Note, too, that it is possible to believe in
absolutes without being an absolutist. For example, you can believe that
murder is always morally wrong but that in certain circumstances, such
as self-defense, culpability for the act is diminished or eliminated.
The key to overcoming absolutism is this: When you begin to exam-
ine any issue, even one that you have thought about before, commit your-
self to accepting the truth as you find it rather than demanding that it be
neat and simple.
Relativism
Relativism is the polar opposite of absolutism. Whereas the absolutist
does not acknowledge exceptions to rules, the relativist believes that the
existence of exceptions proves there can be no rules. The central error of
relativism is the belief that truth is created rather than discovered. If some-
one attempts to demonstrate that something is true, relativists tend to say,
“Whose truth are you talking about? Mine may be different from yours.”
They believe that whatever a person believes is true is, by that belief, true
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109CHAPTER 9 Errors of Perspective
for him or her. Relativism also holds that morality is subjective rather than
objective—in other words, that moral rules are binding only on those who
accept them. The relativist’s credo is “If a person thinks any behavior is
morally acceptable, then it is acceptable for that person.”
Relativism opposes critical thinking, the study of ethics, and the
processes of law. The point of critical thinking is to separate truth from
falsity, the reasonable from the unreasonable; if nothing is false or unrea-
sonable, critical thinking is pointless. Similarly, if everything that anyone
wants to do is good, then nothing is bad and moral discourse has no pur-
pose. And if choosing to do something is a justification for doing it, the
laws against rape, child molestation, and murder are an infringement on
the rights of the perpetrator.
The simple test of any perspective is whether it can be consistently
applied in everyday life. Relativists can’t challenge the correctness of
other people’s views without contradicting themselves. Nor can they
protest genital mutilation in North Africa, genocide in Central Europe,
slave labor in the Orient, or racism in North America without denying
their own belief that morality is subjective. To overcome relativism,
remind yourself from time to time that some ideas, and some standards
of conduct, are better than others and that the challenge of critical think-
ing is to discover the best ones.
Bias for or Against Change
Are you for or against change? The only reasonable answer is “It depends
on what the change is.” Some changes improve matters; others make
matters worse. Yet many people lack that balanced perspective. They
have a bias for or against change. Bias for change is more common than it
used to be, no doubt because we live in an age of unprecedented change,
especially in technology; because many changes are beneficial, we may
make the mistake of believing that all are.
Bias against change, however, is still more prevalent than bias for
change. One reason is the force of familiarity. Most of us prefer ideas that
we know and feel comfortable with.
When Galileo said, “The earth moves around the sun,” people were
upset, partly because thousands of sunrises and sunsets had told them
the sun did the moving, but also partly because they simply had never
before heard of the earth’s moving. The new idea threatened their fixed
belief that the earth was the center of the solar system. They had that idea
neatly packaged in their minds. It was a basic part of their understanding
of the universe, and it was intertwined with their religion. And now this
upstart Galileo was demanding no less than that they untie the package,
or reopen the issue.
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110 PART TWO The Pitfalls
Shortly after the advent of bicycles, people said they would undermine
“feminine modesty.” Physicians said they would cause “nymphomania,”
“hysteria,” “voluptuous sensations,” “lubricious overexcitement,” and
“sensual madness.”6 Some people considered the movement to restrict
child labor in sweatshops a communist plot. And when astronauts first
landed on the moon, at least one elderly man expressed total disbelief.
“It’s a trick thought up by the TV people,” he said. “It’s impossible for a
man to reach the moon.”
Another reason bias against change is so prevalent is our “mine-is-
better” perspective. Our habits of thinking and acting seem to us the only
right ways of thinking and acting. New ideas challenge our sense of secu-
rity, so we tend to resist them. This explains why many people cling to
outmoded traditions.* For example, the man in Robert Frost’s poem
“Mending Wall” kept repairing the wall between his land and his neigh-
bor’s not because there was still any good purpose in doing so, but only
because his father had done so before him. And consider this case of
uncritical dependence on past ways: A girl was told by her mother,
“Never put a hat on a table or a coat on a bed.” She accepted the direction
and followed it faithfully for years. One day, many years later, she
repeated the direction to her own teenage daughter, and the daughter
asked, “Why?” The woman realized that she had never been curious
enough to ask her own mother. Her curiosity at long last aroused, she
asked her mother (by then in her eighties). The mother replied, “Because
when I was a little girl some neighbor children were infested with lice,
and my mother explained I should never put a hat on a table or a coat on
a bed.” The woman had spent her entire adult life following a rule she
had been taught without once wondering about its purpose or validity.7
Despite resistance to change, however, many new ideas do manage to
take hold. We might suppose that when they do, those who fought so
hard for them would remember the resistance they had to overcome.
Ironically, however, they often forget very quickly. In fact, they some-
times display the same fear and insecurity they so deplored in others. An
example occurred in psychiatry. Sigmund Freud and his followers were
ostracized and bitterly attacked for suggesting that sexuality was an
important factor in the development of personality. The hostility toward
Freud was so strong, in fact, that his masterwork, The Interpretation of
Dreams, was ignored when it was first published in 1900. It took eight
years for six hundred copies of the book to be sold.8
Yet when Freud’s ideas became accepted, he and his followers
showed no greater tolerance; in fact, they ostracized and attacked those
*Don’t make the mistake of thinking that the older the tradition, the less valuable it is. An
ancient tradition may be more sensible than the latest vogue idea. The only way to be sure,
of course, is to give it fair and impartial consideration.
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111CHAPTER 9 Errors of Perspective
who challenged any part of his theory. Karen Horney, for example, chal-
lenged Freud’s view of women as being driven by penis envy. She
believed, too, that neurosis is caused not only by frustrated sexual drives
but also by various cultural conflicts and that people’s behavior is not
only determined by instinctual drives but can in many instances be self-
directed and modified. For these theories (today widely accepted), she
was rewarded with rebuke and ostracism by the Freudian dogmatists.9
To overcome either variety of bias toward change, monitor your reac-
tion to new ideas. Don’t be surprised if you strongly favor or oppose an
idea the first time you encounter it. However, refuse to endorse your first
impression uncritically. Instead, suspend judgment until you have exam-
ined the idea carefully. If the idea proves insightful and well substanti-
ated, accept it regardless of its oldness or newness; if it is flawed, reject it.
Applications
1. Examine each of the following dialogues. Identify any assumptions made by
the speakers. Be precise. If possible, decide whether the assumptions are warranted.
a. Olaf: Did you hear the good news? School may not open on schedule this
year.
Olga: How come?
Olaf: The teachers may be on strike.
Olga: Strike? That’s ridiculous. They’re already making good money.
b. Janice: What movie is playing at the theater tonight?
Mike: I don’t know the title. It’s something about lesbians. Do you want
to go?
Janice: No thanks. I’ll wait for a quality film.
c. Boris: Boy, talk about unfair graders. Nelson’s the worst.
Bridget: Why? What did he do?
Boris: What did he do? He gave me a D� on the midterm, that’s all—after
I spent twelve straight hours studying for it. I may just make an appoint-
ment to see the dean about him.
d. Mrs. Smith: The Harrisons are having marital problems. I’ll bet they’ll be
separating soon.
Mr. Jones: How do you know?
Mrs. Smith: I heard it at the supermarket. Helen told Gail and Gail told me.
Mr. Jones: I knew it wouldn’t work out. Jeb Harrison is such a blah person.
I can’t blame Ruth for wanting to leave him.
2. Apply your critical thinking to the following cases. Be sure to identify all
your assumptions and decide whether they are warranted.
a. A Cambridge, Massachusetts, man got tired of looking at his neighbor’s
uncut lawn, and the untrimmed shrubs that reached above the second-story
window, and took his grievance to court. The neighbor admitted to the
judge that he hadn’t cut the lawn in fourteen years, but he argued that he
preferred a natural lawn to a manicured one and untrimmed to trimmed
shrubs. The judge decided he was perfectly within his legal rights in
leaving his lawn and shrubs uncut, regardless of what his neighbor felt.10
Do you think the judge’s decision was fair?
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112 PART TWO The Pitfalls
b. Some parents who believe their college-age sons or daughters have been
brainwashed by religious cults kidnap their children and have them
deprogrammed. Should they be allowed to do this?
c. Some parents keep their children out of school in the belief that they can
educate them better at home. Should this be permitted?
d. Many motorcyclists object to the laws of some states that require them
and their passengers to wear helmets. They believe they should be free to
decide for themselves whether to wear helmets. Do you agree?
3. Examine each of the following statements and decide whether it contains
an error. If you find an error, identify it and explain it in such a way that someone
who did not read this chapter would understand.
a. The only alternative to affirmative action is acceptance of discrimination
against minorities.
b. We have to choose between creationism and evolution. No middle
ground is possible.
4. List several examples of desirable conformity and several of undesirable
conformity. Explain why each is desirable or undesirable.
5. Advertising is frequently designed to appeal to the tendency to conform.
Describe at least three print ads or commercials that are so designed, and explain
the ways they appeal to conformity so that someone who did not read this chap-
ter would understand.
6. In each of the following situations, the person is conforming. Study each sit-
uation and determine what effects the conformity will have on that person and on
other people. On the basis of those effects, decide whether the conformity is desir-
able. If your decision depends on the degree of the conformity or the circumstances
in which it occurred, explain in what situations you would approve and why.
a. Bert is thirteen. His friends are insensitive to other people and even look for
opportunities to ridicule them. If a classmate is overweight or homely or
unusually shy or not too intelligent, they will taunt the person about it. If the
person shows signs of being bothered by the cruelty, they will see this as a
sign of weakness and increase the abuse. Bert knows this behavior is wrong
and derives no pleasure from it, but he goes along with it and even indulges
in it from time to time so as not to appear weak to his friends. He realizes
that, in their eyes, if he is not with them completely, then he is against them.
b. Rose works in a dress factory. Shortly after she began work, she realized
that the other workers’ output was unrealistically low and that she could
complete twice as much work as the others without straining. Then, in sub-
tle ways, her co-workers let her know that if she worked at a reasonable
pace, the employer would become aware of their deception and demand
increased production from them. Knowing she would at the very least be
ostracized if she did not conform to their work pace, she decided to do so.
c. Alex is a freshman representative in the state legislature. When an impor-
tant issue is being debated, he is approached by a powerful lobbyist who
informs him that his political career will stand a better chance of surviv-
ing if Alex votes a certain way. The lobbyist mentions the names of half
a dozen other representatives and suggests that Alex ask them about the
wisdom of voting that way. He contacts them and they say, in effect,
“We’re supporting the position of that lobbying group; if you value your
career, you’ll do the same.” He takes their advice and conforms.
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113CHAPTER 9 Errors of Perspective
7. Do you tend more toward absolutism or relativism? In what specific
areas are you most likely to commit this error of perspective? Politics? Religion?
Social issues? Moral decisions? Be specific in answering. The more fully you
understand your characteristic tendencies toward error, the more successful you
can be in overcoming them.
8. Do you tend to be more biased for change or against it? Do you tend to
be for it in some areas of life but against it in others? Be as specific as you can in
describing your tendency.
9. Each of the following statements recommends a change. Note whether your
reaction is favorable, unfavorable, or somewhere between. Then evaluate each idea,
taking care to put aside whatever bias you may have and judge the idea fairly.
a. The national sovereignty of all countries, including the United States,
should be surrendered to the United Nations so that there will no longer
be artificial boundaries separating people.
b. Cockfighting, dogfighting, and bullfighting should be televised for the
enjoyment of the minority who enjoy these “sports.”
c. A federal law should be passed requiring women to retain their maiden
names when they marry (that is, forbidding them from adopting their
husbands’ names).
d. Cemeteries should open their gates to leisure-time activities for the liv-
ing. Appropriate activities would include cycling, jogging, fishing, nature
hiking, and (space permitting) team sports.
e. Federal and state penitentiaries should allow inmates to leave prisons
during daytime hours to hold jobs or attend college classes. (The only
ones who should be denied this privilege are psychopaths.)
f. Colleges should not admit any student who has been out of high school
fewer than three years.
g. To encourage a better turnout at the polls for elections, lotteries should be
held. (Voters would send in a ballot stub as proof that they voted. Prizes
would be donated by companies.)11
h. Retired people should be used as teachers’ aides even if they lack college
degrees.12
i. Everyone should be issued and required to carry a national identity card,
identifying himself or herself as a U.S. citizen.13
j. Churches and synagogues should remove all restrictions on women’s
participation in liturgical and counseling services, thus permitting
women to serve as priests, ministers, and rabbis.
k. Colleges should charge juniors and seniors higher tuition than that
charged to freshmen and sophomores.
10. Bill Beausay, a sports psychologist, suggests that sports be rated much as
films once were: X, R, or G, depending on the amount of danger and/or violence
in them. He urges that children not be allowed to take part in any X-rated sport
at an early age. Such sports include motorcycle and auto racing, hockey, football,
boxing, and horse racing.14 Decide whether his suggestion has merit. Be sure to
avoid resistance to change.
11. Decide whether you accept or reject the following arguments. Be careful
to avoid both “mine-is-better” thinking and the errors discussed in this chapter
and to judge the issues impartially. You might want to research the issues further
before judging.
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114 PART TWO The Pitfalls
a. Beer and wine commercials should be banned from television because
they glamorize drinking, leading people to associate it with love, friend-
ship, and happiness. Such associations are every bit as misleading as
those used to sell cigarettes. Alcohol commercials surely are a contribut-
ing factor in the current increase in alcohol abuse by adults and children.
b. Beauty pageants today give somewhat more attention to talent than pageants
did in the past. But the underlying message is the same: ”Beauty in a woman
is strictly a surface matter. Only those with ample bosoms, pretty faces, and
trim figures need apply.” These pageants make a mockery of the truth that
inner beauty, character, is the real measure of a woman (or of a man).
c. Background note: One reason the court system is clogged with cases is that pris-
oners are filing what some regard as frivolous lawsuits against the state or fed-
eral government—for example, suits claiming their rights are being violated
because the prison food doesn’t meet their dietary preferences. Law books are
available in the prison library for prisoners to use in preparing their lawsuits.
Argument: Frivolous lawsuits clog the court system. The availability of
law books in prison libraries encourages prisoners to file such suits.
Therefore, law books should be removed from prison libraries.
d. The duties of the president of the United States are too numerous and
complex for one individual to fulfill, so the office of the presidency
should be changed from a one-person office to a three-member board.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range
of views. Then assess the strengths and weaknesses of each. If you conclude
that one view is entirely correct and the others are mistaken, explain how you
reached that conclusion. If, as is more likely, you find that one view is more
insightful than the others but that they all make some valid points, construct a
view of your own that combines the insights from all views and explain why that
view is the most reasonable of all. Present your response in a composition or an
oral report, as your instructor specifies.
Who’s to blame for obesity? There’s no denying it—people are carrying
more weight these days, the number of obese people is higher than ever, and
health problems are multiplying as a result. However, the question of what
has caused the change is controversial. Some blame the ready availability of
calorie-rich, fat-laden, artery-clogging fast food. Others fault the steady
stream of commercials and print advertisements teasing and tempting peo-
ple to eat and drink more often and in greater quantities than is good for
them, and to snack between meals. Still others point to the fact that today’s
young people spend more time sitting in front of the TV set and playing
video games than young people in generations past. (For some reason,
excess pounds acquired in youth are especially difficult to shed.) And there
are people who reject all these reasons and put the blame squarely on the
reigning philosophy of self-indulgence and instant gratification.
Begin your analysis by conducting a Google search using the term “causes of
obesity in America.”
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115
C H A P T E R 1 0
Errors of Procedure
In Chapter 9 we examined errors of perspective, flawed outlooks that
create significant obstacles to critical thinking even before we address any
issue. In this chapter we will examine the kinds of errors that occur in the
process of addressing specific issues: biased consideration of evidence, double
standard, hasty conclusion, overgeneralization and stereotyping, oversimplifica-
tion, and the post hoc fallacy.
Biased Consideration of Evidence
We have noted that although you may find it pleasant to believe you
approach issues with perfect impartiality, such is seldom the case. You
will generally lean in one direction or another. There’s nothing odd or
shameful about this fact. It’s a natural reaction, not just for you but for
everyone else as well. Nevertheless, it is important to understand how
that leaning can cause you to commit the error of biased consideration of
evidence. One form of this error is seeking only evidence that confirms
your bias. Another form occurs when evidence is presented to you that
challenges your bias and you choose an interpretation that favors your
bias, even when other interpretations are more reasonable. In his exami-
nation of where everyday reasoning goes wrong, Thomas Gilovich docu-
ments both forms of bias.1
How exactly does biased consideration of evidence affect our judg-
ment in actual cases? Suppose you are examining the issue of why some
African American communities are plagued with crime, low levels of aca-
demic achievement, and high unemployment. Suppose, too, that you are
approaching the issue not with an open mind but instead with a firm
belief that the cause of the problem is poverty and discrimination. (This
belief would be understandable because poverty and discrimination have
received more attention in the press than other explanations.) Your
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116 PART TWO The Pitfalls
unintended and perhaps unconscious bias would likely keep you from
consulting opposing viewpoints, and might even lead you to label all
such viewpoints as manifestations of racism! Here are some valuable
facts and arguments that your bias would cause you to ignore. (Note: All
of the authors are African American.)
• Larry Elder casts doubt on the notion that poverty causes crime by
demonstrating that in the 1960s the San Francisco neighborhood
that had the lowest income, highest unemployment, and highest
amount of substandard housing was Chinatown, yet in 1965 in the
entire state of California only five Chinese individuals were sent to
prison. Concerning the idea that poverty causes poor academic per-
formance, he points out that the schools in Barbados have smaller
budgets than urban schools in the United States and over 50 percent
of the students come from single-parent homes, yet the average
scores of Barbados students on the SAT is 1345 out of a possible 1600
(nearly double the average score of their U.S. inner-city counterparts
and considerably higher than the average for all U.S. students.2
• John McWhorter argues that most problems in the black community can
be traced to one or more of the following causes: a sense of victimhood,
the idea that black Americans are exempt from the rules and standards
other Americans must live by, and anti-intellectualism—that is, the idea
that education and the development of the mind are unimportant.3
• Jesse Lee Peterson claims, “Black leaders do not need the kind of self-
appointed leaders they currently have. . . . By preaching race hatred
and the cleverly packaged ideology of socialism, these leaders have
convinced millions of blacks that white America owes them special
treatment: welfare checks, affirmative action programs, and even dif-
ferent grading systems in our nation’s universities. Black educators
have even created a fictional Afrocentrist history that pushes phony
notions of black racial superiority in our nation’s schools.”4
• Shelby Steele argues that the goals of the Civil Rights movement in
America have been compromised by both the white and the black
communities—whites by letting their guilt over slavery and discrimi-
nation lead them to create giveaway programs that made blacks de-
pendent on the government and blacks by accepting the programs
and exchanging personal responsibility for a sense of entitlement.5
• Juan Williams’s Enough: The Phony Leaders, Dead-End Movements, and
Culture of Failure That Are Undermining Black America—and What We
Can Do About It—begins by crediting Bill Cosby for courageously call-
ing on American blacks to develop a healthier attitude toward educa-
tion, to stop having children out of wedlock, and to take parenting
seriously. Williams documents the accuracy of Cosby’s views, expands
on their import, and offers a plan to accomplish related goals.6
Should the views of these authors be considered the final, authorita-
tive word on the issue? Of course not. Yet they represent a serious,
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117CHAPTER 10 Errors of Procedure
informed contribution to the public debate, and no analysis that ignores
them can be considered fair and responsible.
The worst aspect of bias is that it often occurs innocently, without
one’s awareness, and not just among students. Even professional scholars
can commit this error. (That is why you should test the views of authori-
ties for impartiality.) To avoid biased selection of evidence, begin your
investigation by seeking out individuals whose views oppose your bias
and then go on to those that support it. Also, choose the most reasonable
interpretation, regardless of whether it flatters your bias.
Double Standard
As the name implies, double standard consists of using one standard of
judgment for our ideas and ideas compatible with our own and an
entirely different—and much more demanding—standard for ideas that
disagree with ours. People who employ a double standard ignore incon-
sistencies, contradictions, and outrageous overstatements in arguments
they agree with, yet engage in nitpicking when evaluating their oppo-
nents’ arguments. Even their vocabulary reflects the double standard.
The very same behavior is called “imaginative,” “forceful,” or “forthright”
in the case of an ally and “utopian,” “belligerent,” or “mean-spirited” in
the case of an opponent.
The error of the double standard is also common in issues of free
speech. Many people who are outspoken proponents of free speech for
ideas they agree with are eager to silence those they disagree with.
To avoid the error of the double standard, decide in advance what
judgment criteria you will use and apply those criteria consistently, even
if the data in question do not support your view.
Hasty Conclusion
Hasty conclusion is a premature judgment—that is, a judgment made with-
out sufficient evidence. It takes mental discipline to resist jumping to con-
clusions, and many people lack such discipline. They are in the habit of
accepting the first judgment that comes to mind, never bothering to inquire
whether a different judgment might be as reasonable or perhaps even more
so. If they see a man getting into a taxicab with a woman other than his wife,
they immediately conclude she is his mistress, when she could just as well
be a relative, a business associate, or a client. If a friend passes without
speaking to them, they conclude that they have been snubbed, when the
person may have been preoccupied and have failed to notice them.
Hasty conclusions can occur in scholarly pursuits as well as in everyday
situations. As noted briefly in Chapter 1, one of the most ambitious tests
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118 PART TWO The Pitfalls
of human intelligence ever conducted led to hasty conclusions; almost a
century later it remains a vivid testimony to the harm they can do. During
World War I, psychologists administered intelligence tests to almost 2 mil-
lion army recruits. The resulting scores, expressed in terms of mental age,
were as follows: immigrants from northern Europe, 13; immigrants from
southern and central Europe, 11; U.S.-born blacks, 10. The psychologists
leaped to the conclusion that southern and central Europeans and blacks
are morons. (The term was considered scientific at that time.) This conclu-
sion was instrumental in the framing of the 1924 immigration law that
discriminated against southern and central Europeans and reinforced
negative stereotypes about African Americans.*
If these psychologists had asked one simple question—Is the conclusion
that southern and central Europeans and U.S.-born blacks are morons the
only possible conclusion?—they would have wondered whether the design
and administration of the test might be at fault. They also would have found
that the test directions varied from site to site, with some recruits told to fin-
ish each part before moving on and others not, and that recruits at the back
of the test room sometimes could not hear the instructions at all. In addition,
they would have found that the same form of the test was given to recruits
who could read and write English, those who spoke only a foreign lan-
guage, and those who had never learned to read and write.
What could have explained why the different groups had very different
scores? On average, the northern Europeans had been in the United States
for twenty or more years and therefore were fluent in English and reason-
ably well educated. In contrast, the southern and central Europeans had
arrived more recently and were neither fluent in English nor (since many
were poor) well educated. Finally, many U.S.-born blacks had been
denied the opportunity for an education.
To avoid hasty conclusions, identify all possible conclusions before
you select any one. Then decide whether you have sufficient evidence to
support any of those conclusions and, if so, which conclusion that is.
Remember that there is no shame in postponing judgment until you obtain
additional evidence.
Overgeneralization and Stereotyping
Generalizing is the mental activity by which we draw broad conclusions
from particular experiences. A child hears one dog bark and concludes
that barking is characteristic of dogs. This generalization is true, barkless
*For a fuller discussion of this subject, see Stephen Jay Gould, The Mismeasure of Man
(New York: Norton, 1981), chap. 5. Incidentally, many of the psychologists who embraced
this conclusion went on to popularize the use of the IQ test in education. One of them,
Carl Brigham, later developed the Scholastic Aptitude Test, popularly known as the SAT.
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119CHAPTER 10 Errors of Procedure
Basenjis notwithstanding. When Mommy says, “Be careful of that pencil,
it can poke your eye out,” the child understands, again rightly, that all
pencils have that capacity. As these modest examples suggest, generaliz-
ing is not only natural but indispensable to learning. We never see things
in general—that is, all dogs, all pencils, all mountains, all rivers, all teach-
ers, or all anything else. Rather, we see particular members of a general
class—individually or in groups—and generalize from them.
As long as we exercise reasonable care, generalizing serves us well.
Unfortunately, it is easy to overgeneralize—that is, to ascribe to all the
members of a group what fits only some members. If you visit New York
City and meet a few rude people, you would be correct in saying, “Some
New Yorkers are rude,” but not “Most New Yorkers are rude,” let alone
New Yorkers are rude,”* Yet such sweeping generalizations are heard
every day, not only about New Yorkers, but also about liberals, conserva-
tives, born-again Christians, politicians, homosexuals, feminists, environ-
mentalists, intellectuals, and many other groups.
A stereotype is an overgeneralization that is especially resistant to
change. The most common types of stereotypes are ethnic and religious.
There are stereotypes of Jews, Poles, African Americans, Hispanics,
Italians, fundamentalists, Catholics, atheists—and “dead, white, European
males,” or DWEMs. As you might expect, any generalization that is fixed
and unbending can be considered a stereotype. Although stereotypes
may be either positive or negative, they are more often negative. Sadly,
people who deplore the negative stereotyping of their own groups often
do not hesitate to negatively stereotype other groups.
Does every reference to group characteristics constitute a stereotype?
No. Recurring patterns of thinking and acting are observable in groups, and
references to those patterns are therefore legitimate. In ancient times the
Chinese were more creative than most other peoples; in the late nineteenth
century and much of the twentieth, German industrial technology led the
world; in recent decades the Japanese have demonstrated remarkable
inventiveness and concern for quality. Furthermore, not all cultural patterns
are complimentary. For centuries the Spanish and Portuguese disdained
manual labor, thinking it a sign of dishonor, and emigrants to Latin America
carried that attitude with them. Today Sri Lankans have a similar attitude.
The prevalence of this attitude in these societies can be acknowledged with-
out suggesting that all Hispanics and Sri Lankans are lazy. (Incidentally, the
belief that manual labor is dishonorable reflects illogical reasoning rather
than indolence.) As Thomas Sowell points out, the acknowledgment and
examination of all cultural patterns, desirable and undesirable, advantageous
*Note that any generalization that does not include a specific qualification such as most,
many, some, several, or Agnes is understood to mean all members of the group. Thus saying,
“New Yorkers are rude,” is the same as saying, “All New Yorkers are rude.”
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120 PART TWO The Pitfalls
and disadvantageous, is essential to understanding the success and failure
of groups, nations, and entire civilizations.7
Both overgeneralizations and stereotypes hinder critical thinking be-
cause they prevent us from seeing the differences among people within
groups. To avoid these errors, resist the urge to force individual people,
places, or things into rigid categories. In forming generalizations, keep in
mind that the more limited your experience, the more modest you should
make your assertion. In the continuums presented below, the center terms
(one or some, occasionally, and possible) require the least experience. Each
division to the right or the left of the center requires additional experience.
The Subject Continuum
all / most / many / one or some / few / almost none / none
The Frequency Continuum
always / usually / often / occasionally / seldom / hardly ever / never
The Certainty Continuum
certainly so / probable / possible / improbable / certainly not so
Oversimplification
Simplification is not only useful but essential, particularly at a time like the
present, when knowledge is expanding so rapidly. People who know a
great deal about a subject find it necessary to communicate with those who
know little or nothing about it. Teachers must explain to students, experi-
enced employees to novices, attorneys to clients, physicians to patients,
and scientists to the general public. Simplification scales down complex
ideas to a level that can be understood by less knowledgeable people.
Oversimplification, on the other hand, goes beyond making complex
ideas easier to grasp; it twists and distorts the ideas. Instead of informing
people, oversimplification misleads them. Unfortunately, oversimplified
statements can sound insightful; in such cases, the errors can be detected
only by careful analysis. Here are two typical examples of oversimplification:
Oversimplification
If the students haven’t learned,
the teacher hasn’t taught.
Analysis
Students’ failure to learn is some-
times the teacher’s fault and
sometimes the students’ own
fault for not putting forth the
required effort. This statement
suggests that the fault always
lies with the teacher; thus it
oversimplifies.
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121CHAPTER 10 Errors of Procedure
Oversimplification often occurs in matters about which people
have strong feelings. When laws were passed requiring restaurants to
serve any customer, regardless of race, religion, or national origin,
some restaurant owners were angry. They reasoned that people who
invest their hard-earned money in a business have the right to serve or
not serve whomever they please. That side of the issue was so important
to them that they regarded it as the only side. But there was another
important side: the right of citizens to have access to public places.
Similarly, when the Federal Aviation Administration published regu-
lations governing hang gliders and ultralight motorized aircraft, the U.S.
Hang Gliders Association protested. It argued that the government “has
no business regulating an outdoor recreational sport that consists largely
of people running and gliding down remote hills and sand dunes.” The
association was seeing one side of the issue, the side that affected it. If
that were the only side, this position would be reasonable. But there is
another important side to the issue: keeping the airspace safe for all who
use it, including commercial and private planes. (The FAA reports that
hang gliders have been observed as high as 13,000 feet.8) By ignoring that
side, the association oversimplified the issue.
The desire for ratings and financial success has pressured some jour-
nalists to abandon the traditional ideals of balanced, accurate reporting and
instead to sensationalize their stories. That is why a considerable amount of
contemporary news and commentary deals in speculation, gossip, and
unfounded opinion and why shouting matches between proponents of
opposing views often substitute for reasoned debate. The unfortunate result
of this sensationalizing is that issues are oversimplified. Be alert for over-
simplification in what you read and hear, and avoid it in your own thinking
and expression.
The Post Hoc Fallacy
Post hoc is an abbreviation of a Latin term, post hoc, ergo propter hoc, which
means “after this, therefore because of this.” It expresses the reasoning
We know ourselves better than
others know us.
It is true that we know some
things about ourselves better than
others do; for example, our hopes,
dreams, and fantasies. Yet there
are things about ourselves that we
unconsciously block to preserve
our self-image; for example, per-
sonal faults such as envy, petti-
ness, and hypocrisy. These faults
are often perfectly clear to others.
By ignoring this fact, the statement
in question oversimplifies.
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122 PART TWO The Pitfalls
that when one thing occurs after another, it must be the result of the other.
The error in this thinking is the failure to realize that mere order and close-
ness in time does not prove a cause-and-effect relationship. One event can
follow another by coincidence and thus be entirely unrelated to it.
The post hoc fallacy is likely the basis of most superstitions. Misfortune
befalls someone shortly after he walks under a ladder or breaks a mirror
or has a black cat cross his path, and he judges that event to be responsi-
ble for the misfortune.
Sam is in the habit of arriving late to English class. Yesterday the pro-
fessor told him that the next time he was tardy, he would be refused admis-
sion. Today Sam got a composition back with a grade of D. He reasons that
the professor gave him a low grade out of anger over his lateness. Sam has
committed the post hoc fallacy. Maybe the professor did lower the grade
for that reason, and maybe not. The paper may simply have been inferior.
Without additional evidence, Sam should withhold judgment.
There is nothing wrong with inquiring into cause-and-effect relation-
ships. In fact, the search for truth will often require that you do so. However,
you should be careful to avoid the post hoc error––withhold judgment until
you have evaluated all possible explanations, including coincidence.
Applications
1. Ebonics is an African American dialect that some educators wanted to make
a legitimate second language in California schools. One critic of the proposal wrote
the following: “In plain talk, ‘Ebonics’ is no more than African American gutter
slang. . . . If Ebonics has any credibility at all, it is as the dialect of the street—the
dialect of the pimp, the idiom of the gang-banger and the street thug, the jargon of
the school dropout, a form of pidgin English that reeks of African American fail-
ure.”9 Does anything you read in this chapter apply to this quotation? Explain.
2. An author argued that the real meaning of Christmas, the birth of Christ,
has been “buried under an avalanche of toys, tinsel, artificial trees, and fruit
cakes”and that we ought to rediscover that lost meaning and message. One of
his points was this: “The more Christian, in the true sense of the word, America
becomes, the more morally sensitive it will be and the better for all of us—
Christians and non-Christians, atheists and agnostics alike.” Does anything you
read in this chapter apply to this quotation? Explain.
3. Charles, an atheist, is writing a paper on the issue of prayer in public
schools. He is well acquainted with the arguments advanced by those who oppose
such prayer but unfamiliar with the other side of the issue. Charles reasons that
because the paper he produces will be his own, it would be not only distasteful but
foolish for him to read material that he knows he disagrees with and will ulti-
mately argue against. So he confines his research to articles and books that oppose
all prayer in the schools. Do you agree or disagree with his reasoning? Explain.
4. Describe one or more situations in which you or someone you know
committed the error of the double standard. Explain the error in terms that
someone who did not read this chapter would understand.
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123CHAPTER 10 Errors of Procedure
5. Describe one or more situations in which you or someone you know
committed the post hoc fallacy. Explain the error in terms that someone who did
not read this chapter would understand.
6. In late August, the Lees, a Chinese American family, moved into Louise’s
neighborhood, and Louise became acquainted with one of the children, Susan, a
girl her own age. A week later, during school registration, Louise passed Susan
in the hall, but Susan didn’t even look at her. Which of the following conclusions
was Louise justified in drawing? (You may select more than one or reject all of
them.) Explain your answer with appropriate references to the chapter.
a. Susan behaved rudely.
b. Susan is a rude person.
c. The Lees are a rude family.
d. Chinese Americans are rude.
e. The Chinese are rude.
f. Asians are rude.
7. While reading her evening newspaper, Jean notices that her congres-
sional representative has voted against a highway proposal that would bring rev-
enue to the area. She recalls that a recent poll of the voters in the district revealed
that 63 percent favor the proposal. Concluding that the representative has violated
the people’s trust, Jean composes an angry letter reminding the representative of
his obligation to support the will of the majority. Is Jean guilty of an error in
thinking? Explain your answer.
8. Ramona and Stuart are arguing over whether their ten-year-old son
should have certain duties around the home, such as taking out the garbage and
mowing the lawn. Ramona thinks he should. Stuart’s response is as follows:
“When I was a kid, a close friend of mine was so busy with household chores
that he could never play with the rest of the guys. He always had a hurt look on
his face then, and as he got older, he became increasingly bitter about it. I vowed
a long time ago that I would never burden my son with duties and responsibili-
ties. He’ll have more than enough of them when he grows up.” Evaluate Stuart’s
conclusion in light of the chapter.
9. Analyze the following ideas. Decide whether each is an oversimplifica-
tion. Explain your reasoning carefully.
a. “I need only consult with myself with regard to what I wish to do; what I
feel to be right is right, what I feel to be wrong is wrong.” (Jean-Jacques
Rousseau)
b. Elected officials should be held accountable to a higher ethical standard
than is the average citizen.
c. Guns don’t kill people; people kill people.
d. You can be anything you want to be. (self-help slogan)
e. “Everything I do is an attempt to meet legitimate needs.” (Matthew
McKay and Patrick Fanning)
10. Apply your critical thinking to the following cases. Be especially careful
to avoid the errors explained in this and previous chapters.
a. An Oklahoma man was sentenced to ninety-nine years in prison for in-
decent exposure. The prosecutor was able to ask for and get such a long
sentence because the man had eleven prior convictions for burglary. The
district attorney explained, “People are just tired of crime—they want the
repeat offenders off the streets.”10 Do you support the sentence in this case?
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124 PART TWO The Pitfalls
b. A Connecticut teenager who stabbed a neighbor to death argued that he
had not been responsible for his actions because at the time he had been
possessed by demons. Despite that defense he was found guilty.11 Do you
agree with the verdict in this case?
c. A New York woman was having an argument with her neighbor over
their children. In anger she used an anti-Semitic obscenity. Because it is
a misdemeanor in New York to harass others with racial or ethnic slurs,
the woman was sentenced to thirty-five hours of community service.12
Do you think such a law makes sense?
d. A high school anatomy class in Agoura, California, dissects human ca-
davers as well as cats and frogs. The teacher obtains the bodies from a
university medical school.13 Do you approve of this practice?
e. Some people believe the college degree should be abolished as a job
requirement. They reason that because it is possible to be qualified for
many jobs without formal academic preparation (or, conversely, to be
unprepared for many jobs even with a college degree), the only criterion
employers should use for hiring and promoting is ability. Do you agree?
11. In application 1 above, you evaluated a quotation about Ebonics. The
author of that quotation is Ken Hamblin, an African American author and radio
talk show host. Does the fact that he is African American prompt you to change
your assessment of the quotation? Should it? Why or why not?
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
views. Then assess the strengths and weaknesses of each. If you conclude that
one view is entirely correct and the others are mistaken, explain how you
reached that conclusion. If, as is more likely, you find that one view is more
insightful than the others but that they all make some valid points, construct a
view of your own that combines the insights from all views and explain why that
view is the most reasonable of all. Present your response in a composition or an
oral report, as your instructor specifies.
Do all claims of discrimination deserve to be taken seriously?
Discrimination may be defined as acting out prejudice toward others. Over
the past half century Americans have become aware of the unfairness of dis-
crimination and the importance of laws that protect people from its effects.
Some people believe such laws will continue to have value only if all claims
of discrimination are taken seriously. Others, however, believe the opposite.
They argue that the key to fighting genuine discrimination is to be aggres-
sive in exposing and denouncing phony claims. In your analysis of this
issue, evaluate the following cases, among others.
1. After an Illinois high school basketball player was arrested twice for
driving under the influence of alcohol, the coach kicked him off the
team. The young man responded by claiming that because he was an
alcoholic, his dismissal constituted discrimination under the Americans
with Disabilities Act. Based on that reasoning, he sued for $100,000 in
damages and demanded reinstatement on the team.
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125CHAPTER 10 Errors of Procedure
2. A 5-foot-8-inch, 240-pound woman claimed that the requirement that
Jazzercise instructors be slender and athletic constituted weight dis-
crimination.
3. When a candidate for the New London, Connecticut, police force got an
unusually high score on a problem-solving exam, the police chief and
the city attorney rejected him, reasoning that he was too bright for the
job and would probably be bored. The candidate filed a discrimination
lawsuit against them.
4. Two women filed racial discrimination charges against Southwest
Airlines because, in an attempt to speed the boarding process, a flight
attendant said over the loudspeaker, “Eeenie, meenie, minie, moe; pick
a seat, we’ve gotta go.” They contended that they were injured because
they were reminded that many years earlier a different version of the
rhyme had contained a racial slur.
5. A white Michigan firefighter with sixteen years of service scored fifth
on the promotion list for lieutenant but was denied a promotion because
two black firefighters (one of whom had scored twelfth and the other
twenty-first) were moved ahead of him to achieve racial balance. The
white firefighter filed a discrimination lawsuit.
6. Some top universities have restrictive admissions policies for Asian
Americans. These policies have the effect of denying admission to
highly qualified Asian American students while accepting less-qualified
students of other racial groups. Although students occasionally file dis-
crimination lawsuits, they more typically do not.
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C H A P T E R 1 1
Errors of Expression
We have already examined two categories of errors: those that create
obstacles to critical thinking before we address any issue and those that
occur in the process of addressing specific issues. In this chapter we will
examine a third category: errors that occur in expressing our views to oth-
ers, orally or in writing. These errors are contradiction, arguing in a circle,
meaningless statement, mistaken authority, false analogy, and irrational appeal.
At this point you may be wondering, Aren’t the errors listed above
thinking errors? If so, what’s the point of calling them “errors of expression”?
Excellent questions both. The errors in this chapter, like those we have
already considered and those we will consider in the next chapter, are
without exception errors of thought because they originate in the mind,
more or less consciously (sometimes dimly so). We would therefore be
perfectly justified in treating all kinds of error under a single heading—
“Errors of Thought,” for example, or “Logical Fallacies.” In fact, many
books on thinking treat them just that way.
The rationale for using four categories is that different errors tend to
occur—or at least are most evident—at different stages in the overall
process of thinking. Although errors of expression may begin to take
shape in the mind at some earlier time, they are most easily recognized
and corrected when we are speaking or writing. Treating them in a sepa-
rate category, “Errors of Expression,” helps us remember when to be alert
for them.
Contradiction
One of the fundamental principles of logic is the principle of contradic-
tion, which states that no statement can be both true and false at the same time
in the same way. The best way to see its correctness is to try to construct a
statement that disproves it. Here are just a few possibilities:
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127CHAPTER 11 Errors of Expression
Argument: O. J. Simpson murdered Nicole Brown Simpson. (Comment:
The principle requires us to say he either did or he didn’t. But what
if he hired someone else to murder her? Wouldn’t he then have mur-
dered her yet not murdered her? Yes, but not “in the same way.” He
would have murdered her in the sense of being responsible for the
act but not in the sense of having carried it out.)
Argument: Buster weighs 198 pounds. (Comment: He weighs either
198 pounds or some other weight. It can’t be both ways. But what if
he was cramming a Twinkie in his mouth while you were uttering
that statement and he gained a tenth of an ounce when he swal-
lowed? Then we’d have to say that at one instant he weighed 198
pounds and the next instant he weighed slightly more.)
Argument: Franklin D. Roosevelt was an Olympic athlete who later
became president of the United States. (Comment: This seems to chal-
lenge the principle of contradiction because the statement is only
partly true—he was never an Olympic athlete. Yet if we examine
the statement closely, we see that it is really two statements fused
together, one of them false and the other true.)
Test the principle of contradiction with statements of your own, if you
wish, but don’t be disappointed when you fail to disprove it. Critical think-
ing in every subject from architecture to zoology depends on this principle.
When exactly does contradiction occur? When a person says one
thing now and the opposite later. A suspect, for example, may today
admit that he committed the crime he is accused of and tomorrow deny
his guilt. Relativists argue that everyone creates his or her own truth and
no view is more worthy than any other, and then they contradict them-
selves by castigating people who disagree with them. A scholar who pro-
pounds the view that the material world is an illusion and only the
immaterial or spiritual world is real may take his neighbor to court in a
property dispute. More than a few television moguls make the rounds of
talk shows arguing that the violent, sex-sodden shows they produce have
no influence on people’s behavior and then, almost in the next breath,
praise public service announcements for AIDS prevention and the respon-
sible use of alcohol for making the world better.
To overcome contradiction, monitor what you say and write. The
moment you detect any inconsistency, examine it carefully. Decide whether
it is explainable or whether it constitutes a contradiction. If it proves to be
a contradiction, reexamine the issue and take a view that is both consis-
tent and reasonable.
Arguing in a Circle
A person arguing in a circle attempts to prove a statement by repeating it
in a different form. When the statement is brief, the circular argument
may be quite obvious. For example, if someone says, “Divorce is on the
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128 PART TWO The Pitfalls
rise today because more marriages are breaking up,” few people would
fail to see the circularity. But consider the same sentence in expanded
form: “The rate of divorce is appreciably higher in the present generation
than it was in previous generations. Before a reason can be adduced for
this trend, a number of factors must be considered, including the differ-
ence in the average age at which a couple marries. However, most experts
tend to believe that the cause is the increased number of failed mar-
riages.” This is the same circular argument but is more difficult to detect.
The point is not that writers deliberately construct circular arguments but
that such arguments can unfold without our being aware of them.
To detect circularity in your writing, it is not enough to read and nod
in agreement with yourself. You must check to be sure the evidence you
offer in support of your view is not merely a restatement of the view in
different words.
Meaningless Statement
The popular Dean Witter advertising slogan, “We measure success one
investor at a time,” is delivered in a grave tone of voice. If sound were the
measure of meaningfulness, this line would be truly profound. However,
substance is the real measure, and this slogan fails the test. At best it
means that each investor represents a single datum that, when added to
others, equals the company’s performance. Big deal. At other brokerage
houses, that datum means the same thing. Another example of a meaning-
less statement is LensCrafters’ slogan, “Helping people to see better, one
hour at a time.” This slogan conjures up an image of attentive optometrists
constantly performing unspecified tasks that improve clients’ vision, but
in fact it is an oblique and rather silly reference to the company’s promise
to make glasses in an hour.
In the course of presenting ideas, people often find it useful or neces-
sary to present the reasons that underlie their thoughts and actions. A
meaningless explanation is one in which the reasons make no sense. For
example, a used-car dealer says in a commercial, “I’ll cosign your loan
even if you’ve had a bankruptcy. That’s because we take the trouble to
handpick and inspect these cars before you even see them. . . . We guaran-
tee financing because we sell only quality cars.” The careful viewer won-
ders, How can care in selecting cars ensure that purchasers will meet their
credit obligations? (Answer: It can’t.) The following headline from a print
advertisement for a furniture company offers another example of mean-
ingless explanation: “Good news! Due to the unprecedented success of
our giant furniture sale, we have extended it for ten days.” If it was so
successful, we might ask, how is it that they still have enough merchan-
dise for a ten-day extension? (The more cynical among us might translate
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129CHAPTER 11 Errors of Expression
the headline as follows: “The sale was such a flop that we’re left with a
warehouse full of inferior merchandise and we’re desperate to have peo-
ple buy it.”)
To detect meaningless statements in your writing, look at what you
have said as critically as you look at what other people say. Ask, Am I
really making sense?
Mistaken Authority
The fallacy of mistaken authority ascribes authority to someone who does
not possess it. It has become more common since the cult of celebrity has
grown in the media. A television interviewer once asked actress Cybill
Shepherd, “Did your role in that television drama give you any insights
into adoption fraud?” It would have been reasonable to ask how the role
expanded her knowledge. But to ask her for “insights” assumes a level of
expertise that simply playing a role does not provide; it is much like ask-
ing someone who played a plastic surgeon for insights into surgery. A sub-
tler form of this error occurs when experts in one field present themselves
as authorities in another; for example, when scientists speak as ethicists or
theologians. This happens more than you might imagine.
To avoid the error of mistaken authority, check to be sure that all the
sources you cite as authorities possess expertise in the particular subject
you are writing about.
False Analogy
An analogy is an attempt to explain something relatively unfamiliar by
referring to something different but more familiar, saying in effect, “This is
like that.” Analogies can be helpful in promoting understanding, particu-
larly of complex ideas, but they have the potential to be misleading. An
analogy is acceptable as long as the similarities claimed are real. Here is
an example of an acceptable analogy. An author discussing the contem-
porary problems of some black inner-city residents in America makes the
point that not all these problems are effects of slavery. An analogy with
cancer illuminates this point:
We can all understand, in principle, that even a great historic evil does
not automatically explain all other subsequent evils. . . . Cancer can
indeed be fatal, but it does not explain all fatalities, or even most
fatalities.1
A false analogy, in contrast, claims similarities that do not withstand
scrutiny. A humorous example of a false analogy was given by a
University of Pisa professor in 1633: “Animals, which move, have limbs
and muscles; the earth has no limbs and muscles, hence it does not
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130 PART TWO The Pitfalls
move.”2 A more recent and infamous example is the one traditionally
used by revolutionaries and terrorists around the world to justify killing
people: “If you want to make an omelette, you’ve got to break some
eggs.” In this case, the critical thinker rightly responds, “But people are
very unlike eggs!”
Always test your analogies to be sure that the similarities they claim
are real and reasonable and that no important dissimilarities exist.
Irrational Appeal
An irrational appeal encourages people to accept ideas for some reason
other than reasonableness. Such an appeal says, in effect, “There’s no
need to think critically about this idea or compare it with alternative
ideas—just accept it.” In reality, of course, it is always appropriate to
think critically about ideas, because ideas that seem correct are some-
times incorrrect and incorrect ideas can have harmful consequences.
The most common kinds of irrational appeals are to emotion, tradition,
moderation, authority, common belief, and tolerance. However, it would be a
mistake to conclude that every such appeal is necessarily irrational. Some
appeals, as we will see, are legitimate; critical thinking demands that we
discern which are rational and which are not.
IRRATIONAL APPEAL TO EMOTION
A rational appeal to emotion not only stimulates feelings but also demon-
strates their appropriateness to the ideas being presented. For example, a
public service commercial against drunk driving might use an accident
scene to make us feel sadness and pity for the victims and thus take more
seriously the verbal message “Don’t mix drinking and driving.” An ad
for an international charity might show us the faces of hungry children as
a narrator explains that the cost of feeding a child is only eighty cents a
day. Such appeals are legitimate because they either explain the connec-
tion between the feelings and the ideas or at least invite us to think about
that connection.
In contrast, an irrational appeal to emotion uses feelings as a substitute
for thought. This kind of appeal stimulates feelings of fear, resentment,
guilt, love of family or country, or pity without demonstrating their
appropriateness. A politician might say that her opponent’s budgetary
proposal will take food out of the mouths of the nation’s children or rob
elderly people of their social security benefits without offering any docu-
mentation for the charge. A lawyer might describe his client’s love for his
mother, kindness to animals, and overall feeling of benevolence toward
the world in an effort to evoke sufficient sympathy to make the jury
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131CHAPTER 11 Errors of Expression
forget about the evidence against his client. The most audacious court-
room example of such an appeal (often used to define the Yiddish term
chutzpah) is the case of the man who killed both his parents and then
begged the court for mercy because he was an orphan!
IRRATIONAL APPEAL TO TRADITION
To be rational, an appeal to tradition must not only tell people how old
and revered the tradition is but also show that it still deserves our
endorsement. An irrational appeal urges maintaining the tradition merely
because we’ve always done so. Irrational appeals of this kind have been
used to obstruct advances in every field, including science, technology, and
medicine. People initially argued against the toothbrush, the umbrella, the
airplane, the telephone, the computer, and virtually every other invention
because “our ancestors got along nicely without these newfangled gadg-
ets.” For many years, doctors refused to accept indisputable evidence that
washing their hands between patients curtailed the spread of disease
simply because washing hands between patients was not part of the med-
ical tradition.
IRRATIONAL APPEAL TO MODERATION
A rational appeal to moderation includes an explanation of why the more
moderate idea or action is preferable to less moderate alternatives. An
irrational appeal to moderation is offered on the erroneous presumption
that moderation is always preferable. Consider the issue of slavery at the
time of the Civil War. Some people regarded the keeping of slaves as a
moral abomination that should be abolished, others as a legitimate form
of ownership that should be preserved. The moderate view would have
been to let each person decide for himself or herself whether to own
slaves. (The slaves, of course, would not have a say in the decision.)
Today no responsible person would endorse that view.
IRRATIONAL APPEAL TO AUTHORITY
The authority cited may be a person, a book or document, or an agency
(such as the Supreme Court). A rational appeal to authority says, or at least
implies, “Here is what one or more authorities say,” and proceeds to show
why that view should be accepted. An irrational appeal to authority says,
“Here is what one or more authorities say—accept it unquestioningly.”
Because authorities enjoy no special protection from error, the idea that
their pronouncements should never be questioned is foolish and there-
fore unacceptable.
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132 PART TWO The Pitfalls
IRRATIONAL APPEAL TO COMMON BELIEF
A rational appeal to common belief says, “Most people believe this,” and
goes on to show the reasonableness of the belief. An irrational appeal to
common belief says, “Believe this because most people believe it.” Such
irrational appeals are often accompanied by statements such as “Everyone
knows that,” “No reasonable person would deny that,” or “It’s common
sense.” The problem is, many ideas that were at one time accepted as com-
mon sense—sacrificing virgins to ensure a good harvest and abandoning
babies to die because they were thought to be cursed, for example—are
now recognized as uncommon nonsense or worse. The fact that many or
most people believe something is not a sufficient reason for us to believe it.
IRRATIONAL APPEAL TO TOLERANCE
A rational appeal to tolerance explains why tolerance is appropriate in the
particular situation in question. An irrational appeal says, “Because toler-
ance is good in general, it is the right response to every situation, including
this one.” This is sheer nonsense. Some acts—terrorism, rape, and child
abuse, for example—cry out for condemnation. A society that tolerates these
acts encourages them and commits a further offense against the victims.
In summary, the best way to distinguish between rational and irra-
tional appeals is to ask whether the appeal is accompanied by an explana-
tion of why you should accept it. If an explanation is offered and it proves
reasonable, the appeal is rational. If no explanation is offered or if the
explanation is not credible, then the appeal is irrational.
Applications
1. A British physician made the following statement in 1932: “If your eyes
are set wide apart you should be a vegetarian, because you inherit the digestive
characteristics of bovine or equine ancestry.”3 What error in thinking would you
classify this as? Explain.
2. Henry Veatch contends that if we embrace moral relativism (the belief
that no one moral judgment is better than any other), we cannot take a position
on any moral issue without contradicting ourselves.4 Is Veatch correct? Make
your answer as concrete as possible—that is, mention specific positions on par-
ticular issues.
3. From your observation of others, give an example of each of the errors
described in this chapter.
4. Which of the errors presented in this chapter have you committed? In each
case explain the error and describe the circumstances under which it occurred.
5. Read the following dialogue carefully. If you note any of the errors in
thinking discussed in this chapter or in Chapters 9 and 10, identify them. Then
decide which view of the issue is more reasonable and explain why you think so,
taking care to avoid the errors discussed in this and previous chapters.
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133CHAPTER 11 Errors of Expression
Background note: In past decades college officials debated whether to censor student
newspapers that published stories containing four-letter words and explicit sexual references.
The debate continues, but the issue has changed. Some student papers are publishing articles
that ridicule African Americans, women, and homosexuals. And others are urging students
to paint graffiti on campus buildings and take up shop-lifting to combat conformity.5
Ernest: Such articles may be childish and tasteless, but that’s no reason to
censor them.
Georgina: Are you kidding? Minorities pay good money to go to college.
And on most campuses, I’m sure, their student activity fee pays for the
student newspaper. Where’s the fairness in charging them for articles that
insult them or that encourage lawbreaking, which ultimately costs them
as taxpayers?
Ernest: Why is everything a money issue with you? So a buck or so
from every student’s activity fee goes to the newspaper. Big deal. That
doesn’t give every student the right to play fascist and set editorial
policy. The articles are written in a spirit of fun or for shock value.
Censorship is not the answer. If a pesky fly buzzes around your head,
you don’t fire an elephant gun at it. Well, maybe you do, but no
sensible person does.
6. Evaluate the following arguments, following the approach you learned in
Chapter 7. Take care to avoid the errors in thinking discussed in this and previ-
ous chapters.
a. Background note: From time to time people have challenged the recitation of the
Pledge of Allegiance in public schools. Their objection is usually to the words
“under God.” Their reasoning is as follows:
Argument: A public school recitation that claims the United States is “under
God” is an endorsement of religion and thus violates the constitutional
requirement that church and state be kept separate. Therefore, the recita-
tion of the Pledge of Allegiance should not be permitted.
b. Background note: More and more communities are trying to do something about the
growing problem of litter, which is not only unsightly but in many cases unsanitary
and dangerous. Here is an argument addressing one aspect of the problem:
Argument: Things that have monetary value are less likely to be discarded
(or at least more likely to be recovered) than things that don’t have such
value. For that reason a twenty-five-cent deposit on bottles and cans
would virtually eliminate that part of the litter problem.
7. Examine each of the following issues. If you need more information in
order to make an informed judgment, obtain it. Then determine what view of the
issue is most reasonable. Be sure to avoid the errors in thinking discussed in this
and previous chapters.
a. Many people believe that pornography exploits women by portraying
them as objects rather than as persons and creating the false impression
that they secretly yearn to be raped. Do you agree with this view?
b. Reports of human rights violations (such as imprisonment without formal
charges or trial, torture, and even murder) continue to come from a num-
ber of countries that receive foreign aid from the United States. Many peo-
ple believe the United States should demand that those countries end such
violations as a condition of receiving foreign aid. Do you agree?
c. The Georgia Supreme Court ruled that a church founded by a woman
who calls herself “a pagan and a witch” is entitled to a property tax
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134 PART TWO The Pitfalls
exemption on the building her group uses for worship.6 Do you endorse
that court ruling?
d. There are many broken homes today, crimes of violence are reported in
almost every edition of the news, and pornography is more available to
young people than ever. Some people believe that teaching religion in the
schools would go a long way toward solving these social problems. Would it?
e. It is often argued that the only reason conservative groups oppose pre-
marital sex is prudishness. Is this true?
f. Six-year-old Elián Gonzalez fled Cuba on a makeshift boat with his
mother and a number of other people. The boat sank on the way to
Florida, leaving only one survivor, Elián, who was found by fishermen
and taken to his relatives in Miami. The legal battle that followed was in
the news for months. The issue that divided the country, and indeed the
world, was this: Should the boy have been allowed to stay in the United
States, the country his mother was fleeing to, or should he have been
returned to his father in Cuba? In the end, the decision was made to send
the boy back to Cuba. Was that the right decision?
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
views. Then assess the strengths and weaknesses of each. If you conclude that one
view is entirely correct and the others are mistaken, explain how you reached that
conclusion. If, as is more likely, you find that one view is more insightful than the
others but that they all make some valid points, construct a view of your own
that combines the insights from all views and explain why that view is the most
reasonable of all. Present your response in a composition or an oral report, as
your instructor specifies.
Should animals have the same rights as people? The idea of animal
rights may seem strange if you’ve never heard it before. But it is not a
new idea. Eighteenth-century French philosopher Voltaire reasoned that
because animals have feelings and can understand, at least in a primi-
tive way, they therefore have rights. Albert Schweitzer, the famous jun-
gle doctor and humanitarian, believed that “reverence for life” applies
not just to humans, but to all living creatures.
Dr. Thomas Regan, professor of philosophy at North Carolina State
University, argued persuasively for such rights in his book Animal Rights
and Human Obligations. He believes that people resist the idea that animals
have rights largely because they think of the world as belonging exclu-
sively to humans. They see dogs and cats and even more “exotic” animals
like dolphins and apes as objects rather than creatures, as things to be
owned and used. He concludes that “it’s not crazy to believe, as some
Eastern cultures do, that animals have rights. Our aim is to break some
standard patterns of thought about animals that are held in Western
society.”
Begin your analysis by conducting a Google search using the term
“pro con animal rights.”
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135
C H A P T E R 1 2
Errors of Reaction
Before you began studying critical thinking, you might not have imag-
ined that so many pitfalls lie in wait for the unsuspecting. So far we have
discussed seven errors of perspective, six errors of procedure, and six
errors of expression—nineteen in all, and we’re not quite done yet. The
final category is errors of reaction, which occur after we have expressed
our ideas and others have criticized or challenged them. What causes us
to commit errors of reaction? Perhaps the best general answer to this
question was offered many years ago by Rowland W. Jepson in a book he
wrote on the subject of thinking:
When we have once adopted an opinion, our pride makes us loth to
admit that we are wrong. When objections are made to our views, we are
more concerned with discovering how to combat them than how much
truth or sound sense there may be in them; we are at pains rather to find
fresh support for our own views, than to face frankly any new facts that
appear to contradict them. We all know how easy it is to become annoyed
at the suggestion that we have made a mistake; that our first feeling is
that we would rather do anything than admit it, and our first thought is
“How can I explain it away?”1
This determination to explain away whatever does not flatter us or
our point of view reflects our urge to save face and preserve our self-
image. Each of us has a self-image, generally a favorable one. We like to
think of ourselves as wise, responsible, intelligent, observant, coura-
geous, generous, considerate, and so on. We also want others to think of
us this way. Our errors and personal failings have the power to undermine
our reputation, so we are tempted to escape responsibility for them. The
child who loses his temper and punches his playmate, for example, might
say, “It’s not my fault. She made me do it by laughing at me.” The student
who does poorly in a course might say, “The professor gave me a D.”
(Whenever she does well, of course, she will say, “I earned an A.”)
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136 PART TWO The Pitfalls
A businessperson who makes a mistake at work might claim, “It’s not my
fault. The directions were misleading.”
Some people manage to resist the temptation to save face, but most of
us fall victim to it from time to time. The trigger mechanism differs
among individuals. Those who pride themselves on being good judges of
people may be mature and balanced about many things, but when the
candidate they voted for is found guilty of misusing his or her office, they
may persist in denying the evidence, scream about the hypocrisy of the
opposing party, and predict that in years to come the judgment will be
reversed. They may do all of this merely to preserve the image of their
perceptiveness in judging people.
Similarly, people who believe they possess unusual self-control may
deny that they are slaves to smoking or drinking and strain good sense
in defending their habit. (“No one has really proved that smoking is
harmful— besides, it relieves tension” or “I don’t drink because I have
to but because I enjoy it. I can stop anytime I want to.”) When people
who think of themselves as totally self-sufficient are reminded that they
owe someone money, they may find fault with that person for remind-
ing them. Those who see themselves as sensitive to others and com-
pletely free of prejudice may denounce anyone who points, however
innocently and constructively, to evidence that suggests otherwise. In
each of these cases, the people are trying to maintain their favorable
self-image.
For many individuals the need to save face centers on a particular
role in their lives. Sam thinks of himself as a very devoted father who
sacrifices for his children and has a close relationship with them. One
day during an argument, his son blurts out that for years Sam has been
more concerned with his business and his own leisure pursuits than
with his children and has, in fact, ignored and rejected them. Sam turns
to his wife and demands that she tell the boy his charge is untrue. His
wife slowly and painfully replies that the charge is essentially true. Sam
storms out of the house, angry and hurt, convinced that he has been
grievously wronged.
For still others, it is neither the particular aspect of the image nor
the role involved that triggers the face-saving reaction. It is the people
who are observing. Are they friends or strangers? Parents or peers?
Employers or co-workers? What some people think of us we may not
care about at all; what others think of us we may care about beyond all
reasonableness.
To summarize, errors of reaction are face-saving devices we use to
explain away criticism of our ideas. We will discuss five specific errors—
automatic rejection, changing the subject, shifting the burden of proof, straw
man, and attacking the critic.
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137CHAPTER 12 Errors of Reaction
Automatic Rejection
As critical thinkers we need a reasonable basis for accepting or rejecting
any argument or claim, including challenges to our ideas. The only way
to establish that basis is to evaluate the challenge and make an honest
determination of its worth. Liking or disliking it, feeling pleased or dis-
pleased with it, is not enough. To reject criticism without giving it a fair
hearing is to commit the error of automatic rejection.
Some years ago I was discussing a thought-provoking article on the
effects of marijuana with a college instructor friend. The article, which
appeared in the Journal of the American Medical Association, reported the
results of a clinical study of marijuana use.2 The authors concluded that
“contrary to what is frequently reported, we have found the effect of mar-
ijuana to be not merely that of a mild intoxicant which causes a slight
exaggeration of usual adolescent behavior, but a specific and separate
clinical syndrome.” The principal effects they noted were “disturbed
awareness of the self, apathy, confusion and poor reality testing.” They
presented the details of thirteen actual cases to demonstrate these effects.
My friend confided that his own experiences with marijuana while in
college showed all these signs and that the changes in his behavior
closely paralleled those described in the thirteen cases. That is, he had
become somewhat slovenly, irritable, and forgetful; had experienced dif-
ficulty concentrating on his studies and paying attention in class; and had
suffered frequent headaches. Yet at that time, he explained, he not only
dismissed the then-available medical research that challenged his view
that pot smoking was harmless—he also denied the testimony of his per-
sonal experience with the drug! His automatic rejection of whatever chal-
lenged his view was so effective, he noted, that five years passed before
he was able to consider the evidence fairly.
A college professor colleague of mine shared a similar experience of
automatic rejection of unpleasant ideas. While reading a book that dis-
cussed effective teaching, she explained, she encountered a chapter that
examined a particular classroom practice and showed how it was not
only ineffective but actually harmful to learning. As soon as the approach
was identified, she recognized it as one of her own favorite approaches. As
she read further into the author’s criticism of it (she recounted to me
later), she began to feel defensive and even angry. “No,” she mumbled to
herself, “the author is wrong. The approach is a good one. He just doesn’t
understand.” The professor had nothing rational to base these reactions
on—simply the impulse to save face. No one else was around. She was
alone with the author’s words. Yet defending the approach, and saving
herself the embarrassment of admitting she didn’t know as much as she
thought she did, became more important than knowing the truth.
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138 PART TWO The Pitfalls
Eventually the professor realized what she was doing and forced herself
to consider the author’s arguments fairly—but doing so, she confided to
me, took effort.
The temptation to automatically reject challenges to your ideas can be
powerful. A good way to lessen that temptation is to put some emotional
distance between your ideas and your ego. Think of them as possessions
that you can keep or discard rather than as extensions of your self. This
will make you less defensive about them.
Changing the Subject
Changing the subject consists of abruptly turning a discussion in a differ-
ent direction. Not every shift constitutes an error. The new direction may
be more promising. Or it may be a way to provide a timely but polite
rebuke. Suppose someone asks you a rude or inappropriately personal
question, such as “What is your annual income?” or “Why don’t you and
your spouse have any children?” Having no obligation to reply, you
might say something totally unrelated to the question, such as “I wonder
which teams will make it to the Super Bowl” or “The Northeast has had
an unusually hot summer this year.” This is a perfectly legitimate way of
letting the person know the question was improper.
Changing the subject is an error only when the original issue is
appropriate and the shift is used deceptively. Sadly, this kind of shift is
common in interviews of public figures. The interviewer asks a question,
and the interviewee avoids that question and talks about something else.
Clever individuals will manage to mention the subject of the question
and thus create the impression that they are being forthright when in fact
they are not. For example, a presidential candidate asked the question
What is your position on abortion? might answer something like this:
The issue of abortion has divided our nation more than any other issue
of the twentieth century. What disturbs me most is that the tone of dis-
cussion has become so harsh and the distrust of other people’s integrity
so intense that meaningful debate is all but impossible. We must have
that debate, the issue cries out for it, and if I am elected, I pledge to do
my part to create the conditions that will make it possible.
This is an eloquent, moving answer to a question that wasn’t asked!
Meanwhile, the question that was asked is left unanswered. In this case there
is good reason to suspect that the candidate intended not to answer the
question because any answer he could give would alienate some group of
voters. In fact, he may have been warned by advisors before beginning his
campaign, “Whenever you are asked about abortion, change the subject.”
Politicians are not the only ones who shift issues to avoid addressing
difficult questions or to escape potentially awkward situations. This tactic
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139CHAPTER 12 Errors of Reaction
is used in all walks of life. In legal circles, for example, legend has it that an
attorney’s assistant once rushed into the courtroom and handed the attor-
ney a note that read, “It appears we have no case. Abuse the plaintiff.”
Intentionally changing the subject frustrates the purpose of discus-
sion. To avoid this error, face difficult questions head-on. If you know the
answer, state it. If the issue is too complex to permit a certain answer,
state what you believe to be probable and explain your reasoning. If you
lack sufficient knowledge to speak of probabilities, say so. No reasonable
person will think less of you for candidly admitting ignorance.
Shifting the Burden of Proof
The error of shifting the burden of proof consists of demanding that oth-
ers disprove our assertions. Let’s say Bill asserts, “The greatest single
cause of exploding health care costs in this country is unnecessary refer-
ral of patients for costly medical testing.” Barbara then asks Bill to explain
why he believes that to be the case. He responds, “Can you cite any evi-
dence to disprove it? If you can’t, then say so.” Bill is guilty of shifting the
burden of proof. He made an assertion; he should be ready to support it if
asked and not demand that others refute it. The rule is that whoever
makes the assertion bears the burden of supporting it, and the more the
assertion departs from what knowledgeable people believe, the greater
the responsibility of the person making the assertion to support it.
You will be less likely to shift the burden of proof if you learn to
expect your ideas to be questioned and criticized and prepare to support
them before you express them.
Straw Man
The term straw man was coined by logicians to denote an argument with-
out substance. The term shares its meaning with the word scarecrow, a pile
of straw stuffed in human clothing and placed in a garden or field to scare
away birds. To commit the error of straw man is to put false words in
someone else’s mouth and then expose their falsity, conveniently forget-
ting that the other person never said them. Suppose you are discussing
with a friend whether the sale of assault weapons should be banned and
the conversation goes as follows:
You: I oppose any restriction on the sale of guns. It should
make no difference whether we’re talking about a pistol,
a rifle, a shotgun, or an assault weapon. A gun is a gun.
And a constitutional right is a constitutional right.
Your friend: You say it “should make no difference” what kind of
gun is involved. I say it should make a difference
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140 PART TWO The Pitfalls
because the guns you mentioned are very different
from one another. Assault weapons are unlike other
kinds of guns—they are not designed for hunting, or
even for self-defense, but only for killing people, often
indiscriminately. That’s why they should be banned.
You [feeling defensive because you realize your friend’s point will be
difficult to answer]:
So you believe you should decide what weapons are
acceptable and what weapons aren’t. It’s exactly this
kind of arrogance by self-appointed social reformers
that everyone who values the Constitution should fear.
You have committed the error of straw man. If your friend is alert,
she will respond: “First you put irresponsible words in my mouth, and
then you say I’m irresponsible. I’d prefer to hear your reaction to what I
really said.”
To avoid straw man, be scrupulously accurate in quoting or para-
phrasing other people’s words.
Attacking the Critic
Attacking the critic is the attempt to discredit an idea or argument by dis-
paraging the person who expressed it. People typically resort to this error
of reaction after their ideas or behaviors have been called into question.
Instead of responding to the real issue, the actual ideas or behaviors that
have been questioned, they create a diversionary issue—the real or imag-
ined failings, or the motivation, of the person who raised the issue. When
Paula Jones accused then president Clinton of having made improper sex-
ual advances toward her, one Clinton spokesman made the comment that
almost anything could be accomplished “by dragging a hundred dollar bill
through a trailer court,” implying that Jones’s character was suspect.
When other women came forward with charges that Clinton had
harassed them, the president’s advisors adopted what became known as
the “nuts and sluts” strategy—that is, they insinuated that anyone who
made such a charge must be mentally unstable or sexually promiscuous
and therefore untrustworthy. Later, when Dick Morris, a former advisor
to Clinton, joined Fox News as a consultant and offered his analysis of
Clinton’s behavior and the alleged cover-up strategies, some Clinton loy-
alists claimed that nothing Morris said was credible because he himself
had committed sexual indiscretions and also was disgruntled over his
loss of status in the White House.
Attacking the critic is an error because ideas and people are not syn-
onymous. However interesting it may be to probe people’s motives, such
exploration tells us nothing about the quality of their ideas. Even people
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141CHAPTER 12 Errors of Reaction
with questionable motives and outright liars sometimes tell the truth.
This is not to say that honesty is unimportant or that we should unques-
tioningly accept the word of people whose integrity we have reason to
suspect. It is only to say that it is unreasonable to substitute speculations
or judgments about people themselves for judgments of their ideas.
Applications
1. Which, if any, of the following statements are consistent with the view
detailed in this chapter? Explain your choices.
a. The urge to save face and preserve our image is unavoidable.
b. The urge to save face and preserve our image is a normal tendency.
c. The urge to save face and preserve our image is dishonest.
d. The urge to save face and preserve our image is harmful.
e. The urge to save face and preserve our image is controllable.
2. In discussing research on human behavior, David Myers writes, “That
which we have done we tend to justify as right” and “we not only stand up for
what we believe, we also believe in what we have stood up for [emphasis added].”3
In what ways do these statements relate to what you learned in this chapter?
3. Which of the errors presented in this chapter have you committed?
Describe each error you have committed and explain the circumstances under
which it occurred.
4. We all know that it is difficult to forgive people who have offended us.
But the ancient Roman philosopher Seneca argued that the reverse is also true—
it is difficult to forgive those whom we have offended. Is this idea reasonable? If so,
does anything you have learned in Chapters 9 through 12 provide insight into
the idea? If not, why not?
5. The U.S. Supreme Court has ruled that state, city, and county govern-
ments may not hand over their decison-making power to churches. The Court’s
decision nullified a Massachusetts law giving churches a veto power over the
liquor licensing of any bar or restaurant that would be established within 500 feet
of church buildings.4 Was the Court’s decision the most reasonable one? In decid-
ing, take care to avoid the errors discussed in Chapters 9 through 12.
6. A woman wrote to “Dear Abby” complaining that her son was taking
his fiancee’s name when they married. Abby replied that the young man was an
adult and free to make his own decision, so the mother should accept the situa-
tion gracefully. No doubt many people thought Abby’s advice was sound, but
others may have disagreed, reasoning that there’s something bizarre and unmanly
about a man giving up his family name. In this view the act insults his ancestors.
Evaluate this issue, taking care to avoid the errors discussed in Chapters 9
through 12.
7. On some campuses, when damage occurs on a dormitory floor and the
responsible person or persons are not identified, repair costs are charged to all
those who live on the floor. Many students believe this is unfair. They claim that
damage is sometimes done by strangers who are visiting the dormitory. And
even when the perpetrators live on the floor, these students argue, this policy
punishes innocent residents for other people’s behavior over which they have no
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142 PART TWO The Pitfalls
control. Are these objections to the policy reasonable, or is the policy the fairest
solution to the problem? In making your decision, take care to avoid the errors
discussed in Chapters 9 through 12.
8. Sherri is a sophomore in college. When she is home for spring vacation,
she is very irritable with her parents. She seizes every opportunity to criticize
them and their values and manages to take offense at their every comment to her.
Just before she returns to college, she causes a row in which she accuses them of
never having given her enough attention and love. Her parents are at a loss to
understand her behavior. What they do not know is that for the past several months
she has been living off-campus with her boyfriend and using the money her par-
ents send her to help support him. Explain how this fact might have influenced
her behavior toward her parents.
9. Evaluate the following arguments, following the approach you learned in
Chapter 7. Take care to avoid the errors in thinking discussed in this chapter and
in previous ones.
a. Argument: Taking animals from the wild and exhibiting them for human
pleasure is a violation of their natural rights. Therefore, zoos should be
outlawed.
b. Background note: In 1993 a gay organization took the Ancient Order of
Hibernians (AOH), the organizers of New York’s St. Patrick’s Day Parade,
to court. The charge was that the AOH illegally discriminated against the gay
organization by excluding it from the parade. The reasoning of the AOH was
as follows:
Argument: This parade honors one of the saints of our church. Our reli-
gion teaches that homosexuality is a sin. To require us to include gay
organizations in the parade would be a violation of our rights.
c. Background note: In recent years an increasing number of people have com-
plained about the level of violence and the amount of sexual material on televi-
sion. Television industry spokespeople have generally dismissed the complaints,
reasoning as follows:
Argument: Contemporary shows depict life more realistically than shows
of twenty or thirty years ago. Our position is that such depiction does not
cause or aggravate social problems, so until research proves otherwise,
we will continue to produce programming that tells the truth about life,
honestly and fearlessly.
d. Argument: For years criminals have sold the rights to their life stories to
publishers and movie producers. The more terrible their crimes, the more
money publishers and producers have usually been willing to pay. This
practice, in effect, rewards criminals for their crimes and should be
ended. The profits criminals receive in this manner should be placed in a
fund to be distributed among the victims of their crimes.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After
reading the statement, use the library and/or the Internet and find what knowl-
edgeable people have said about the issue. Be sure to cover the entire range of
views. Then assess the strengths and weaknesses of each. If you conclude that
one view is entirely correct and the others are mistaken, explain how you reached
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143CHAPTER 12 Errors of Reaction
that conclusion. If, as is more likely, you find that one view is more insightful than
the others but that they all make some valid points, construct a view of your own
that combines the insights from all views and explain why that view is the most
reasonable of all. Present your response in a composition or an oral report, as
your instructor specifies.
Is the TV industry’s manipulation of our minds and emotions a danger to
us? This issue has been around for a long time but has been intensifying in
recent years. Those who believe the “manipulation” is dangerous point to
the following devices and their purported effects:
• Biased news programs give us one side of every story and thereby deny
us the breadth and depth of information necessary to carry out our duties
as citizens.
• Confrontational talk shows, populated by guests with polar opposite
views and no interest in any perspective but their own, extol anger and
rudeness rather than respectful, reasoned discussion.
• Laugh tracks and applause tracks in comedy shows induce us to laugh at
what is not funny and thereby prevent our sense of humor from develop-
ing beyond the level of junior high school.
• The artificial pace and excitement of dramatic programs—with their con-
stant shifts among several plot lines, gratuitous sexual encounters, explo-
sions, car chases, and other sensory appeals—make us disappointed with
the natural pace of daily life.
• The multiplication of scenes of violence in crime shows—graphic depic-
tion of a violent crime and close-ups of the victim at the scene, in the labo-
ratory, in the villain’s mental flashbacks, and so on—erode our natural
and healthy sense of horror and revulsion.
• The number, noise level, and artificial excitement of commercials force us
to be distracted and thereby shrink our attention span.
• The emotional appeals of commercials—this product will make you happy,
healthy, successful, loved—tempt us to want what we don’t need and buy
what we can’t afford.
Those who disagree with these claims argue that all the devices other than
those related to commercials make television more interesting and entertain-
ing and that the devices used in commercials are unavoidable because the
sponsors pay for the programming and have a right to present their products
to good advantage. They also claim that viewers can distinguish between TV
and real life.
Begin your analysis by conducting a Google search using one or more of the fol-
lowing terms: “media manipulation,” “media bias,” “media propaganda,” “media
sensationalism.”
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144
C H A P T E R 1 3
The Errors in Combination
The previous five chapters examined the errors that occur at various
stages of the thinking process. Those chapters had two aims: to help you
avoid the errors in your thinking and to help you recognize them when
they occur in other people’s thinking. Each error was treated in isolation—
a hasty conclusion or oversimplification in one passage, an unwarranted
assumption in another, an overgeneralization or stereotype in a third, and
so on. Errors frequently occur just that way, singly. They can, however,
occur in combination. For example, “mine-is-better” thinking may create a
bias against change that leads us to biased selection of evidence and a
hasty conclusion. Although the possible combinations that can occur are
innumerable, they all have one thing in common: They pose a greater
obstacle to critical thinking than does any one error by itself.
Before discussing combinations of errors further, let’s summarize the
individual errors and the strategies we discussed for avoiding them. You
will recall that the most fundamental critical thinking error is “mine-is-
better” thinking, in which we assume that our ideas must be superior to
other people’s simply because they are our ideas. In reality, of course, our
ideas are as likely to be mistaken as anyone else’s. To overcome “mine-is-
better” thinking, we must be as critical of our own ideas as we are of
other people’s.
A summary of the other errors and their antidotes follows.
Errors of Perspective
The Error
Poverty of aspect
How to Recognize and Deal with It
Limiting one’s perspective on
issues; having tunnel vision.
Poverty of aspect sometimes is
attributable to intellectual sloth;
other times it is a by-product of
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145CHAPTER 13 The Errors in Combination
Unwarranted assumptions
Either/or outlook
Mindless conformity
Absolutism
Relativism
specialized education and train-
ing. To avoid poverty of aspect
when evaluating issues, look
beyond the familiar, examine
all relevant points of view, and
understand before judging.
Assumptions are ideas that are
taken for granted rather than
consciously reasoned out. When
what is taken for granted is
unjustified by one’s experience
or by the situation, the assump-
tion is unwarranted. Because
assumptions seldom are
expressed directly, the only way
to identify them is to “read
between the lines” for what is
unstated but clearly implied.
The expectation that the only
reasonable view of any issue
will be total affirmation or total
rejection. This error rules out
the possibility that the most rea-
sonable view might lie between
the extremes. To avoid this
error, consider all possible alter-
natives.
Adopting others’ views
unthinkingly because we are
too lazy or fearful to form our
own. To overcome this error,
develop the habit of resisting
the internal and external pres-
sures and make up your own
mind.
The belief that rules do not
admit of exceptions. This belief
causes us to demand that the
truth be neat and simple, when
in reality it is often messy and
complex. To avoid this error,
accept the truth as you find it
rather than requiring that it fit
your preconceptions.
The belief that no view is better
than any other, that any idea
you choose to embrace is
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146 PART TWO The Pitfalls
Errors of Procedure
Bias for or against change
automatically correct. To avoid
relativism, remind yourself that
some ideas, and some standards
of conduct, are better than oth-
ers and that the challenge of
critical thinking is to discover
the best ones.
Bias for change assumes that
change is always for the best;
bias against change assumes that
change is always for the worst.
To avoid both errors, give any
proposal for change a fair hear-
ing and decide, apart from your
predisposition, whether the
change is actually positive or
negative.
The Error
Biased consideration
of evidence
Double standard
Hasty conclusion
How to Recognize and Deal with It
One form of this error is seeking
evidence that confirms your
bias and ignoring evidence that
challenges it. Another is inter-
preting evidence in a way that
favors your bias. To avoid this
error, begin your investigation
by seeking out individuals
whose views oppose your bias,
then go on to those whose
views support it. Also, choose
the most reasonable interpreta-
tion of the evidence.
Using one set of criteria for
judging arguments we agree
with and another standard for
judging arguments we disagree
with. To avoid this error, decide
in advance what judgment crite-
ria you will use and apply those
criteria consistently, regardless
of whether the data in question
support your view.
A premature judgment—that
is, a judgment made without
sufficient evidence. To avoid
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147CHAPTER 13 The Errors in Combination
Errors of Expression
Overgeneralization and
stereotyping
Oversimplification
Post hoc fallacy
drawing a hasty conclusion,
identify all possible conclusions
before you select any one. Then
decide whether you have suffi-
cient evidence to support any of
those conclusions and, if so,
which conclusion that is.
Overgeneralization is ascribing
to all the members of a group a
quality that fits only some mem-
bers. A stereotype is an overgen-
eralization that is rigidly main-
tained. To avoid these errors,
resist the urge to force individ-
ual people, places, and things
into hard categories. And keep
in mind that the more limited
your experience, the more mod-
est your assertions should be.
Oversimplification goes beyond
making complex ideas easier to
grasp—it twists and distorts the
ideas. Instead of informing peo-
ple, oversimplification misleads
them. To avoid this error, refuse
to adopt superficial views and
make a special effort to under-
stand issues in their complexity.
This error is rooted in the idea
that when one thing occurs after
another, it must be the result of
the other, when in reality the
sequence may be coincidental.
To avoid the post hoc fallacy,
withhold judgment of a cause-
and-effect relationship until you
have ruled out other possible
causes, including coincidence.
The Error
Contradiction
How to Recognize and Deal with It
To claim that a statement is both
true and false at the same time
in the same way. To avoid this
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148 PART TWO The Pitfalls
Arguing in a circle
Meaningless statement
Mistaken authority
False analogy
Irrational appeal
error, monitor what you say and
write. The moment you detect
any inconsistency, examine it
carefully. Decide whether it is
explainable or whether it consti-
tutes a contradiction. If it is a
contradiction, revise your state-
ment to make it consistent and
reasonable.
Attempting to prove a state-
ment by repeating it in a differ-
ent form. To avoid this error,
check your arguments to be
sure you are offering genuine
evidence and not merely repeat-
ing your claim.
A statement in which the rea-
soning presented makes no
sense. To avoid this error, check
to be sure that the reasons you
offer to explain your thoughts
and actions really do explain
them.
Ascribing authority to some-
one who does not possess it. To
avoid this error, check to be sure
that all the sources you cite as
authorities possess expertise
in the particular subject you are
writing or speaking about.
An analogy is an attempt to
explain something relatively
unfamiliar by referring to some-
thing different but more familiar,
saying, in effect, “This is like
that.” A false analogy claims
similarities that do not with-
stand scrutiny. To avoid this
error, test your analogies to be
sure that the similarities they
claim are real and reasonable
and that no important dissimi-
larities exist.
Appeals to emotion, tradition,
moderation, authority, common
belief, and tolerance may be
either rational or irrational.
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149CHAPTER 13 The Errors in Combination
Errors of Reaction
They are irrational, and there-
fore unacceptable, when they
are unreasonable in the particu-
lar situation under discussion
and/or when they discourage
thought. To avoid this error,
make sure your appeals com-
plement thought rather than
substitute for it.
The Error
Automatic rejection
Changing the subject
Shifting the burden of proof
Straw man
How to Recognize and Deal with It
The refusal to give criticism of
your ideas (or behaviors) a fair
hearing. To avoid this error,
think of your ideas as posses-
sions that you can keep or dis-
card rather than as extensions of
your ego. This will make you
less defensive about them.
Abruptly and deceptively turning
a discussion away from the
issue under discussion. To
avoid this error, face difficult
questions head-on rather than
trying to avoid them.
Demanding that others disprove
our assertions. To avoid this
error, understand that the bur-
den of supporting any assertion
rests with the person who makes
it rather than the one who ques-
tions it. Accept the responsibil-
ity of supporting your
assertions.
To commit the error of straw
man is to put false words in
someone else’s mouth and then
expose their falsity, conve-
niently forgetting that the other
person never said them. To
avoid this error, be scrupu-
lously accurate in quoting or
paraphrasing other people’s
words.
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150 PART TWO The Pitfalls
Sample Combinations of Errors
Now let’s examine several combinations of errors and determine the spe-
cific ways they affect the thinking of the people involved.
EXAMPLE 1
Claude is an active worker for his political party. Because he feels a strong
personal identification with the party and is therefore convinced that its
platform and its candidates represent the salvation of the country, he is
unusually zealous in his efforts. One day he is having lunch with Nell, a
business acquaintance. The discussion predictably turns to politics. Claude
delivers a few pronouncements on his candidate and on the opposition. His
candidate, he asserts, is a brilliant theorist and practitioner. Her opponent, in
Claude’s view, is a complete fool. Claude volunteers harsh judgments of the
opponent’s political record and of his family and associates and rattles on
about how the country will be ruined if he is elected.
After listening for a while, Nell challenges Claude. She quietly presents
facts that disprove many of Claude’s ideas and points up the extravagance
of Claude’s assertions. Although there is nothing personal in Nell’s chal-
lenge and it is presented in a calm, objective way, Claude becomes angry. He
accuses Nell of distorting his words, denies having said certain things that
he did say, and stubbornly clings to other things he said despite the facts
Nell has presented.
Let’s reconstruct what happened in terms of the errors we have been
studying. Claude’s initial problem was his “mine-is-better” attitude,
which blinded him to the possibility that his candidate and platform were
not perfect and that the opposition had some merit. In other words, it
made him overvalue the things he identified with and undervalue those
he did not. Accordingly, when he spoke about the candidates and the plat-
forms, he was inclined to oversimplify. Then, when Nell called his errors
to his attention (as someone sooner or later was bound to do), Claude was
driven to relieve his embarrassment through face-saving devices. Because
the more deeply one is committed to an idea, the less likely one is to admit
error. Claude undoubtedly learned little from the incident.
EXAMPLE 2
When Sam was thirteen years old, he didn’t really want to smoke, but his
friends goaded him into doing so. He took to it well, though, feeling more
Attacking the critic Attempting to discredit an idea
or argument by disparaging
the person who expressed it. To
avoid attacking the critic, focus
your critical thinking on ideas
rather than on the people who
express them.
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151CHAPTER 13 The Errors in Combination
like one of the guys with a cigarette dangling out of the corner of his mouth.
As he progressed from an occasional cigarette to a pack-a-day habit, the cost
became prohibitive, and he began to steal money from his parents to buy
cigarettes. “Hey, it’s either that or do without,” he reasoned, “and I’m not
about to do without.”
Now Sam is forty years old, married with a couple of children, and still
smoking. He has developed a wheeze but attributes it to an allergy. Each
new surgeon general’s report on the dangers of smoking sends him into a
tirade. “They haven’t been able to prove smoking causes any disease,” he
argues, “so it’s up to the individual to decide whether he’ll be harmed by it.”
More recently, when tobacco companies were accused of adding nicotine
and suppressing unfavorable test results, Sam defended them. “Those exec-
utives are wealthy. They have no reason to harm millions of men, women,
and children.” What incenses him most of all is the nonsmoking zones at
work, in airports, and in other public places. “I don’t tell other people what
to do and when and where to do it, so no one has any business telling me.”
Sam’s first error was being victimized by conformity. His rationale for
stealing reveals either/or thinking. (There was an alternative to stealing—
get a part-time job.) His attribution of the wheeze to an allergy showed
face-saving, and his tirades against the surgeon general’s reports con-
tained the unwarranted assumption that individual smokers are informed
enough to decide whether they’ll be harmed. His reasoning about execu-
tives assumed that wealthy people are not tempted to do wrong. But there
are other temptations than financial gain to be considered, such as retain-
ing prestige and being included in the inner circle of management. Finally,
Sam oversimplified the issue of smoking in public places, notably by ignor-
ing the problem of secondhand smoke.
EXAMPLE 3
Stephen enrolls as a freshman at Progress Technical College. He notices that
he has an eight-o’clock English class three days a week. Because he’s a late
riser, this disturbs him. But when he attends the first class, he notices that
the instructor’s name is Stein. “Wow,” he thinks to himself, “what better
break could a Jewish kid who likes to sleep in the morning have than a
Jewish instructor!” Over the next few weeks, he seizes any excuse to stay
after class, talk with Mr. Stein, and win his favor. For his first two composi-
tions, Stephen chooses subjects that will permit him to stress his Jewishness
(and thereby impress Mr. Stein). Soon he decides that Mr. Stein “under-
stands” him. He begins to cut class occasionally and hands in about one
assignment out of four. When he sees Mr. Stein, Stephen plies him with
pathetic tales of misfortune. His midterm grade is D, but he tells himself that
Mr. Stein is just trying to scare him and will raise his grade in the end. Thus
he attends class even less frequently and does less work. Eventually, the
semester ends, and he receives an F in English. His first reaction is disbelief.
He rushes to see Mr. Stein, who says, “I made it clear on the first day of class
that students could expect to pass only if they attended class and did their
homework faithfully. I’m sorry about the grade, but you deserve it.” From
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152 PART TWO The Pitfalls
that moment on, Stephen refuses to speak to Mr. Stein when he passes him
on campus. And whenever the conversation in the snack bar or dorm turns
to teachers, he loudly denounces Mr. Stein as a phony.
Stephen’s first error was the unwarranted assumption that Mr. Stein
is Jewish. (Many people named Stein are not Jewish.) Next he embraced
the stereotype of Jews as quick to take care of their own. These errors led
him to reject the most reasonable interpretation of his midterm grade and
to believe instead that it was not cause for concern. When he finally failed
the course, rather than acknowledge his dereliction and fallacious think-
ing, he resorted to the face-saving tactic of atttacking Mr. Stein’s integrity.
A Sensible View of Terminology
From time to time you may experience difficulty calling an error by its
proper name. For example, you may have trouble distinguishing among
oversimplification, hasty conclusion, and unwarranted assumption. (This
is a common source of confusion.) The following comparison should help
eliminate, or at least minimize, that confusion.
Oversimplification
Is stated directly.
Occurs as a sim-
ple assertion or as
the premise of an
argument.
Distorts reality by
misstatement or
omission.
Hasty conclusion
Is stated directly.
Occurs as the con-
clusion of an
argument.
Fails to account
for one or more
significant items
of evidence.
Assumption
Is unstated but
implied.
Often is a hidden
premise in an
argument.
May be either
warranted (sup-
ported by the
evidence) or
unwarranted.
Knowing the right terminology is advantageous, but more important
is recognizing where reasoning has gone awry and being able to explain
the error in terms of the issue involved. In the vast majority of cases, plain
language will do that job nicely.
Applications
1. Each of the following passages suggests an error in thinking. Decide
what error each suggests and explain your answer.
a. In 1876, after learning of Alexander Graham Bell’s patent for the tele-
phone, a Western Union telegraph executive sent the following in-house
memo: “The ‘telephone’ has too many shortcomings to be seriously con-
sidered as a means of communication. The device is inherently of no
value to us.”1
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153CHAPTER 13 The Errors in Combination
b. Many years ago Dr. Wellington Koo, a respected Asian diplomat, attended
a formal dinner and happened to be seated next to an American man who
did not know him. When soup was served, the stranger said to Dr. Koo in
a friendly voice, “Likee soupee?” Dr. Koo nodded in reply. Later, when
the meal was finished, Dr. Koo was introduced, walked to the podium,
and gave an eloquent presentation in perfect English. When he returned
to his seat, he turned to the stranger and said, with a twinkle in his eye,
“Likee speechee?”2
c. Psychological research reveals that human beings have a tendency “to
attribute the behavior of others to personality factors and that of our-
selves to situational factors.” In other words, if someone else acts offen-
sively, we believe that is the way he or she is, whereas when we act
offensively, we say we had no choice under the circumstances.3
2. In 1903 Mercedes automobile executives reasoned that the total world-
wide demand for automobiles would never exceed a million vehicles because the
number of people capable of being chauffeurs would never exceed that number.4
Given the history of automobile sales in the twentieth century, that prediction is
laughable. But where exactly did the executives’ thinking go wrong? What spe-
cific error or combination of errors did they commit?
3. Not many years ago prosecutors in some states stipulated that one or
more of the following conditions must exist before they would file rape charges:
(a) the force used by the rapist was sufficient to make the victim fear serious
injury or death, (b) the victim earnestly resisted the assault, and (c) at least one
other witness corroborated the victim’s charge of rape. Are these conditions
reasonable? What error(s) in thinking, if any, do they suggest? Explain your
answer.
4. Three Southern California professors of medicine devised a hoax as an
experiment. They paid a professional actor to lecture three groups of educators.
Armed with a fake identity (“Dr. Myron L. Fox of the Albert Einstein University”),
false but impressive credentials, and a scholarly sounding topic (“Mathematical
Game Theory as Applied to Physical Education”), the actor proceeded to present
one meaningless, conflicting statement after another. His words were a combina-
tion of double-talk and academic jargon. During the question-and-answer
period, he made even less sense. Yet not one of the fifty-five educators in his audience
realized they had been tricked. Virtually all of them believed they had learned some-
thing. Some even praised the impostor in this manner: “Excellent presentation,
enjoyed listening. Has warm manner . . . lively examples . . . extremely articu-
late.”5 Explain what combination of the errors discussed in Chapters 9 through
12 may have accounted for the audience’s gullibility.
5. Analyze the following case as was done in this chapter with the cases of
Claude, Sam, and Stephen:
A middle-aged couple, Ann and Dan, learn that their twenty-two-year-old
daughter, a senior in college, is a lesbian. They are appalled. They were
raised to believe that lesbianism is willful moral degeneracy. Struggling to
cope with their new awareness, each begins to blame the other—Ann sug-
gests that Dan has always been cold and aloof with the girl, and Dan claims
that Ann has smothered her with affection. After many hours of arguing,
they decide that there is a more direct cause of her deviance—the college.
“You’d think educated people would be alert to the danger of degeneracy
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154 PART TWO The Pitfalls
with all the girls crammed into dorms,” Ann cries. Dan shouts, “Damn it,
I’m going to send a letter to the chairman of that college’s board of trustees. I
want the dean of students fired.”
6. Examine each of the following issues. If you need more information to
make an informed judgment, obtain it. Then determine what view of the issue is
most reasonable. Be sure to avoid the errors in thinking summarized in this
chapter.
a. When Alabama prisons and jails became seriously overcrowded, a U.S.
district judge ordered that more than three hundred convicts be granted
early release. The group included murderers, rapists, and repeat offend-
ers. The judge’s argument was that serious overcrowding in prisons and
jails is a violation of prisoners’ rights against “cruel and unusual punish-
ment.”6 Do you share the judge’s view?
b. U.S. law has accorded most charitable and educational groups tax-exempt
status as long as they refrain from lobbying activities. However, veterans’
groups like the American Legion and the Veterans of Foreign Wars tradi-
tionally were regarded as exceptions; that is, they were permitted to lobby
extensively on issues such as the ratification of the Panama Canal treaties,
Alaskan national parks, national security, and Saturday mail delivery (as
well as issues more directly involving veterans) without jeopardizing their
tax-exempt status. Then in 1982 a federal appeals court eliminated special
treatment for veterans’ groups, arguing that it violated the equal protection
guarantees of the Constitution.7 Do you agree with this court decision?
7. Evaluate the following arguments, following the approach you learned in
Chapter 7. Take care to avoid the errors in thinking summarized in this chapter.
a. Professor Wiley takes unfair advantage of his students by requiring them
to buy a textbook that he himself wrote and gets royalties from.
b. Frivolous lawsuits clog the court systems and create a burden for people
who have done no wrong. Therefore, people who lose such lawsuits
should be compelled to pay both court costs and the attorney’s fees of the
person they wrongly charged.
c. I never vote in national elections. I figure that my vote will be canceled by
someone else’s. Besides, all politicians are going to rob the public, so it
doesn’t matter who gets elected.
d. Dogfighting is a sport in which two specially trained dogs (often, but not
always, pitbull terriers) do combat until one is killed or badly maimed. It
is illegal in most states. But should it be? I say no. If I own a dog, it’s my
property and I should be able to do whatever I wish with it.
e. Whenever Americans buy automobiles, clothing, and electronic equip-
ment from other countries, they undermine American business and hurt
American workers. Patriotism demands that we refrain from buying
from foreign competitors even when their prices are lower and their qual-
ity is higher.
f. It’s absurd to believe in life after death because no one has ever returned
from the grave.
g. Women in the military should be required to undergo the same physical
training as are men. They also should not be exempted from frontline duty.
h. Some years ago New York State Social Services officials directed local adoption
agencies not to reject applicants solely because they were homosexual or had a
history of alcoholism or drug abuse, a criminal record, a dependency on
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155CHAPTER 13 The Errors in Combination
welfare, or a severe emotional or physical handicap.8 I think this is outrageous.
People who fall into any of these categories obviously are not fit to be parents,
and child welfare agencies have an obligation to protect children from them.
i. It’s ironic that during the very time when baseball great Pete Rose was
being castigated for his alleged gambling on sports events, newspapers
were filled with stories about the Illinois and Pennsylvania lotteries and
their respective $62.5 million and $115 million jackpots. Millions of peo-
ple were placing bets on those lotteries, as well as dozens of other state
lotteries, and that was regarded as perfectly legitimate. And yet a base-
ball legend was being threatened with disgrace and expulsion from the
game he loved. The whole fiasco can be explained only in terms of monu-
mental ignorance or hypocrisy.
j. For the past few decades, most Americans have swallowed the liberal
line that everyone deserves a college education. As a result, college
courses have been watered down, and the college degree has been ren-
dered meaningless. It’s high time we adopt a more realistic view. College
should be reserved for those who not only have taken a demanding high
school program but have excelled in it.
8. Read each of the following dialogues carefully. If you note any of the
errors in thinking summarized in this chapter, identify them. Then decide which
view of the issue is more reasonable and explain why you think so.
a. Background note: A born-again Texas businessman and a television evangelist
smashed $1 million worth of art objects and threw them into a lake after reading
the following verse from Deuteronomy in the Bible: “The graven images of their
gods shall ye burn with fire: thou shalt not desire the silver and gold that is on
them, nor take it unto thee, lest thou be snared therein: for it is an abomination to
the Lord thy God.” The objects, which belonged to the businessman, were mostly
gold, silver, jade, and ivory figures associated with Eastern religions.
Cecil: That’s a real measure of faith, the willingness to discard earthly
treasures out of spiritual conviction.
Ellie: It’s more like an act of lunacy. It’s a terrible waste of wealth. If he’d
wanted to express his religious conviction, he could have done some-
thing to help his fellow human beings.
Cecil: By doing what?
Ellie: He could have sold the objects, taken the million dollars, and given
it to the needy of the world. Or he could have donated it to a religious
organization or a hospital. Instead, he threw it away and helped no one.
Cecil: You don’t understand. Selling the objects would have corrupted
others. He’s a religious man. The Bible told him what to do, and he had
no choice but to obey.
b. Background note: A former Florida policewoman filed a federal discrimination
suit, alleging that she was fired because of a sex-change operation. The officer,
now a man, charged that the firing violated his constitutional rights and asked
for both monetary damages and reinstatement on the police force.9
Christine: If the cause for the firing was as the officer describes it, then it
was improper.
Renee: I disagree. A police officer is a public official and should not
engage in behavior that disgraces that office.
Christine: What’s disgraceful about having a sex-change operation?
Renee: It’s sick, strange, and abnormal, and it makes the police depart-
ment the laughingstock of the community.
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156 PART TWO The Pitfalls
Christine: Wrong. The only concern of the police department and of the
general public should be the officer’s performance of his or her duty.
Whether he or she decides to have a sex-change operation is no more their
business than if the officer decides to take up stamp collecting as a hobby.
c. Quentin: There’d be a lot less ignorance in the world today if parents
didn’t pass on their views to their children.
Lois: How can they avoid doing so?
Quentin: By letting children form their own views. There’s no law that
says Democrats have to make little Democrats of their children, or that
Protestants have to pass on their Protestantism.
Lois: What should they do when their children ask them about politics or
religion or democracy?
Quentin: Send them to the encyclopedia, or, if the parents are capable of
objective explanation, explain to them the various views that are possible
and encourage them to choose their own.
Lois: How can you ask a three-year-old to make a choice about religion or
politics or philosophy?
Quentin: In the case of young children, the parents would simply explain
as much as the children could understand and say that when they get
older they can decide for themselves.
Lois: How would all this benefit children or society?
Quentin: It would make it possible for children to grow up without their
parents’ prejudices and would help control the number of ignoramuses in
the world.
A Difference of Opinion
The following passage summarizes an important difference of opinion. After read-
ing the statement, use the library and/or the Internet and find what knowledgeable
people have said about the issue. Be sure to cover the entire range of views. Then
assess the strengths and weaknesses of each. If you conclude that one view is
entirely correct and the others are mistaken, explain how you reached that conclu-
sion. If, as is more likely, you find that one view is more insightful than the others but
that they all make some valid points, construct a view of your own that combines the
insights from all views and explain why that view is the most reasonable of all.
Present your response in a composition or an oral report, as your instructor specifies.
Should teachers be paid on the basis of performance? Believe it or not, this
question was seriously considered by the largest teachers’ union in the coun-
try, the National Education Association, at its national convention in 2000.
Moreover, in 2010 the Florida legislature passed such a bill. (The governor
subsequently vetoed it.) Proponents of the idea of paying teachers according
to their performance point to the decline in student performance over the
past halfcentury and argue that tying teachers’ pay to learning will motivate
teachers to do a better job in the classroom. Opponents claim that students’
poor performance in school has many causes, and inadequate instruction
may be the least of them. They also predict that lowering teachers’ pay (or
curtailing pay increases) would drive good teachers out of the profession.
Begin your analysis by conducting a Google search using the term “teachers’
performance pay.”
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P A R T T H R E E
A Strategy
Part One of this book, “The Context,” presented the fundamental
“tools and rules” involved in critical thinking. Part Two, “The Pitfalls,”
explained the many ways in which thinking can go wrong and what
you can do to avoid them. Part Three presents a step-by-step
approach for you to use in addressing issues. Following this approach
will enable you to smoothly and effectively integrate the habits and
skills you have learned. Thinking, remember, is an active use of the
mind, a performance activity, every bit as much as is playing tennis or
the piano, driving a car, or cooking Thanksgiving dinner. The quality
lies in the doing.
The first chapter in Part Three, “Knowing Yourself,” draws together
the insights you have been gaining about yourself since Chapter 1 and
may even add a few new ones. (The more familiar you are with your
strengths and weaknesses, the better you will be able to employ your
skills.) The remaining chapters guide you through the process of
critical thinking from observation to judgment and persuasion.
157
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158
C H A P T E R 1 4
Knowing Yourself
Western philosophy virtually began with Socrates’ advice “Know thy-
self.” Ever since, thoughtful men and women have realized that knowing
oneself is the key to wisdom. As Sidney J. Harris observed, “Ninety
percent of the world’s woe comes from people not knowing themselves,
their abilities, their frailties, and even their real virtues. Most of us go
almost all the way through life as complete strangers to ourselves.” No
doubt Scottish poet Robert Burns had this reality in mind when he longed
for the gift “to see ourselves as others see us.”
Some of what we have to learn about ourselves is pleasant while a cer-
tain amount is inevitably unpleasant, but it all can make a valuable contribu-
tion to our self-improvement. The way to achieve self-knowledge is to ask
lots of probing questions. Following are some of the most fundamental ones.
Am I quiet or talkative? Generally optimistic or pessimistic? Hard-
working or lazy? Fearful or brave? Serious or easygoing? Modest or proud?
Competitive or noncompetitive? Am I nervous or at ease with strangers? Do
I retain my poise and presence of mind in emergencies? Am I confident in
everything I do? Do I resent certain types of people (the popular classmate,
for example)? Would I be more accurately classified as a leader or a follower?
How trustworthy am I? Can I keep a secret, or must I reveal it to at
least one or two others? Am I loyal to my friends? Do I ever use people?
How sensitive am I to the feelings of others? Do I ever purposely hurt
others? Am I jealous of anyone? Do I enjoy causing trouble? Do I sow
seeds of suspicion and dissension among people? Do I rush to spread the
latest gossip? Do I talk behind friends’ backs? Are my comments about
others usually favorable or unfavorable? Do I criticize others’ real or
imagined faults as a means of boosting my own ego? Do I keep my prom-
ises? How tolerant am I of people’s faults and mistakes?
Am I truthful with other people? With myself? How objective am I in
assessing my skills and talents? How intelligent am I? How studious am
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159CHAPTER 14 Knowing Yourself
I in school? How many different roles do I play with other people?
Which of those roles are authentic? Which roles are masks designed to
hide aspects of myself I would be ashamed or embarrassed to have oth-
ers see? How reasonable are my plans for the future? Do I work well
under pressure?
Critical Thinking Inventory
In addition to the foregoing questions, numerous questions are sug-
gested by the previous thirteen chapters. The following questions will
help you take inventory of the habits and attitudes that affect your
thinking:
1. Exactly what influences have shaped my identity? How have they
done so? How has my self-image been affected? In what situations
am I less an individual because of these influences?
2. In what ways am I like the good thinker (as outlined in Chapter 2)?
In what ways like the poor thinker? What kinds of situations seem to
bring out my best and worst qualities?
3. To what extent has my perspective on truth been reasonable? (Refer
to Chapter 3 if necessary.)
4. How careful am I about separating hearsay and rumor from fact?
About distinguishing the known from assumptions or guesses? How
difficult is it for me to say “I don’t know”?
5. How consistent am I in taking the trouble to make my opinions
informed?
6. To what extent do I think that “mine is better” (not only the personal
“mine” but the ethnocentric “mine” as well)? In what ways has this
kind of thinking affected my view of personal problems and public
issues? To what extent does it affect my ability to listen to those who
disagree with me? My ability to control my emotions? My willing-
ness to change my mind and revise a judgment?
7. In what matters am I inclined to assume too much, take too much for
granted?
8. To what degree do I tend to have the either/or outlook, expecting
that the right answer will always be extreme and never moderate?
9. To what or to whom do I feel the strongest urge to conform? In what
situations has this conformist tendency interfered with my judgment?
10. Do I tend to be an absolutist, demanding that truth be neat and
simple, or a relativist, claiming that everyone creates his or her own
truth? In what ways has my characteristic tendency hindered my
development as a critical thinker?
11. In what matters am I most biased toward change? Am I overly
accepting of change or overly resistant to it? What is the cause of this
tendency and how can I best control it?
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160 PART THREE A Strategy
12. In what situations do I seek to confirm my biases rather than control
them? In what situations do I interpret evidence in a way that flatters
my bias?
13. How often do I approach issues with a double standard, overlooking
flaws in arguments that agree with mine and nitpicking those that
disagree?
14. To what extent do I tend to jump to conclusions? Do I tend to do so
more in certain areas? If so, which? Do I draw my conclusions pre-
maturely purely for the sake of convenience? Am I motivated by the
desire to sound authoritative and impress people?
15. To what extent do I overgeneralize? What kinds of stereotypes do
I most readily accept? Racial? Religious? Ethnic?
16. To what extent do I oversimplify complex matters? Am I simply un-
willing to take the trouble to learn the truth in its complexity? Or do
I feel threatened by answers that are not neat and tidy? What has
made me this way?
17. What errors of expression do I most often commit? Reasoning that if
B follows A, A must be the cause of B? Shifting the issue to avoid dif-
ficult or embarrassing discussions? Contradicting myself? Arguing
in a circle? Making meaningless statements? Confusing real with
bogus authorities? Making false analogies? Using irrational appeals?
18. Which of the following errors are most characteristic of my responses
to challenges and criticism of my ideas: automatic rejection? shifting
the burden of proof? straw man? attacking the critic rather than dis-
cussing the issue?
Using Your Inventory
As important as the foregoing questions are, one question is considerably
more important: How can you most effectively use your personal inventory
to improve your critical thinking performance? The answer is to apply the
following strategy:
1. Answer all the questions in the critical thinking inventory honestly
and thoroughly, acknowledging not only the pleasant facts about
yourself but also the unpleasant ones. (If you ignore the latter, they
will influence you no less; in fact, your refusal to face them may
intensify the harm they do.)
2. Reflect on your answers, noting the areas in which you are especially
vulnerable. Don’t expect to be equally vulnerable in all circumstances; it
is common for some to be more troublesome than others. Your goal here
is to know your intellectual habits so well that you can predict exactly
which thinking problem will arise for you in any particular situation.
3. Whenever you address an issue, anticipate what problems are likely
to undermine your thinking at each stage of the thinking process and
make a conscious effort to resist their influence.
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161CHAPTER 14 Knowing Yourself
Challenge and Reward
It is one thing to understand the steps necessary to improving your think-
ing and quite another to use them effectively. The latter task is a formida-
ble challenge that will take continuing effort over a long period of time.
Is the challenge worth the effort? Let’s consider what is known about
the role of thinking in everyday life. The most respected educators stress
the importance of going beyond mere memorization and reflecting on the
significance and application of facts. Thinking skills are necessary to
understand and profit from college courses. Business and professional
leaders stress that proficiency in thinking is necessary to solve problems
and make decisions on the job. (Books written in recent years about
achieving excellence underline the value of thinking skills.)
In addition, more and more psychologists affirm that thinking skills
play a crucial role in our personal lives. The leading form of psychother-
apy in this country, in fact, is cognitive therapy. This therapy is based on
the idea that most mental problems (neuroses) result from faulty thinking
habits. Noted psychologist Albert Ellis, founder of the Institute of Rational-
Emotive Therapy, claims, “Man can live the most self-fulfilling, creative,
and emotionally satisfying life by intelligently organizing and disciplining
his thinking.”1
Like other famous psychologists before him, Ellis notes that to organize
our thinking we must wrestle with our own negative tendencies. “As
Freud and his daughter Anna accurately observed,” he says, “and as
Adler agreed, humans are prone to avoid focusing on and coping with
their problems and instead often sweep them under the rug by resorting
to rationalization, denial, compensation, identification, projection, avoid-
ance, repression, and other defensive maneuvers.”
In short, although the challenge of improving your thinking is great,
no other kind of self-improvement has the potential to affect every area of
your life so positively.
Applications
1. Examine yourself in light of the questions presented in the chapter. Don’t
settle for things you already know about yourself. Rather, try to expand your
self-awareness. And don’t ignore your less favorable characteristics. Discuss the
results of your self-examination.
2. Apply your critical thinking to each of the following cases. Make a con-
scious effort to apply your new self-knowledge, anticipating the problems in
thinking to which you will be vulnerable and resisting their influence on your
judgment.
a. A California woman who owned two duplex apartments refused to lease
to unmarried couples because she was a devout Presbyterian. The state
charged her with illegal discrimination. She claimed that she had acted
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162 PART THREE A Strategy
within her right to the free exercise of her religion. The court ruled against
her, fined her $454, and ordered her to inform prospective tenants (a) that
she had been in trouble with the state housing commission, (b) that her
claim to the free exercise of religion was rejected by the court, and (c) that
she now accepts the government’s “equal housing opportunity” policy.2
Was justice done in this case?
b. Most people’s consciousness has been raised about the evil of child abuse,
some people’s to the point of denouncing the practice of spanking chil-
dren. But many others believe that spanking is not necessarily abusive
and can be a positive means of developing children’s sense of right and
wrong and guiding them to responsibility and self-discipline. What is
your view on this issue?
c. A group of convicts brought legal action against the prison system, con-
tending that their religious freedom was violated because they were not
allowed to use an interfaith chapel to worship Satan.3 Should prison offi-
cials have allowed them to use the chapel?
d. Canadian government officials passed legislation to curtail cigarette com-
pany sponsorship of athletic and cultural events. Banned are logos on
race cars and the displays of company names on signs at events spon-
sored by tobacco companies.4 Should the United States follow Canada’s
example?
e. A Stillwater, Oklahoma, police officer came home to find his daughter
and her boyfriend copulating on the couch. The boy pulled up his pants
and rushed past the officer. As he went by, the officer slapped him in the
face with an open hand. Subsequently, the boy’s mother called city offi-
cials and complained about the “assault.” As a result, the officer was
demoted and given a $700 pay cut. The city council later reversed the
ruling but voted to fine the officer a week’s pay.5 Do you agree with the
city’s handling of this case?
f. Some educators are urging that colleges become more selective than they
have been in the past few decades. Specifically, these people propose that
remedial courses be eliminated and entrance requirements tightened. This
would mean that students who are deficient in basic skills, earned poor
marks in high school, or did poorly on admissions tests would not be
accepted into college. Do you agree with this view?
g. An outstanding senior English major (with a 3.7 grade point average out
of a possible 4.0) at Princeton University submitted an analysis of a novel
for her Spanish American literature course. Her professor determined
that the paper was plagiarized—that is, that it was copied, virtually word
for word, from a scholarly reference work without proper acknowledg-
ments. The student subsequently claimed she had committed only a “tech-
nical error.” The case was referred to a faculty-student committee on
discipline, which, after a hearing, recommended withholding the stu-
dent’s degree for one year and notifying the law schools to which she
had applied of the details of the decision. Believing the penalty to be too
harsh, the student took the matter to court.6 Do you believe the committee’s
decision was too harsh?
h. A federal court has ruled that Christmas (like Hanukkah, Easter, and
Passover) may be observed in the public schools as a cultural event but
not as a religious holiday. Educational lawyers interpret that as mean-
ing that songs like “Silent Night” may be sung in a class learning about
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163CHAPTER 14 Knowing Yourself
religious customs or in a music appreciation class but not as a religious
celebration.7 Do you support the idea of banning all religious celebrations
from the schools in this manner?
i. When Elizabeth Taylor learned that a TV movie based on her life was in
preparation, she went to court to block its production, claiming that the
so-called docudrama was “simply a fancy new name for old-fashioned
invasion of privacy, defamation, and violation of an actor’s rights.”8
Some people would say that her request should have been denied because
it represents censorship. What do you think? (Would you think differ-
ently if the docudrama concerned the life of a deceased celebrity, such as
Kurt Cobain or Elvis Presley?)
j. Shirley MacLaine, the well-known actress, is also a best-selling author. In
her books she claims to have lived a number of former lives. For example,
she says she once lived as a male teacher who committed suicide on the
lost continent of Atlantis.9 Do you find such claims believable?
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164
C H A P T E R 1 5
Being Observant
French chemist Louis Pasteur once said, “Chance favors the prepared
mind.” True enough. He might have added that it also favors the obser-
vant eye. Many obvious things wait to be seen, yet we never notice them.
What color eyes does your father have? Does your mother part her hair
on the left or the right? What is the pattern of the wallpaper in your din-
ing room? How many of the houses on your street have white roofs?
Being observant is not merely an interesting quality that enlivens our
days. Clear and sound thinking often depends on subtleties that are
revealed only by close observation—in other words, by attentive seeing
and hearing. If there are gaps in our seeing and hearing, then the percep-
tions on which we base our judgments are less likely to be complete
and accurate. In addition, the keener our observation, the less likely we
will be to commit to stereotypes, oversimplifications, and unwarranted
assumptions.
Observing People
What people say and the way they say it (and sometimes what they omit
saying) can be valuable clues to their unspoken views and attitudes.
Noticing these things can help us decide which areas are sensitive for peo-
ple, which areas their understanding seems weak in, and what approaches
would be most fruitful in communicating with them.
When they are listening, people give certain signals to indicate
approval or disapproval of what is being said. An occasional nodding of
the head, an encouraging smile, even a low “uh-huh” of assent all signal
“I’m in agreement with you.” On the other hand, a slight shaking of the
head, a raising of the eyebrows, a pursing of the lips as the eyes roll
upward, or a frown all suggest at least partial disagreement. Similarly,
people who are bored with a discussion will usually betray their boredom
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165CHAPTER 15 Being Observant
even if they are trying not to. The way they glance at their watches, sigh
resignedly, turn their attention to someone or something outside the
expected focus, nervously fidget with an article of their clothing, or fre-
quently shift position communicates their wish to change the subject or
their companions.
A great deal can be told from even a simple exchange of greetings by
two people passing each other. Merely the tone in which the greeting is
expressed can suggest whether the people like and respect each other and
whether they consider each other equals. Few of these reactions, however
subtle, are missed by observant people. And, as might be obvious, aside
from its benefits to thinking, careful attention is a great aid in making
people more sensitive to and thoughtful of others.
A student in a writing class raises his hand and asks the teacher if he
can borrow a pen. (The class is in its ninth week, and the in-class writing
assignment was announced during the previous class.) The instructor
gives him a searching look, slowly reaches into her pocket and extracts a
pen, walks in a labored step to the student’s desk, and hands it to him. No
words have been spoken. No obvious gestures have signaled the instruc-
tor’s displeasure. But if the student is observant, he will have seen the
displeasure in the look and the resigned “What’s the use?” gait.
Good detectives are observant. They know that one small, easily
overlooked clue can mean the difference between a solved and an
unsolved case. Similarly, good trial lawyers are studious observers of peo-
ple. The nervous glance of a witness when a certain aspect of the case is
mentioned can suggest the most productive line of questioning. Likewise,
we can conduct our critical thinking more effectively if we observe other
people’s behavior carefully.
Observation in Science and Medicine
We owe today’s knowledge of the causes and treatments of heart attack in
part to the careful observation of one doctor. Dr. James B. Herrick was the
first physician to diagnose a heart attack in a living patient without bene-
fit of blood tests or electrocardiograms. In doing so, he opened the door
to the modern era in heart care. Until that time, a heart attack was not
recognized as a sign of heart disease. The symptoms that even lay per-
sons have learned to recognize today were, until Herrick’s discovery,
regarded as acute indigestion. Herrick established that most heart attacks
are due to a clot in a coronary artery and that such an attack need not be
fatal. (Interestingly, Herrick had earlier discovered the disease known as
sickle-cell anemia.)1
Another well-known, fortuitous occasion when the power of
observation paid handsome dividends for humanity took place in 1929.
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166 PART THREE A Strategy
Sir Alexander Fleming accidentally contaminated a staphylococcus cul-
ture with a mold. He noticed that the staph colonies began to undergo
dissolution. Recognizing the great value of whatever substance in the
mold had caused the dissolution, he turned his attention to the mold.
Eventually, he isolated the substance that has since saved countless
millions of lives—penicillin. A few years earlier, in 1922, Fleming had
made another dramatic discovery. Suffering from a cold and a runny
nose, he was working with a glass plate on which bacteria were growing
when a drop from his nose fell onto the plate. In a short time he noticed
that the drop had destroyed some of the bacteria. Thus he discovered a
substance called lysozyme, a protein and enzyme also found in saliva
and tears. Some researchers now believe that lysozyme may play a part in
controlling cancer.2
French Nobel Prize–winning molecular biologist Jacques Monod
owes to his casual yet observant browsing through statistics his discovery
that manic depression is genetically linked. He explains how it happened
as follows:
One day I was getting bored at one of the committee meetings we are always
having to attend. I was leafing through some statistics from psychiatric hos-
pitals, and I noted with amazement, under manic depressives, that women
outnumbered men two to one. I said to myself, “That must have a genetic
origin, and can mean only one thing; it is traceable to a dominant gene
linked to sex.”3
Note that, although Monod’s insight initially occurred to him as a
conviction (it “can mean only one thing”), he did not treat it as such.
Rather, he made it a scientific hypothesis and set about to test it. That was
wise, because—his positive phrasing notwithstanding—the idea could
have turned out to be a post hoc fallacy (see Chapter 10).
The Range of Application
Countless examples of the benefits of close observation could be cited in
every field of study and work. Physicist Richard Feynman, for example,
had extraordinary curiosity—as he put it, a “puzzle drive.” From early
youth he was fascinated with all kinds of puzzles from math problems to
Mayan hieroglyphics, and when he ran out of prepared ones, he con-
structed his own. He observed paramecia through his microscope and
learned things that contradicted the prevailing wisdom. He laid out food
trails for ants and then studied their behavior.
Once, while sitting in the Cornell University cafeteria, Feynman
noticed a student tossing a plate in the air; the plate wobbled, and the
red Cornell medallion on it rotated. But one particular detail intrigued
him—the medallion on the plate was rotating significantly faster than
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167CHAPTER 15 Being Observant
the plate was wobbling. Why the difference? he wondered. Fascinated,
he wrestled with the problem; constructed an equation that expressed
the relationship of angle, rotation, and wobble; and worked out “the
motion of the mass particles.” When he told an associate about his find-
ings, the associate dismissed them as unimportant. But Feynman
explored the wobble phenomenon more deeply, and what had begun as
a playful exercise in curiosity eventually won him the Nobel Prize for
physics!4
Other examples of the value of observation include the following:
While teaching a Sunday School class in a prison in 1841, Dorothea Dix
noticed that a group of mentally ill women were shivering in the cold.
She asked why their room was unheated, and was told not to worry
because they couldn’t feel the cold. Outraged, Dix proceeded to visit
other institutions in Massachusetts and in many other states, exposed
similar inhumane treatment of people with mental problems, and
helped to initiate reforms.
As a young apprentice bricklayer, Frank Gilbreth observed that some
master bricklayers were more productive than others and that the rea-
son lay in their economy of movement. When the habits of the more
productive workers became standard, there were significant savings in
effort, time, and payroll. Later, Gilbreth and his wife, Lillian, an indus-
trial psychologist, did pioneering work in time and motion studies.
(They also had twelve children; the movie Cheaper by the Dozen was
based on their lives.)
Viktor Frankl, an Austrian psychiatrist, spent most of World War II in
Nazi concentration camps. (His wife and parents perished there.)
During his ordeal, he observed and pondered the effects of the dire
experience on himself and his fellow inmates. These observations led
him to the belief that the main drive in human beings is not the sex
drive, as Freud had claimed, or the drive for power, as Adler had
claimed, but instead the drive for meaning. (Frankl’s book Man’s Search
for Meaning details his experience and observations.)
Even as a child, Stephanie Kwolek was curious about nature and was
fond of walking through the woods and observing flora and fauna.
That interest led her to earn a college degree in chemistry and to
become a laboratory researcher. Her special area of research was high-
strength fibers and she is credited with the development of the prod-
uct known as Kevlar, which today is used not only in bulletproof
garments but in many other products, from automobile tires and
bridge cables to spacecraft. Kwolek has received seventeen U.S.
patents for her inventions.
For most of us, being observant may not have the dramatic results it
did for these individuals. Nevertheless, it can help us relate more mean-
ingfully to people and learn more about the things around us. Most
important, it can aid our critical thinking.
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168 PART THREE A Strategy
Becoming More Observant
The way to be observant is to use all five of your senses to keep your mind
from wandering aimlessly. All too often, people are unobservant because
they are too absorbed in themselves—their own thoughts and feelings.
When they speak, they are so busy forming their words and enjoying the
sound of their own voice that they forget their listeners. Observant people,
on the other hand, have learned how to get outside themselves, to be con-
stantly in touch with what is happening around them.
A good way to start becoming more observant is to practice receiving
sense impressions more attentively. At the next meeting of an organiza-
tion you belong to or any other gathering, try to notice things you would
normally miss: objects in the room, the arrangement of the furniture, the
positions of the people in relation to one another, the subtle reactions of
people during the discussion. The next time you are walking around your
neighborhood or in the mall, try to see how many things you’ve been
missing. Which houses are best cared for? How many people smile and
nod or otherwise greet you? What activities are people you pass engaged
in? Do they seem to be enjoying what they are doing? How many differ-
ent sounds do you hear? Which sounds dominate? Are they pleasant or
harsh? How many different styles of walking can you detect among the
people you pass? How many stores have closed? Which stores are most
crowded?
When you are reading a magazine or newspaper or watching TV,
look for the significance of things. Consider the connections among ideas,
even apparently unrelated ones. An article about an astronomer’s loca-
tion of a new galaxy may reveal something about concentration and men-
tal discipline. A TV show about the effects of negligence and abuse on
children may suggest a new perspective on marriage or divorce or the
Hollywood image of romance.
Reflecting on Your Observations
Observation will sometimes, by itself, bring valuable insights. But you
can increase the number and quality of your insights by developing the
habit of reflecting on your observations. The best way to do this is to set
aside a special time every day—early in the morning, perhaps, or late in
the evening (but not when you are exhausted). It needn’t be long; ten or
fifteen minutes may be enough. But be sure you are free of distractions.
Review what you have seen and heard during the past twenty-four
hours. Ask yourself what they mean, how they relate to other important
matters, and how you can use them to improve yourself or to spur
achievement.
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169CHAPTER 15 Being Observant
Let’s say that you heard this proverb earlier today: “To be content
with little is difficult; to be content with much, impossible.” Reflecting on
it might lead you to the conclusion that popular culture’s emphasis on
possessing things—new cars, stylish clothes, and so on—is a false value,
that material wealth can never guarantee happiness.
Or you may have read about the Michigan court ruling that a fetus
can be considered a person in a wrongful death lawsuit. After a man’s
wife and sixteen-week-old fetus were killed when the wife swerved her
car to avoid hitting an unleashed dog, the man sued the dog’s owners.
(This decision departed from previous court rulings in Michigan that a
fetus is not a person until it can survive outside the uterus.)5 Here your
reflection might lead you to consider the implications of this ruling for
the issue of abortion.
Applications
1. Select a place where you can observe other people as suggested in this
chapter—the campus snack bar, for example, or a student lounge. Go there and
stay at least half an hour. Try to notice more than the obvious. Look for subtleties,
things you’d normally miss. Take notes on what you observe.
2. Ask your instructor in this course or one of your other courses for per-
mission to visit another of his or her sections. Go to that class and observe care-
fully the reactions of individual students—for example, the subtle indications
they give of attention or inattention. Take notes.
3. Make yourself look as sloppy and scruffy as you can. Put on old, wrinkled
clothes. Mess up your hair. Rub dirt on your face and arms. Then go into a store
and ask a clerk for assistance. Speak to other customers. Check the clerk’s reaction
and the reactions of other customers. A day or so later, return to the same store
looking your very neatest and cleanest. Speak and act in the same manner. Note
people’s reactions. Compare them with those you got the first time.
4. Think about how mannerly the students, faculty, and staff at your college
are. Observe their behavior in various campus situations, noting examples of
courtesy and rudeness.
5. Many people have become so accustomed to advertisements that they no
longer examine them carefully and critically. Pay close attention to the advertis-
ing you encounter in a typical day in newspapers and magazines, on television
and radio, and elsewhere. Determine what appeals are used to elicit a favorable
response from you and how much specific information about the products or
services is presented in the advertisements. Record your observations.
6. Practice reflecting, as explained in this chapter, on the following quotations:
If I am not for myself, who will be? But if I am only for myself, what am I?
(Rabbi Hillel)
Travel makes a wise man better but a fool worse. (Thomas Fuller)
It is not easy to find happiness in ourselves, and it is not possible to find it
elsewhere. (Agnes Repplier)
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170 PART THREE A Strategy
You cannot really love God unless you love your neighbor. (Anonymous)
The covetous man is ever in want. (Horace)
The absent are always at fault. (Spanish proverb)
The girl who can’t dance says the band can’t play. (Yiddish proverb)
7. Evaluate the following arguments, following the approach you learned in
Chapter 7. Take care to avoid the errors in thinking summarized in Chapter 13.
a. Background note: Concern over the possibly damaging effects of pornography on
children has led many people to lobby for laws banning the sale of pornography
to anyone under eighteen. Others object to this, sometimes offering the following
argument:
Argument: Young people today are more sophisticated than in any gener-
ation in this century. They are able to decide better than anyone else, in-
cluding their parents, what books and magazines they should read. The
ban on the sale of pornography to anyone under eighteen is a denial of
young people’s right to think for themselves and therefore should be
opposed.
b. Background note: The practice of infertile couples contracting with surrogate
mothers to bear a child for them for a fee has given rise to thorny issues. For
example, what should happen when the surrogate signs a contract, accepts a fee,
is artificially inseminated, carries the baby to term, and then decides she will
return the money and keep the child? Should she be held to the contract and be
made to surrender the baby? Those who say no usually argue as follows:
Argument: Although contracts should be honored in the vast majority of
cases, this kind of case is an exception. The act of nurturing a new life
within one’s own body can establish the strongest of human bonds. No
contract or legal ruling should ever be allowed to break that bond.
8. Apply your critical thinking to each of the following issues. Make a spe-
cial effort to recall situations you have observed that are related to the issue, and
ask yourself, “What conclusion do these observations point to?” (If your observa-
tions have been too limited, solicit the observations of other people.)
a. In recent years, books and articles have warned people of the dangers
of “workaholism.” During the same period there have been few, if any,
warnings about chronic laziness. Which is more prevalent in this country
today, workaholism or chronic laziness?
b. The view of winning attributed to Vince Lombardi is “Winning isn’t
everything—it’s the only thing.” Is this a healthy view to bring to athletic
competition? To other forms of competition?
c. Many people believe parents should be held legally and financially re-
sponsible for children over the age of sixteen who live at home. Is this
a reasonable stance?
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171
C H A P T E R 1 6
Selecting an Issue
The term issue, in the context of critical thinking, means any matter about
which people tend to disagree; in other words, it is almost synonymous
with the word controversy.* The most prominent issues—the ones we see
most often in the news—are moral, legal, and political: Is abortion mur-
der? Should teenagers who commit serious crimes be tried as adults? Has
soft money corrupted the financing of political campaigns? But controver-
sies exist in other fields as well: Agriculturalists are divided over the
effects of pesticides on the environment. Investment analysts disagree
over what percentage, if any, of the average person’s portfolio should be in
technology stocks. Educators are at odds over the merits of tenure. Legal
scholars differ on whether judicial activism is a danger to the Republic.
Speaking and writing about issues are so common and so natural that
they are often done too casually. (We noted earlier how the belief that
everyone is entitled to his or her opinion has emboldened many people to
express views for which they have no evidence.) Critical thinkers, how-
ever, understand that care in selecting issues for analysis is an important
part of the thinking process.
The Basic Rule: Less Is More
This rule may sound strange, particularly if you are in the habit of choos-
ing the broadest possible topics for your compositions. Fear of the blank
page leads many students to this behavior. They reason as follows: “If I
choose a limited subject, such as the Tampa Bay Buccaneers’ chances of
getting to the Super Bowl this year, the latest research on high blood pres-
sure, or the Battle of Saratoga during the Revolutionary War, I may run
out of things to say before I reach the required number of words. So I’ll
play it safe and pick a general topic such as sports, disease, or war.”
*The expression controversial issue, though commonly used, is redundant.
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172 PART THREE A Strategy
Any feeling of security this approach may generate is purely imagi-
nary. Trying to do justice to a broad topic in a composition of 500 words,
or for that matter in several thousand words, is as futile as trying to pour
a gallon of water into a pint container. It just won’t work, even in the case
of a simple informative composition. And it has much less chance of
working when you are analyzing issues, which are at least two-sided and
often multisided. This means that many, perhaps most, of the people who
will judge your analysis of an issue not only know its complexities but
also have half a dozen reasons to disagree with you. A superficial, once-
over-lightly, treatment is sure to fail.
The only sensible solution to this dilemma is to limit the scope of your
analysis. For example, if the issue has five or ten important aspects, exam-
ine only one or two. You will then have sufficient space to address com-
plexities, make important distinctions, and deal with subtleties. This is the
meaning of “less is more”—aiming for depth rather than breadth.
How to Limit an Issue
The following approach will help you identify the significant aspects of
any issue and decide which one(s) you are most interested in and can
explore within your time and space limitations:
1. List as many aspects of the issue as you can. In the case of an important,
highly controversial, matter, your list may include more than a dozen
aspects.
2. Decide exactly which aspects you will address. Seldom will you be able
to do an adequate job of treating all aspects. The one or ones you
choose should not only meet your interest but also fit the occasion
and purpose of your analysis and the amount of time and space you
have available.
3. Probe the aspects you are concerned with in one or more clear, carefully
focused, questions. Doing this helps keep the subsequent inquiry
focused and prevents you from drifting from the issue. Write the
questions out; then, if your thoughts move in a certain direction, you
can quickly glance at the questions and decide whether that direc-
tion is likely to be productive.
Let’s apply this approach to some actual issues.
Sample Issue: Pornography
The word pornography is from a Greek word meaning “writing about
prostitutes.” Its modern definition, however, has no direct connection to
prostitution. Pornography is any written, visual, or auditory material that is
sexually explicit, although power and violence are frequently recurring
subthemes. The opponents of pornography are diverse and include political
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173CHAPTER 16 Selecting an Issue
conservatives, religious groups, and feminists. The controversy that has
always surrounded pornography has intensified in recent years. Among
the reasons are the increase in sex and violence in movies and television
and the appearance of pornographic materials on the Internet. The cen-
tral question in the current debate over pornography is the same as it has
been in decades, indeed centuries, past: Is pornography harmful?
Aspect
The audience
Themes
Business arrangements
The actors
Alleged harmful effects
Role of pornography in
sexually transmitted disease
Free speech
Questions
Are the users of pornography
male or female? Adults or
children?
What categories of sex are
included in books, magazines,
films, and tapes? Premarital?
Marital? Heterosexual? Homo-
sexual? Voluntary? Forced?
Adult–adult? Adult–child?
Bestiality? What does the work
say about the kinds of sex it
treats? What messages does it
convey?
In pornographic films, are the
actors paid? If so, does this
constitute prostitution?
Is genuine acting talent required
for pornographic films? Do
many actors find a career in
such films, or only temporary
employment? Do they look back
on this employment, years later,
with pride or with shame?
What attitudes does pornogra-
phy cultivate toward love, mar-
riage, and commitment? Does
it, as some claim, eroticize
children, celebrate the brutaliza-
tion of women, and glamorize
rape? Does it make men see
women as persons or as objects?
Does it elevate or degrade those
who read/view it?
Does pornography play a posi-
tive or negative role in the effort
to combat sexually transmitted
diseases, including HIV/AIDS?
Does the guarantee of free
speech extend to pornography?
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174 PART THREE A Strategy
Sample Issue: Boxing
The Ring Record Book lists 337 professional boxers who have died from
injuries sustained in prizefights since World War II. In the United States
alone, 120 boxers have died from such injuries.1 With the death of a Korean
fighter, Duk Doo Kim, following a barrage of punches by Ray “Boom
Boom” Mancini, an issue that had received the public’s attention many
times previously raged once again: Should boxing be outlawed? Like most
other issues, this one has a number of aspects, notably the following ones:
Aspect
Boxer’s right to earn a living
Boxing and mental health
The popularity of boxing
The classification of boxing
as a sport
Overcoming the dangers
Effects of being punched
Questions
Would the outlawing of boxing
be an unfair denial of the boxer’s
right to earn a living?
Is the expression of violence
that takes place in a boxing
match an emotionally healthy
experience for the fighters
themselves? For the spectators?
How valid is the argument that
boxing should be allowed to
continue because it has histori-
cally been, and continues to be,
very popular?
Is boxing properly classified as
a sport? That is, does the fact that
the contestants aim to strike
potentially harmful blows dis-
qualify it from that classification?
Is it possible, perhaps by modi-
fying the rules or the equipment,
to eliminate or at least reduce
the physical danger to fighters?
Exactly what effect does a punch
have on the human body, partic-
ularly the brain? What is the
cumulative effect of the punches
received during ten or fifteen
rounds of boxing? During a
career?
Sample Issue: Juvenile Crime
For much of this century, juvenile criminals have been accorded special treat-
ment in the courts. Because the emphasis was on rehabilitating rather than
punishing them, the charges were different (“juvenile delinquency” rather
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175CHAPTER 16 Selecting an Issue
than assault or murder), as were the proceedings and disposition of the cases
(“hearings” rather than trials, sealed records rather than publicity, and lec-
tures rather than imprisonment). In recent years, however, the public has
become dissatisfied with that system. Many people are demanding that juve-
niles who have committed criminal acts be treated as criminals, regardless of
their age. The broad issue is usually expressed in these terms: Should juvenile
criminals be treated the same as adult criminals? However, like the other issues
we have examined in this chapter, this broad issue has a number of aspects:
Aspect
Causes of juvenile crime
The age of responsibility
Similarities or differences
between juveniles and adults
Effects of publicity on
juvenile crime
Effects of imprisonment
on juveniles
Differences in crimes
Repeat offenders
Prisons
Questions
Are juvenile delinquents alone
responsible for their criminality?
Are parents and others in society
(makers of violent films, for exam-
ple) also responsible? If others are
responsible, should the law get
tough with them? How?
Is it reasonable or fair to hold peo-
ple responsible for their actions
before they are old enough to
understand the moral and legal
quality of those actions? At what
age does a person reach such
understanding?
Is it reasonable to hold a fourteen-
year-old (or a sixteen- or eighteen-
year-old) as accountable as a
twenty-one- or thirty-year-old?
Will publicizing young people’s
crimes deter juvenile crime? Will it
assist in the process of rehabilitation?
What effects will imprisonment
have on teenagers? On preteens?
Should all juvenile crimes be han-
dled alike? That is, should the crim-
inal’s age be considered in certain
crimes (vandalism and shoplifting,
for example) but not in others (rape
and murder, for example)?
Should chronic juvenile offenders
be treated differently from first-
time offenders? If so, in what way?
If juvenile offenders are sent to
prison (say, for crimes of violence),
should they be housed in the same
institutions as adult criminals?
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176 PART THREE A Strategy
Narrowing the Issue Further
If you follow the above approach and find that even the individual
aspects are too broad to treat adequately in the time and space at your
disposal, look for an aspect that can be divided and focus on one part of
it. (Not all aspects lend themselves to such division, but in most cases you
will find some that do.) Here are some examples from the issue of
pornography discussed above.
By limiting the scope of your treatment, you not only ensure a
clearer focus and increase the odds of staying within your competency,
you also make the task of analysis more manageable. The fewer matters
that are competing for your attention, the less the danger of becoming
distracted or confused. Even on those rare occasions when you are able
to address more than a single subissue, careful identification of all of
them will make your inquiry more orderly and purposeful. Finally, lim-
iting your treatment will lessen the chance of your oversimplifying com-
plex matters.
Aspect
Themes
Alleged
harmful
effects
Questions
What categories of sex
are included in books,
magazines, films, and
tapes? Premarital?
Marital? Heterosexual?
Homosexual? Voluntary?
Forced? Adult–adult?
Adult–child? Bestiality?
What does the work say
about the kind of sex it
treats? What messages
does it convey?
What attitudes does
pornography cultivate
toward love, marriage,
and commitment? Does
it, as some claim, eroti-
cize children, celebrate
the brutalization of
women, and glamorize
rape? Does it make men
see women as persons or
as objects? Does it ele-
vate or degrade those
who read/view it?
Way to Limit Focus
One way to limit your
treatment would be to
examine only forced
adult–adult sex in a sin-
gle medium, magazines.
Or you could limit your
treatment further by
focusing on a single
magazine.
You might focus on one
of the four questions
rather than all four. If you
choose the first question
regarding attitudes, you
might focus on love, mar-
riage, or commitment
rather than all three.
Similarly, if you choose
the second question, you
might select one of the
three aspects rather than
all three.
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177CHAPTER 16 Selecting an Issue
Applications
1. Apply the approach explained in this chapter to two of the following
issues. Be sure to select issues that interest you, because applications in subse-
quent chapters will build on this one.
a. Is the U.S. federal income tax system in need of reform?
b. Is the teaching of sex education in elementary schools desirable?
c. Should divorce laws be tightened so that obtaining a divorce is more
difficult?
d. Is it possible for a sane person to commit suicide?
e. Are students’ attention spans shrinking?
f. Should prostitution be legalized?
g. Should the lobbying of legislators by special interest groups be outlawed?
h. Should all advertising be banned from children’s TV (for example, from
Saturday morning cartoon shows)?
i. Is devil worship a threat to society?
j. Is it reasonable to believe that some UFOs are extraterrestrial?
k. Are male athletes superior to female athletes?
l. Is political correctness a problem on your campus?
2. The following issues were included in the applications for earlier chapters.
Apply the approach discussed in this chapter to one of them. (Disregard your ear-
lier analysis of the issue.)
a. Should all students be required to complete at least one composition
course?
b. Should creationism be taught in high school biology classes?
c. Should polygamy be legalized?
d. Should the voting age be lowered to sixteen?
e. Should extremist groups like the Ku Klux Klan be allowed to hold rallies
on public property?
f. Should prisons give greater emphasis to punishment than to rehabilitation?
g. Is the college degree a meaningful job requirement?
h. When doctors and clinics prescribe birth control devices or facilitate abor-
tions for minors, should they be required to notify the parents of the
minors?
3. Select an issue that is currently in the international, national, or local
news. State it in question form, and then apply the approach explained in the
chapter.
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178
C H A P T E R 1 7
Conducting Inquiry
Inquiry is seeking answers to questions, investigating issues, and gather-
ing information to help us draw conclusions. It enables us to get beyond
our first impressions, feelings, preconceived notions, and personal
preferences.
There are two basic kinds of inquiry: inquiry into facts and inquiry
into opinions. Opinions, remember, can be informed or uninformed.
Except in cases where the purpose of our inquiry demands that both vari-
eties of opinion be gathered, we should be more interested in informed
opinion.
Often we will need to inquire into both facts and opinions. How
much inquiry into each is needed will, of course, vary from situation
to situation. If the specific issue were Which U.S. income group is
most inequitably treated by the present federal tax laws? we would
have to examine the tax laws to determine what they specify ( fact)
and consult the tax experts for their interpretations of the more com-
plicated aspects of the laws (informed opinion). But to determine the
degree of inequity, we would have to know the amount of income nec-
essary to provide living essentials (food, shelter, and clothing). So we
would also have to examine cost-of-living statistics ( fact) and consult
economists about subtler factors affecting the various income groups
(informed opinion).
Working with Inconclusive Results
Because the state of human knowledge is imperfect, not every question
is answerable when it is asked. Some issues remain unresolved for
years, even centuries. Before we traveled into outer space, no one knew
exactly what the effects of weightlessness on the human body would
be. Many respected doctors argued that the rapid acceleration at
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179CHAPTER 17 Conducting Inquiry
blast-off would increase an astronaut’s heartbeat to a fatal level. (There
was strong medical evidence to support this view.) Others believed
that weightlessness would cause vital organs to malfunction and atro-
phy.1 Both dire predictions proved mistaken, but any inquiry into the
issue undertaken before the first successful launch would necessarily
have been incomplete.
Which mountain in the Sinai desert did Moses really climb? The Bible
gives it a name (actually two names), but scholars differ on where it is
located. Strong claims are advanced for three different mountains in three
countries. No conclusive answer has been reached despite more than
three thousand years of inquiry.2
Some questions are even more resistant to inquiry—for example, the
question, Are there intelligent life-forms in our solar system or other
planetary systems? Scientists estimate that the universe is 156 billion
light-years wide and still expanding. Our sun is one of billions of stars,
many of which could harbor intelligent life-forms, so it’s conceivable that
any inquiry into this question made in the next million years will be
inconclusive. Perhaps the answer will never be known.
However resistant to resolution a question may be, though, inquiry is
still useful. Even if it yields no more than the untestable opinions of
experts, those opinions are more valuable than the casual speculations of
the uninformed. So we shouldn’t be intimidated by difficult issues. We
should merely be realistic about how complete and final our answers are
likely to be.
Where to Look for Information
Whenever possible, we should consult our own experience and obser-
vation. Even if what has happened to us or what we have seen happen
to others pertains only indirectly to the issue or touches on just one
aspect of it, it should not be overlooked. Our observation of how peo-
ple use stereotypes or face-saving maneuvers in everyday situations
can help us evaluate a political candidate’s speech or a party’s plat-
form. Our experience with conformity in ourselves and our friends can
provide us with an insight into the effects of TV programming on the
public. Being alert to the relevance of our experience to the issue we
are investigating not only can give us valuable ideas but also can sug-
gest important questions. Thus it can provide our inquiry with better
direction.
Of course, our own experience and observation will seldom be ade-
quate by itself, especially on complex and controversial matters. We will
need to consult other sources. What follows is a brief guide to what to
look for and where to find it.
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180 PART THREE A Strategy
BACKGROUND ON THE ISSUE
Think of several general headings under which the issue might be clas-
sified. For example, if the issue concerns criminal investigation, the
headings might be “crime,” “criminology,” “police,” and one or more
specific kinds of crime, such as “burglary.” Then look up those headings
in the index volume of a good general encyclopedia, such as Encyclopedia
Americana or Encyclopaedia Britannica. (Americana has a separate index
volume. Britannica is divided into two sets of books: the macropaedia
set, which contains detailed articles on a limited number of subjects,
and the micropaedia set, which contains brief articles and cross-refer-
ences on a large number of subjects.) The articles you will find there
have been written by authorities in the various fields. At the end of each
article is a list of books and other articles you can consult for a fuller or
more specialized treatment of the issue.
In addition to the general encyclopedias, there are numerous specific
encyclopedias of art, business, history, literature, philosophy, music, sci-
ence, education, social science, and many other areas. Most of these con-
tain not only historical background but also titles of other books and
articles you might find helpful.*
FACTS AND STATISTICS
Almanacs, published yearly, are treasuries of information on myriad sub-
jects. World Almanac is available from the 1868 edition. Information Please
Almanac, The New York Times Encyclopedic Almanac, and Reader’s Digest Al-
manac are more recent publications. Because any almanac is arranged very
compactly for efficient use, it is important to study the index before using it.
INFORMATION ABOUT PEOPLE
A number of biographical dictionaries and encyclopedias are available.
Two of the most helpful ones are Current Biography: Who’s News and Why
and Webster’s Biographical Dictionary.
INFORMATION ABOUT THE ENGLISH LANGUAGE
Many reference books are available, including the Oxford English Dictio-
nary (OED), Webster’s New Dictionary of Synonyms, and Eric Partridge’s
Dictionary of Slang and Unconventional English.
*Remember that background reading, though a helpful start toward analyzing an issue, is
never an acceptable substitute for analysis. Your instructor will expect more from you than
simply background information.
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181CHAPTER 17 Conducting Inquiry
ARTICLES IN NEWSPAPERS, MAGAZINES, AND JOURNALS
The most basic index to articles is the Reader’s Guide to Periodical Literature.
This guide lists articles from more than one hundred magazines by sub-
ject and author. As with an encyclopedia, you should begin by thinking of
the various headings under which the issue might be classified. Then
select the volumes for the appropriate years (more current years are listed
in unbound pamphlet form) and look up those headings. The entries will
list the title and author of the article and the name and issue of the maga-
zine it appeared in.
Many other indexes are available, even in moderate-size libraries.
Following is a partial list. (For a complete list, consult Eugene O. Sheehy’s
Guide to Reference Books.)
*Social Science Index
*Humanities Index
New York Times Index
Essay and General Literature Index
General Science Index
Education Index
United States Government
Publications: Monthly Catalog
Index to Legal Periodicals
MLA International Bibliography
Magazine Index
Applied Science and Technology Index
Art Index
Biography Index
Business Periodicals Index
Biological and Agricultural Index
Book Review Index
Business Periodicals Index
Engineering Index
Music Index
Philosopher’s Index
Religion Index One: Periodicals
After you locate the article and read it, be sure to check the reader
response in the letters-to-the-editor section of subsequent issues. Most
newspapers and magazines have a letters section, and it will often pro-
vide reaction by informed readers supporting or challenging the ideas in
the article. In weekly magazines, responses usually appear two issues
after the article; in fortnightlies and monthlies, one issue later.
BOOKS
In addition to the lists of books provided in encyclopedias and those
you find mentioned in the articles you read, you can consult your
library’s card or computer catalog, the key to the books available on its
shelves.† Occasionally, if your library is small or if the issue you are
investigating is obscure, the library holdings may be limited. In such
*Before 1965 these indexes were combined under the title International Index.
†One valuable source of information is college textbooks in fields related to the issue you are
investigating.
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182 PART THREE A Strategy
cases, as in any situation in which you are having difficulty finding
information or using the reference books, ask your librarian for help.
(Remember that librarians are professionals trained to solve the kinds
of research problems you may encounter.)
COMPUTER DATABASES AND ABSTRACTING SERVICES
Modern information retrieval technology has made it easier than ever to
conduct a data search. The technology continues to evolve rapidly, but
the cost of conversion from old systems to new can be considerable.
Therefore, what is available in the marketplace will not necessarily be
available on a particular campus. Your campus librarian can tell you
whether your campus library has the research tools mentioned here and,
if not, what comparable tools are available.
The principal change that is taking place in library technology is the
conversion of the print index to an electronic index. The kind of information
traditionally found in the Reader’s Guide to Periodical Literature is now acces-
sible in, for example, InfoTrak, a system available in one of three forms: (a) as
an electronic bibliographic guide without text, (b) as a bibliographic guide
with some text available on CDs, and (c) as a complete online service. Where
the first and second forms of this system are used, researchers still make
extensive use of bound copies of periodicals and microfiche records. InfoTrak
is generally available in public libraries and in small academic libraries.
A number of scholarly electronic indexes are in use, particularly in
academic libraries. A popular one is the General Academic Index, which
covers 960 scholarly titles in the arts and humanities as well as in the
sciences and social sciences. This source indexes many of the same gen-
eral periodicals as InfoTrak, but it also includes many scholarly journals
not indexed there. Lexis-Nexis and Westlaw are the most widely used
legal indexes. Other technical indexes include PsycINFO, Health and
Psychosocial Instruments (HAPI), and two specialized indexes from
Medline: PubMed and Internet Grateful Med. The World Wide Web offers
many other sources of information.
Ask your librarian about the computer databases available to you,
such as PsycINFO and PsycLIT. Also check the abstracting services
available in your library. Among the best known are Psychological
Abstracts, Sociological Abstracts, America: History and Life, and Dissertation
Abstracts International.
INTERNET RESOURCES
In the 1970s the Defense Department began coordinating research net-
works. Then in the 1980s the personal computer began to gain popularity,
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183CHAPTER 17 Conducting Inquiry
and the research network system evolved into the Internet, also called the
World Wide Web (WWW, or Web). Over the years it has become a major
medium of communications and learning. All you need to access the
Internet is a computer with a modem and an institutional or commercial
Internet service provider (ISP).
Millions of Web sites are available, but you must know the address
of a site before you can access it. Also—and this is especially
important—you must enter the address exactly. (An added space or
period or letter will prevent you from reaching the site.) Most Web
addresses begin as follows: http://www. (If you see a Web address
beginning with www, understand that this is an abbreviation and you
may have to add the first part of the address to access the site.) If you
don’t know what site is appropriate or have forgotten a Web address,
you can consult one of the many available search engines, such as
www.askjeeves.com.
The ending of a Web address will tell you whether you are visiting
a government site (.gov), an education site (.edu), a nonprofit organi-
zation site (.org), or a commercial site (.com). Web sites reflect the
biases and/or agendas of the people who created them. Generally
speaking, government and education sites and many nonprofit organi-
zation sites are designed to provide the public with useful informa-
tion, whereas commercial sites are designed to sell products and
services. Knowing whose site you are visiting will help you evaluate
the reliability of the information you find there. Such evaluation is at
least as necessary with the Internet as it is with books and other media,
perhaps more so.
Here is a comprehensive but easy-to-use strategy for conducting
inquiry on the Internet.
1. Use a search engine. A search engine is a tool for using the Internet
efficiently. All you need to do is enter the search term (topic) you wish to
find information about and wait a second or so for the search to be com-
pleted. The broader your search term, the more information you will
receive. “Education” could produce 60 million items; “U.S. education,”
perhaps 6 million items; “U.S. education corporal punishment,” fewer
than 50,000 items. So it is prudent to be precise in your choice of terms
and to modify them as necessary.
There are many search engines and even meta-search engines,
which search other search engines. The following Web site, sponsored
by the University of California at Berkeley, offers a clear and compre-
hensive explanation of the choices and some recommendations:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/
MetaSearch.html. This Web site recommends www.google.com and
also makes favorable mention of www.alltheweb.com and
www.altavista.com. (Another good choice would be www.bing.com.)
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184 PART THREE A Strategy
Once you type in Google’s address, the first thing you should do is
acquaint yourself with its features. Click, in turn, on each of the terms in
blue and read the explanation that appears. Note that “News” enables
you to “search and browse 4,000 continuously updated news sources.”
Next, return to the main page and type each of these phrases in turn
(without the quotation marks): “Google Glossary” and “Google Sets.”
Read each and then return to the main page.
Next, type “U.S. education corporal punishment” in the search box
and click on “Google Search.” Keep in mind that, since new information
is constantly being added and deleted from Web sites, no two searches
will receive exactly the same response.
Scroll down the page and scan the listings. (Note the page specifi-
cation at the bottom. Clicking on another page number will produce
additional listings.) When you see a listing that interests you, click on
the blue title. When you are through reading that one, click the back
arrow to return to the Google Search screen, and click another title.
Any time you decide that an entry is just what you are looking for,
click on the words “similar pages” that appear at the end of the entry
and Google will narrow your search further.
A word of caution: When a listing proves to be helpful, be sure to
copy its address before closing it. That way, if you want to revisit it,
you can do so easily. Also record the date you visited it. (Any citation
of a Web site in a footnote should include the phrase “accessed on
[date].”)
2. Develop a list of resources. For Internet-wide research, Google is
outstanding. Nevertheless, there will be times when your research will
be narrower and more focused. On those occasions, it is helpful to know
some specific Web sites associated with your subject. Here is a good
starter list, arranged by general topic.
For a variety of opinions on controversial issues:
http://www.townhall.com/columnists
http://www.nytimes.com/pages/opinion/columns
http://www.washingtonpost.com/wp-dyn/opinion/columns
http://www.jewishworldreview.com
http://www.blueagle.com
For a variety of research tools and helpful links:

Home

For historical matters:

Best of History Web Sites

For legal matters:
http://www.law.com
http://www.nolo.com/legal-encyclopedia/
http://www.legalengine.com
For medical matters:
http://www.merckhomeedition.com
http://www.webmd.com
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185CHAPTER 17 Conducting Inquiry
http://www.cdc.gov
http://www.medlineplus.gov
For checking hoaxes, rumors, and general facts/fictions:
http://www.snopes.com
http://www.hoax-slayer.com
http://www.casewatch.org/index.html
http://www.truthorfiction.com
http://urbanlegends.about.com/od/internet/a/current_netlore.htm
http://www.scambursters.org/legends.html
http://urbanlegends.miningco.com/culture/urbanlegends/library/
blhoax.htm?pid=2733&cob=home
Whenever you find a helpful Web site, add it to this resource list.
3. Evaluate your information sources. The task of evaluating infor-
mation sources, always important, has become increasingly so as use of
the Internet has grown. No information source should be presumed to be
error-free. Print and broadcast journalists can make honest mistakes in
reporting. Commentators can let their biases color their thought and
expression. Individuals with personal agendas can deliberately mislead
their audiences. It is up to the reader or listener to remain alert and,
where possible, to test the source’s reliability––especially that of Internet
sources because there are no editors checking what is “published” there.
Anyone can set up a Web site and say anything.
False information typically takes the form of an excited email from a
seemingly credible source, often a trusted but incautious friend. One such
message said that Bill Gates was giving away money and explained how
to get some. Another warned against eating bananas from Costa Rica
because they contain a flesh-eating virus. Yet another claimed that
asparagus cures cancer. Then there was the one that instructed recipients
to check their computers for a file with a teddy bear icon, and if they
found such a file to delete it at once before it destroyed their computer.
All these were hoaxes. The last one was especially harmful because it
caused people to delete an essential file.
To evaluate the reliability of your information sources, answer the
following questions. (Some apply to print or broadcast sources, some to
Internet sources, most to both.)
What is the purpose of the publication or Web site? Is it to entertain,
inform, persuade, or sell products or services? In the case of a publi-
cation, the purpose will often be stated in the front matter (for exam-
ple, in the preface of a book). In the case of an Internet source, it will
be expressed in a “mission statement” on the home page. Identifying
a source’s purpose will help you decide the source’s potential for
bias.
What is the source’s point of view? Determine where the source stands on
the subject under discussion; in other words, is he or she endorsing or
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186 PART THREE A Strategy
opposing a particular viewpoint or policy? There is nothing necessarily
wrong with either perspective, but knowing where the source stands on
the subject will make you more aware of where the person might fall
short of fairness and objectivity.
Does the source engage in personal attacks? When a problem or controver-
sial issue is being discussed, the focus should be on supporting or chal-
lenging particular solutions or points of view, not on the personal
characteristics of the person proposing them. The only exception to this
rule is if someone’s personal failings are directly relevant to the matter
under discussion—in such cases, it is appropriate to mention them.
However, it is never appropriate to engage in personal attacks gratu-
itously, or as a substitute for addressing the problem or issue. Sources
that behave this way should be considered unreliable.
Does the source make extravagant assertions? Consider the assertion that
astronauts never really landed on the moon but, instead, the entire
story was manufactured by NASA. Also, the assertion that the people
responsible for the loss of several thousand lives on 9/11 were not
foreign terrorists, as reported, but instead George W. Bush and mem-
bers of his administration planned and executed the horrible events.
Both examples qualify as extravagant—that is, beyond credibility—
because they are inconsistent with voluminous photographic evi-
dence and analytical data. Although we cannot rule out the
possibility that these or other conspiracy theories are valid, that pos-
sibility is so remote that anyone who traffics in such theories should be
considered unreliable.
Does the source present evidence for his or her assertions? Asserting is far
easier than demonstrating or documenting: that’s is why many peo-
ple settle for asserting. Entire articles and even books have been con-
structed almost entirely of assertions, one piled on another. When
assembled by an articulate, engaging person, these works can give
the impression that a formidable case has been made when, in fact,
there is no case at all—only unsupported claims. That is why the
question of what evidence is offered for assertions is one of the most
important to ask of any source. Chapter 6 explained the most impor-
tant kinds of evidence to look for: personal experience, unpublished
report, published report, eyewitness testimony, celebrity testimony, expert
opinion, experiment, statistics, survey, formal observation, and research
review. (The chapter also explained the value and limitations of each.)
Be sure to check the amount and kind of evidence the source offers
for each important assertion.
What criticisms have been made, or could be made, of the source’s assertions
and evidence? How worthy are those criticisms? Unless you happen to be
well versed in the subject under discussion, you will have to consult
other sources to answer these questions. In some cases, you will find
criticisms that have sufficient merit to affect your judgment. Consider
the “Birthers” assertion that Barack Obama was born in a foreign coun-
try and is therefore not qualified to be president of the United States.
One particularly interesting fact offered by critics of this assertion and
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187CHAPTER 17 Conducting Inquiry
supported by photographic evidence is that an announcement of
Obama’s birth appeared in a Hawaiian newspaper at that time. In order
for Obama’s parents to have faked the announcement, they would have
had to foresee the possibility of his candidacy forty-seven years later! Because
that is impossible to imagine, the birth announcement poses a strong
argument against the “Birther” assertion.
As you review your answers to these questions and decide on the
reliability of your information sources, keep in mind that even honest,
conscientious people can make mistakes. Distinguish carefully between
sources that happen to be mistaken on an issue and those whose mis-
takes are so numerous or egregious that they suggest dishonesty or the
habit of carelessness.
For an excellent slide presentation on evaluating web sites, created by
Jane Alexander and Marsha Ann Tate, go to: http://muse.widener.edu/
~tltr/How_to_Evaluate_9.htm. (Also see “Bibliography on Evaluating
Web Information” at: http://eagle.lib.vt.edu/help/instruct/evaluate/
evalbiblio.html.
Keeping Focused
All of this may suggest long, monotonous, time- and energy-consuming
research little different from that required for a doctoral dissertation. But
that is a misconception. With a little practice, it is possible to use quickly
and efficiently all the reference sources mentioned. Even books needn’t
be waded through page by page to find something useful. In mere sec-
onds you can turn to the index (usually at the end) and look for the
several headings your issue might be found under; then turn to the
appropriate pages and read only those pages. If the book has no index, you
can turn to the table of contents, read the chapter titles, decide which
chapters seem most relevant, and then scan them.
Efficiency can be more difficult to achieve in Internet searches because
distractions often are more frequent and tempting. Make a special effort to
discipline your Internet searches, focusing your attention on relevant
material only and resisting the temptation to wander.
How Much Inquiry Is Enough?
It would seem that deciding when an inquiry is complete should be
easy. More often than not, however, it is not easy at all. One insight can
make a great difference. A single new fact can upset a mountain of evi-
dence. For example, in the late 1960s and early 1970s, most social psy-
chologists probably would have agreed that crowded living conditions
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188 PART THREE A Strategy
are harmful to humans. Numerous experiments seemed to have settled
the matter. Then anthropologist Patricia Draper studied a southwest
African tribe of hunter-gatherers, the !Kung bushmen. Though their
land offers ample space to spread out their settlements and huts, they
crowd their dwellings together and often sit in tight groups, literally
brushing against one another. Yet they have none of the medical condi-
tions (such as high blood pressure) usually associated with crowding.3
This one fact has caused reexamination of a scientific truism.
Because the aim of inquiry is to produce evidence, it will be helpful to
recall the guidelines presented in Chapter 6 for determining when evi-
dence is sufficient:
1. Evidence is sufficient when it permits a judgment to be made with cer-
tainty. Wishing, assuming, or pretending that a judgment is correct
does not constitute certainty. Certainty exists when there is no
good reason for doubt, no basis for dispute. The standard for con-
viction in a criminal trial, for example, is “guilt beyond a reason-
able doubt.” Certainty is a very difficult standard to meet,
especially in controversial issues, so you will generally be forced
to settle for a more modest standard.
2. If certainty is unattainable, evidence is sufficient if one view of the issue
has been shown to have the force of probability. This means that the
view in question is demonstrably more reasonable than any com-
peting view. In civil court cases, this standard is expressed as “a
preponderance of the evidence.” Demonstrating reasonableness is,
of course, very different from merely asserting it, and all possible
views must be identified and evaluated before any one view can
be established as most reasonable.
3. In all other cases, the evidence must be considered insufficient. In other
words, if the evidence does not show one view to be more reason-
able than competing views, the only prudent course of action is to
withhold judgment until sufficient evidence is available. Such re-
straint can be difficult, especially when you want a particular view
to be proved superior, but restraint is an important characteristic
of the critical thinker.
Exactly how much inquiry is enough depends entirely on the issue. In
some cases, a brief inquiry will be more than adequate. In others, an exhaus-
tive inquiry will be incomplete. However, although no absolute statement
can be made about the amount of inquiry required, you can be reasonably
sure your inquiries are complete when you have made a thorough and care-
ful effort to learn the relevant facts and to consult informed opinion in all
fields of study that have a direct bearing on the specific issue you are ana-
lyzing. The number of fields to be researched will, of course, vary with the
nature of the issue. Here, for example, is a list of the fields that have a direct
bearing on three specific issues we identified in Chapter 16:
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189CHAPTER 17 Conducting Inquiry
One of the greatest challenges to critical thinking is the temptation to
stop inquiring when you find a knowledgeable person who supports
your bias. The temptation will be especially strong when that person is
the first one you encounter. You will want to say, “This is the definitive
answer. Case closed!” If you follow this inclination, you will trivialize the
issue and cheat yourself of genuine understanding. An issue is, by defini-
tion, a matter about which informed, careful thinkers may disagree.
A caution is in order here: To say that it is important to examine both
sides of an issue does not mean that both sides are equal in merit. Often
there will be enough merit on each side to make judgment difficult, but
that never justifies the avoidance of judgment.
Issue
Pornography’s
influence
Effects of being
punched
The age of
responsibility
Questions
What attitudes does
pornography cultivate
toward love, marriage,
and commitment?
Does it, as some claim,
celebrate the brutaliza-
tion of women and
glamorize rape? Does
it make men see
women as persons or
as objects? Does it ele-
vate or degrade those
who read/view it?
Exactly what effect
does a punch have on
the human body, par-
ticularly the brain?
What is the cumula-
tive effect of the
punches received
during ten or fifteen
rounds of boxing?
During a career?
Is it reasonable or fair
to hold people respon-
sible for their actions
before they are old
enough to understand
the moral and legal
quality of those
actions? At what age
does a person reach
such understanding?
Fields with
Direct Bearing
Sociology
Psychology
Literary criticism
Ethics Religion
Anatomy and
physiology
Medicine (especially
neurology)
Psychology
Education
Psychology
Medicine
Ethics
Law
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190 PART THREE A Strategy
Managing Lengthy Material
Often your inquiry will take you beyond editorials and brief essays to
full-length articles and books. These longer works are more difficult to
evaluate because the core arguments are seldom presented neatly and
compactly. The authors of these arguments do not intend to make analy-
sis difficult—it is simply the nature of the writing process. Responsible
authors of journal articles and books do not merely present lists of bald
assertions; they support their views with evidence. They also add suffi-
cient explanation to satisfy the demands of clarity and define the path
their reasoning has taken. Sometimes the path has numerous turns, so
secondary assertions must be added to complement and refine primary
ones. As anecdotes multiply, as experimental and statistical data are
reported and annotated, and as testimony is detailed, the essential argu-
ment can become almost as concealed as the hidden premises it some-
times contains. One premise may be stated on page 2, another on page 5,
and the conclusion on page 12. Before you can evaluate the argument in
these cases, you need to consolidate it. Here is a strategy for doing so:
1. After reading the article or book, go back and identify the key assertions.
Most paragraphs contain one or more assertions (topic sentences).
Scan these and determine which are central to the argument.
Subheadings usually signal important assertions, as do capital
letters, boldface, and italics. Look, too, for intensifying words such as
moreover, indeed, more (most) important, and more (most) significant.
2. Identify the author’s conclusion. The conclusion may appear anywhere,
but commonly it appears as follows: in an article—right after the intro-
duction, in the conclusion, or in both places; in a book—in the first or
second chapter, in the last chapter, or in both places. Expressions like
for these reasons, thus, consequently, so, and therefore signal conclusions.
3. Notice any qualifying words used in the key assertions or the conclusion. Is
the writer speaking of all people, places, or things? Or is she speaking
of most, many, some, several, a few, or certain specified ones? Is she saying
always, usually, sometimes, occasionally, seldom, never, or at certain speci-
fied times? Often writers will make an assertion and then balance it in
the next sentence. They often lead into the second sentence with
words like but, however, nevertheless, on the other hand, still, or yet.
4. Note the amount, kinds, and sources of evidence used to support the asser-
tions. Chapter 6 discussed numerous kinds of evidence. Review that
chapter, if necessary.
5. Notice the conditions the author includes. Saying, for example, “Drug
pushers should be given long jail terms if they are not themselves
drug users and have been previously convicted of drug pushing” is
very different from saying, “Drug pushers should be given long jail
terms.” The “if” clause adds a special set of conditions. Similarly, say-
ing, “The United States should never fire a nuclear missile at another
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191CHAPTER 17 Conducting Inquiry
country unless first subjected to nuclear attack by that country” is
quite different from saying, “The United States should never fire a
nuclear missile at another country.” Expressions like if, unless, as long
as, until, and before can significantly alter the meaning of an assertion.
6. Compose an accurate summary of the article or book from your analysis in steps
1–5. This enables you to focus your attention and analyze the argument.
The summary needn’t be long; a paragraph or two is adequate in most
cases. The summary should be a capsule version of the original work.
(There is no room for carelessness in quoting or paraphrasing the origi-
nal: If it says something may be a certain way, it is not saying that it is
that way; similarly, is does not necessarily mean should be.) Here is a
sample summary of an article recommending the abolition of grades.
Although it extended to more than ten printed pages in the original, it is
here condensed into a single paragraph without sacrificing accuracy.
One of the biggest obstacles to learning—in grade school, high
school, and college—is grades. The fear of bad grades hangs over the
heads of young people from the time they are six to the time they are
twenty or twenty-two. Their anxiety to do well, to succeed, to please
their parents so fills their minds that all the natural joy in learning
evaporates. As a result, conscientious students are driven to view
their schoolwork as oppressive drudgery, and marginal students are
tempted to cheat and bluff their way to a degree. For these reasons
I say grades should be abolished at all levels of education.
Applications
1. Choose one of the specific issues you clarified in application 1 or 2 of
Chapter 16. Conduct your inquiry into this issue in the manner explained in this
chapter. Take careful notes.
2. Choose one of the specific issues presented in Chapter 16 in the discus-
sion of pornography, boxing, and juvenile crime. Conduct your inquiry into this
issue in the manner explained in this chapter. Take careful notes.
3. Select an issue currently being debated on your campus, in your commu-
nity, or in the nation—for example, a controversial college policy or a proposal for
local, state, or national legislation. Then conduct an inquiry into the issue as follows.
a. Visit Google.com and do both a general search and a “News” search on
the topic.
b. Visit one or more of the following Web sites and search for opinion
columns on the issue. Read at least two columns on the pro side and two
on the anti side of the issue.
http://www.townhall.com/columnists
http://www.nytimes.com/pages/opinion/columns
http://www.washingtonpost.com/wp-dyn/opinion/columns
http://www.jewishworldreview.com
http://www.blueagle.com
c. Take careful notes on your findings at Google and the other Web sites.
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192
C H A P T E R 1 8
Forming a Judgment
Judgments are conclusions arrived at through examination of evidence
and careful reasoning. They are the products of thinking. Unlike feelings,
judgments are not spontaneous and unconscious. They may, of course,
contain elements of the spontaneous—such as intuition—but, like other
data, these elements have first been weighed and evaluated.
The fact that judgments are products of evaluation and reasoning
does not guarantee their worth. There are foolish as well as wise judg-
ments, superficial as well as penetrating ones. A judgment can easily
reflect misconceptions about truth, knowledge, and opinion. It can also
involve one or more of the errors in thinking detailed in Chapters 8–13.
The strategy we have discussed for thinking critically about issues is
designed to promote thoughtful judgments. By knowing ourselves and
being observant, we improve our perception and guard against error. By
systematically clarifying issues and conducting inquiry, we rescue our
thinking from preconceived notions and first impressions. By evaluating the
evidence we have obtained, we determine what it means and how signifi-
cant it is. One key aspect of this evaluation process concerns the resolution
of apparent conflicts in evidence. As we have seen in previous chapters,
experts do not always agree. Because people often view the same event
quite differently, even the eyewitness reports of honest people can conflict.
It is a popular view that the more scientific the procedure, the less
need for evaluation. But that view is mistaken. Scientific procedures gen-
erate or discover factual information that must be classified and inter-
preted in order to be meaningful. Consider, for example, this unusual
case. An ancient tomb was unearthed in central China containing the
body of a woman who died about 2100 years ago. Great care had been
taken in burying her. She was placed in an airtight coffin filled with a spe-
cial fluid. The coffin was encased in five larger boxes lined with five tons
of charcoal. That larger unit was buried in a sixty-foot hole and sur-
rounded by white clay.
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193CHAPTER 18 Forming a Judgment
Because of this extraordinary burial, when the woman’s body was
found, the flesh was still moist, the hair still rooted in the scalp, the joints
still flexible, and most of the internal organs intact. Specialists conducted
a careful autopsy. They performed chemical analyses of the woman’s
hair, stomach, muscles, bones, lungs, gallbladder, and intestines. They
X-rayed her bones. To be useful, however, the mass of facts they obtained
had to be interpreted. Only by studying the data, raising questions about
it, and deciding what judgments were most reasonable did they con-
clude, for example, that she had borne children, had eaten a melon
shortly before her death, and probably had died suddenly as the result of
an obstructed coronary artery.1
Evaluation plays an important role not only in science but also in
other fields. In fact, because in other areas the information may be less
clear or more fragmentary and opinions may be more sharply in conflict,
the quality of a judgment may depend even more heavily on evaluation.
Evaluating Evidence
Evaluating evidence consists of asking and answering appropriate ques-
tions. In Chapter 6 we discussed eleven kinds of evidence and the specific
questions that should be asked in evaluating each. Here is a summary of
that discussion.
The Kind of Evidence
Personal experience
(yours or other people’s)
Unpublished report
Published report
Eyewitness testimony
Celebrity testimony
The Questions
Are the experiences typical or atypical?
Are they sufficient in number and
kind to support the conclusion?
Where did the story originate? How
can I confirm that the version I heard
is accurate?
Are the sources of important items of
information cited? Does the author
have a reputation for careful report-
ing? Does the publisher or broadcaster
have a reputation for reliability? Which
statements might a thoughtful person
challenge? How well does the author
answer the challenges?
What circumstances could have dis-
torted the eyewitness’s perception?
What circumstances since the event
could have affected his or her recol-
lection?
For advertisements or infomercials,
is the celebrity a paid spokesperson?
For talk show comments, does the
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194 PART THREE A Strategy
One additional question is applicable to all kinds of evidence: Is this
evidence relevant to the issue under consideration? If it is not relevant, it
deserves no consideration, no matter how excellent it may be in other respects.
Evaluating Your Sources’ Arguments*
In addition to evaluating the evidence you have obtained, you must
examine the arguments others have advanced. Chapter 7 explained a
helpful way to deal with arguments that are longer than a paragraph:
Expert opinion
Experiment
Statistics
Survey
Formal observation
Research review
celebrity offer any support for his or
her views—for example, citing re-
search conducted by more qualified
people? Also, does the host ask for
such support?
Does the person have specific exper-
tise in the particular issue under dis-
cussion? Does the expert support his
or her view with references to current
research? Do other authorities agree
or disagree with the expert’s view?
For a laboratory experiment, has it
been replicated by other researchers?
For a field experiment, have other
researchers independently confirmed
the findings?
Is the source of the statistics reliable?
Was the sample truly representative—
that is, did all members of the total
population surveyed have an equal
chance of being selected? Were the
questions clear, unambiguous, and
objectively phrased? For a mailed sur-
vey, did a significant number fail to
respond? Also, do other surveys cor-
roborate the survey’s findings?
Could the observer’s presence have dis-
torted what occurred? Was the obser-
vation of sufficient duration to permit
the conclusions that were drawn? Do
the conclusions overgeneralize?
Do the reviewer’s conclusions seem
reasonable given the research cov-
ered in the review? Has the reviewer
omitted any relevant research?
*See Chapter 7, pages 89–94.
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195CHAPTER 18 Forming a Judgment
condensing them to more manageable length by composing a summary.
Chapter 17 offered detailed instructions for doing so effectively. Let us
now see how to use a summary to evaluate an argument. The first sum-
mary we will examine is the one presented in Chapter 17.* For ease of ref-
erence, each sentence in the summary is numbered, and the questions
that apply to it are numbered correspondingly.
*See Chapter 17, pages 184–185.
The Summary
1. One of the biggest obstacles
to learning—in grade school,
high school, and college—is
grades.
2. The fear of bad grades
hangs over the heads of
young people from the time
they are six to the time they
are twenty or twenty-two.
3. Their anxiety to do well, to
succeed, to please their par-
ents so fills their minds that
all the natural joy in learn-
ing evaporates.
4. As a result, conscientious
students are driven to view
their schoolwork as oppres-
sive drudgery, and marginal
students are tempted to
cheat and bluff their way to
a degree.
5. For these reasons I say
grades should be abolished
at all levels of education.
The Questions
1. Are grades an obstacle to
learning? If so, are they an
obstacle at all three levels?
2. Do any young people between
these ages fear bad grades? Do
all of them? Is the fear a seri-
ous one (as “hangs over the
head” implies)?
3. Is there any natural joy in
learning to begin with? For
all subjects? Do grades cause
anxiety? If so, does the anxiety
eliminate the joy? For all
students?
4. Do any conscientious students
view schoolwork as oppressive
drudgery? Do all of them? Do
many view it that way in certain
circumstances but not in others?
If they do view it as oppressive
drudgery, is it grades that cause
them to do so? Are any mar-
ginal students tempted to cheat
and bluff? Are all of them? If
some are, is it grades that tempt
them to do so?
5. Would abolishing grades
solve all of these problems?
Some of them? Would it
create any additional prob-
lems? If so, would the result-
ing situation be more or less
desirable? Would the effects
differ at different levels of
education?
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196 PART THREE A Strategy
Here is another example—the response of popular psychologist and
author Joyce Brothers to a reader’s question.2 The reader’s question is
presented in a background note; the summary is a paraphrase of Dr.
Brothers’s response. Numbers have been assigned to the summary and to
the analysis.
Background note: The reader explained in her letter that she works with a
homosexual man and has formed a close platonic relationship with him and that
her husband disapproves of the man, calling him “sick,” and becomes angry
when she and the man converse on the telephone. (No other details of the situa-
tion were included in the published letter.)
The Summary (Brothers’s Response)
1. The woman’s husband is
afraid of homosexuality.
2. As is characteristic of all
people who suffer from
homophobia, the basis of
the husband’s fear is not
concern that the man might
proposition him but a per-
ceived threat to his ego and
apprehension about discov-
ering that at some level he,
too, has some “feminine”
characteristics.
3. Homophobia can have
harmful effects, including—
in this woman’s case—a
possible weakening of her
marriage.
The Analysis
1. Is the husband a homophobe
who is apprehensive about his
own sexuality? Perhaps, but
the letter is open to other inter-
pretations. The most obvious
one is that he is simply upset,
even jealous, that his wife
devotes more time to another
man than to him.
2. Dr. Brothers’s reference to
homophobes in general moves
the discussion beyond the
individual case. It dismisses
the possibility that a person
might fear a homosexual
advance. But what of people
who were molested by homo-
sexuals as children? Wouldn’t
it be normal for them to fear
reliving that experience, just as
people heterosexually
molested would fear reliving
their experience? It is possible
that the husband’s ego is
threatened and that he is
apprehensive about his own
feminine qualities, but given
the lack of details in the letter,
it is far from certain that this is
the case.
3. No reasonable person would
dispute this idea.
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197CHAPTER 18 Forming a Judgment
4. The woman should discuss
the situation fully with her
husband and encourage
him to examine his feelings
rationally.
5. Such an approach could
help the husband gain
greater insight into the
problem.
6. If for some reason this
approach does not produce
the effect the wife desires,
she should consider seeking
joint counseling, giving the
husband an opportunity to
change his viewpoint.
7. Regardless of the outcome
of the counseling, whether
the husband comes around
to the wife’s way of think-
ing or not, the wife should
continue her relationship
with her homosexual
friend.
4. What does it mean for the wife
to discuss the matter with her
husband—to have her mind
made up in advance about his
feelings and thoughts, or to
ask him to explain them and
listen to his answer with the
expectation of learning
something?
5. Shouldn’t the wife be willing to
explore her behavior as honestly
as she expects her husband to
explore his feelings? Shouldn’t
she, too, be attempting to
achieve a new and deeper
understanding of the situation
than she presently has?
6. Is counseling likely to be more
successful if one partner be-
gins with the conviction that
he or she is entirely right and
the other person is wrong?
7. Is maintaining a friendship
necessarily more important
than saving a marriage? Is
more information than is pro-
vided in the reader’s letter
needed before concluding that
the friendship in this case is
worth more than the mar-
riage? Wouldn’t it be helpful to
know how long the couple has
been married; whether they
have children, and, if so, what
ages; and whether their rela-
tionship was harmonious
before this situation arose? (If
the husband cherished her
companionship, is it not possi-
ble that he is more motivated
by feelings of neglect and loss
than by homophobia?) Is it
reasonable for Dr. Brothers to
assume the woman is being
fair to her husband and he is
being unreasonable without
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198 PART THREE A Strategy
As the examples demonstrate, taking time to ask appropriate ques-
tions has several benefits. First, it prevents you from judging hastily, on
the basis of first impressions. Second, it allows you to evaluate each part
of the argument individually (rather than settling for an overall evalua-
tion) and thus to identify both strengths and weaknesses. Finally, taking
the time to ask appropriate questions often provides a structure around
which to arrange your thoughts.
The answers you develop to your questions make up your response
to the argument. If you write out your response, you can either follow the
order of your questions or choose another organizational pattern. The
decision depends on what arrangement will both achieve coherence and
provide the emphasis you intend.
Making Important Distinctions
Still another important consideration in evaluating evidence and argu-
ments is making careful distinctions. The exact distinction needed, of
course, depends on the situation. Here are six kinds of distinctions that
frequently are necessary to avoid faulty evaluations:
1. Between the person and the idea. It’s easy to confuse the person with
the idea. Just as we tend to overlook the faults of our friends and
exaggerate those of our enemies, so do we tend to look favorably
on the ideas of people we like or admire and unfavorably on those
we dislike or do not admire. Similarly, we tend to disregard the
ideas of people who we feel ought not to have ideas on certain sub-
jects—for example, white scholars on African American history or
men on women’s issues. Such reactions are irrational because
ideas are not synonymous with the people who hold them. Ad-
mirable people can be wrong, and despicable people can be right.
Furthermore, a person’s gender, color, nationality, or religion is
not a proper basis for accepting or rejecting his or her ideas. It is
possible for a man to be an authority on feminism (or for that
knowing how often, at what
times of the day, and for how
long the woman talks on the
phone to her gay friend? What
if both husband and wife work
and share responsibility for
housework and parenting, but
she now spends hours on the
telephone every evening?
Would not the best advice in
that case be for her to get coun-
seling and find out what’s
wrong with her?
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199CHAPTER 18 Forming a Judgment
matter to be a feminist), a white scholar to have insights about
African American history, and a Chinese Buddhist to make a
valuable contribution to the subject of American Protestantism.
Therefore, we should make a conscious effort to keep our analyses
of ideas separate from our feelings about the people who hold
them.
2. Between what is said and how it is said. Style and substance are quite
different matters. Unfortunately, the person with the clearest and
most graceful expression does not always have the soundest idea.
So, although it is natural for us to be impressed by eloquent writ-
ers or speakers, it’s unwise to assume that their ideas are necessar-
ily sound. As Saint Augustine said, “Our concern with a man is
not with what eloquence he teaches, but with what evidence.”
3. Between why people think as they do and whether what they think is
correct. It’s common to judge people’s motives for thinking and
acting as they do. Although such judging is sometimes rash, at
other times it is very helpful. Finding out that a senator has con-
nections with the handgun manufacturing industry, for example,
raises interesting questions about the senator’s opposition to gun
control laws. But it is important for us to remember that unworthy
motivations do not necessarily contaminate the position. The sound-
ness of an idea doesn’t depend on the motivations of those who
support it. It depends on how well the idea fits the realities of the
situation.
4. Between the individual and the group or class. The individual person
or thing may differ from the group or class in one or more signifi-
cant respects. Therefore, the characteristics of the individual
should not be carelessly attributed to the group, or vice versa.
5. Between matters of preference and matters of judgment. Matters of pref-
erence concern taste, which it is pointless to debate. However, mat-
ters of judgment concern interpretations of fact and theory, which
are debatable. It is therefore appropriate to question matters of
judgment.
6. Between familiarity and correctness. To respond less guardedly to the
familiar than to the unfamiliar is natural. Yet familiar ideas are not
necessarily correct. Accordingly, when judging correctness, we
should disregard the familiarity or unfamiliarity of the idea. Then
we will be open to insights from both sides of issues, not just from
the side we favor.
Expressing Judgments
The act of expressing a judgment can alter it. Therefore, no matter how
clear your judgment of an issue might be in your mind, it is best to con-
sider it formless until you have expressed it accurately in words. The fol-
lowing approach will help you express all your judgments effectively:
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200 PART THREE A Strategy
1. Strive for a balanced view.
2. Deal with probability.
3. Make your subject appropriately specific.
4. Make your predicate exact.
5. Include all appropriate qualifications.
6. Avoid exaggeration.
Let’s look more closely at each of these guidelines.
STRIVE FOR A BALANCED VIEW
A balanced view of an issue is one that reflects all the subtlety and com-
plexity of the issue. The dominant view exerts considerable force on most
people’s thinking, particularly when the issue is controversial and
emotion is running high. Without realizing it, people typically adopt
fashionable perspectives and use fashionable arguments and even fash-
ionable words. This happens even with people who normally are critical
thinkers.
At such times, hordes of liberal thinkers sound alike, as do hordes of
conservative thinkers. When someone finally exercises the mental disci-
pline to break the pattern and take a balanced look at the issue, the result
is a refreshingly original, and often insightful, view.
Consider the case of Salman Rushdie’s book The Satanic Verses. Many
Muslims, convinced that the book ridiculed their religion and the prophet
Muhammad, reacted angrily. The Ayatollah Khomeini went so far as to put
out a contract on the author’s life and to threaten any individuals involved
in publishing or distributing the book. The literary, journalistic, and intel-
lectual communities’ response to this extreme reaction was to hold rallies
and publicly support Rushdie and his publisher. The theme of these rallies
and statements was that freedom of expression is an absolute right.
There is no question that freedom of expression is a worthy principle
and that the extreme reaction of Khomeini and his followers to Rushdie’s
novel was totally unjustifiable. And that is precisely why it was so tempt-
ing for sensitive people to support Rushdie and condemn Khomeini
without qualification. (Adding to that temptation was the fact that
Khomeini had previously earned the enmity of Westerners.) Yet achiev-
ing intellectual balance means making a conscious effort to moderate our
reactions even in the face of strong temptation to overstatement.
At least a few writers displayed intellectual balance on this issue by
reminding us that other principles are also important—notably, the
principle of respect for the religious beliefs of others. Columnist John Leo
spoke of “the fact that our [principle of tolerance] calls for a certain amount
of deference and self-restraint in discussing other people’s religious
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201CHAPTER 18 Forming a Judgment
beliefs.”3 And Professor John Esposito observed that “the First Amend-ment
right doesn’t mean you should automatically say everything you want to.”4
What made these views balanced is that they were made without denying the impor-
tance of freedom of speech and the outrageousness of Khomeini’s threat.
Consider another issue—the question of building self-esteem in peo-
ple. For more than twenty years, writers of self-improvement books have
emphasized the importance of self-esteem, particularly in young children.
So great has been this emphasis that many people assume that success or
failure in school and later life is largely a reflection of this factor. Almost
any effort to make people feel good about themselves is applauded.
But Barbara Lerner, a psychologist and attorney, was able to resist the
powerful lure of the prevailing view and examine self-esteem critically.
Her reward was the insight that self-esteem is not always good, that in
some cases it can be an obstacle to achievement. There is a difference, she
notes, between “earned” self-esteem and “feel-good-now” self-esteem.
The former can lead to achievement and even excellence, whereas the lat-
ter promotes complacency and, ultimately, incompetence.5
To achieve a balanced view of the issues you address, you must be
willing to look for the neglected side of the issue and, when there is good
reason to do so, to challenge the prevailing view.
DEAL WITH PROBABILITY
Despite our best efforts to investigate issues, sometimes we cannot accu-
mulate sufficient evidence to arrive at a judgment with certainty. This is
especially true with controversial issues. At such times, the irresponsible
often raise their voices, choose more forceful words, and pretend certainty.
That is a grave mistake, first because the pretense seldom fools good
thinkers, but, more important, because it is intellectually dishonest.
As long as we have made a sincere effort to gain the evidence neces-
sary to achieve certainty and are not deliberately choosing to ride the
fence, there is no shame in admitting, “I cannot say for certain what the
correct judgment is in this situation.” On the contrary, there is virtue in
doing so. Yet such situations demand one further obligation of respon-
sible thinkers. It is to explain, if possible, what judgment probability
favors—that is, what judgment the evidence suggests, as opposed to
proves, is correct.
The evidence, for example, may be insufficient to allow us say with
certainty that cigarette smoking causes lung cancer or that viewing televi-
sion violence definitely harms people. Nevertheless, there is sufficient evi-
dence on both issues to warrant a judgment about probable cause–effect
relationships.
Whenever you cannot achieve certainty, focus on probability.
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202 PART THREE A Strategy
MAKE YOUR SUBJECT APPROPRIATELY SPECIFIC
The subject in a careful judgment is appropriately specific. Consider
these sentences, in which the subject is italicized:
Today’s college students are less proficient in grammar and usage than
their counterparts were ten years ago.
Today’s U.S. college students are less proficient in grammar and usage
than their counterparts were ten years ago.
Today’s U.S. two-year college students are less proficient in grammar
and usage than their counterparts were ten years ago.
Today’s students at this college are less proficient in grammar and
usage than their counterparts were ten years ago.
If the evidence covers only students at a particular college, only the
last judgment can be sound. The other three are too generalized. To avoid
this kind of error in your writing and speaking, choose the subjects of
your judgments with care.
MAKE YOUR PREDICATE EXACT
The predicate in a careful judgment asserts exactly what you want to
assert. Compare these sentences, in which part of the predicate is italicized:
Peace has been achieved.
Peace can be achieved.
Peace must be achieved.
Peace should be achieved.
Peace could be achieved.
Peace will be achieved.
Although these sentences are very similar in construction, their
meanings are very different. Unless we deliberately embrace ambiguity (in
which case we should expect to cause confusion), we should choose our
predicates judiciously.
A good example of the kind of confusion that can result is shown in
the sentence that triggered theological debate in the 1960s: “God is dead.”
It made a nice slogan, but exactly what did it mean? Taking it by itself, a
person would have great difficulty answering. In addition to the obvious
possibility, “There is no supreme being,” there are at least seven others:
People no longer want to believe God exists.
People are no longer able to believe God exists.
People are no longer certain God exists.
People no longer act as if God exists.
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203CHAPTER 18 Forming a Judgment
People no longer care whether God exists.
People no longer accept some particular conception of God.
People are no longer satisfied with the limitation of traditional
human expressions of belief in God’s existence.
Unless the original writer or speaker made clear which of these
meanings he or she had in mind, the audience would have been neither
informed nor persuaded. To leave an audience guessing about your
meaning is irresponsible and self-defeating.
INCLUDE ALL APPROPRIATE QUALIFICATIONS
Saying that something usually happens is different from saying that it
frequently happens or that it happens every other Tuesday. The more care
you take to include the qualifications necessary to express your thoughts
precisely, the more defensible your judgment is likely to be. And that
includes not only qualifications of time but those of place and condition
as well. In the judgment “American men over forty who never attended
college tend to be opposed to the idea of women’s liberation advocated
by the National Organization for Women” (which may or may not be
true), almost every word is a qualification. It says (a) not all men but
American men, (b) not members of all age groups and educational levels
but those over forty who never attended college, and (c) not the idea of
women’s liberation in general but the idea advocated by the National Organi-
zation for Women.
AVOID EXAGGERATION
Most of us know one or more people for whom every occasion is “memo-
rable,” every problem is a “crisis,” every enjoyable film is “worthy of an
Academy Award nomination,” and every attractive new car or fashion is
“incomparable.” To such people nothing is merely good or bad—it is the
best or worst. Their vocabulary is filled with superlatives. When someone
is late for an appointment with them, they wait an “eternity.” When they
go to the dentist, the pain is “unbearable.” Their debts are “titanic.”
When such people report something to us, we have to translate it by
scaling it down to realistic proportions. If they say, “He was the biggest
man I’ve ever seen, at least seven feet ten,” we conclude that he was
about six feet six. If they say, “You’ve got to hear Sidney Screech’s new
record—it’s the most fantastic performance he’s ever given,” we con-
clude that it was a bit better than usual.
We may, however grudgingly, make allowances for the verbal
excesses of friends, but we are seldom willing to extend that courtesy to
strangers. Instead, we regard them as lacking in balance and proportion
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204 PART THREE A Strategy
and dismiss their reports as unreliable. Others, of course, will regard us
no differently. If you want your judgments to stand the test of scrutiny
by others, avoid all exaggeration. When you cannot be certain your
judgment is accurate, you should tend to err on the side of understate-
ment rather than overstatement. In other words, you should argue the
more modest interpretation, the less extreme conclusion. That way, if
you are wrong—as every human will sometimes be—you will at least
have the saving grace of having demonstrated a sense of control and
restraint.
The critical thinking strategy presented in this chapter and the four
preceding chapters may be summarized as follows:
1. Know yourself and remain mindful of the ways in which your habits
of mind undermine your treatment of issues.
2. Be observant and reflect on what you see and hear.
3. When you identify an issue, clarify it by listing its aspects and rais-
ing probing questions about each.
4. Conduct a thorough inquiry, obtaining all relevant facts and
informed opinions.
5. Evaluate your findings, and then form and express your judgment.
This summary is a convenient checklist. Refer to it whenever you exam-
ine issues.
Applications
1. Analyze two of the following summaries in the manner demonstrated in
the chapter. Be sure to get beyond your first impressions, and avoid the errors in
thinking summarized in Chapter 13. Answer all the questions you raise, deciding
exactly in what ways you agree with the idea and in what ways you disagree.
a. Feeling and intuition are better guides to behavior than is reasoning. We
need immediate answers to many of our problems today, and feeling and
intuition are almost instantaneous, while reasoning is painfully slow.
Moreover, feeling and intuition are natural, uncorrupted by artificial
values and codes imposed on us by society. Reasoning is a set of pro-
grammed responses—tight, mechanical, and unnatural. Thus, if we wish
to achieve individuality, to express our real inner self, the part of us that
is unconditioned by others, we should follow our feelings and intuitions
instead of our thoughts.
b. It is commonly accepted that the best way to improve the world and rela-
tions among its people is for everyone to curb his or her own self-interest
and think of others. This concern with others is the basic idea in the Golden
Rule and in most religions. It is, of course, questionable whether that goal
is realizable. But, more important, it is mistaken. It is not selfishness but
the pretense of altruism that sets person against person. If everyone looked
out for himself or herself, and pursued his or her own interests, there
would be not only less hypocrisy in the world but more understanding.
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205CHAPTER 18 Forming a Judgment
Each person would be aware of where everyone else stood in relation to
him or her. And no one would be dependent on others.
c. The institution of marriage has outlived its usefulness. More and more
people today, particularly young people, are realizing that it makes more
sense to have informal relationships. A couple should live together only
as long as both individuals want to. Whenever one wants to end the rela-
tionship, he or she should be able to do so, neatly, without legal compli-
cations. This could be done if marriage were abolished. Everyone would
benefit. People would retain their individual freedom and be able to
fulfill their own need to develop as a person, responding to their own
changing values and interests.
d. College instructors should not be permitted to set restrictive attendance
policies; they should be made to treat students as responsible adults,
leaving each student free to decide his or her attendance behavior.
Students know their own strengths and weaknesses better than anyone
else does and are mature enough to decide which classes they need to
attend. Some courses will be new and challenging to them. Others will
merely duplicate prior learning. Some instructors will add to the stu-
dents’ store of information and challenge their intellect. Others will
merely read the textbook aloud. Left to exercise their own judgment, stu-
dents can use their time wisely, attending the classes of the good, interest-
ing, dedicated teachers and avoiding those of the dullards and deadbeats.
e. One of the reasons crime is so rampant in our society is that we put too
much emphasis on determining why the criminal committed the crime
and whether the police treated the criminal fairly. Those are important
matters, but other, equally important, ones seem to be neglected lately—
like protecting law-abiding people from dangerous, irresponsible people
and making punishments severe enough to deter crime. We cringe at
primitive societies’ handling of crime—for example, cutting off a thief’s
hands or a perjurer’s tongue. But at least such punishments reflect a
recognition that crime is an outrage against society that should not be tol-
erated. I am not suggesting that we return to such a standard of justice,
only that we get tough with criminals. Two steps that would provide
a good start would be setting determinate sentences for crimes instead of
giving judges the wide latitude they now enjoy and refusing to let legal
technicalities set aside a conviction when a person is clearly guilty.
2. Apply what you learned in this chapter to the inquiry you completed for
one of the applications in Chapter 17.
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206
C H A P T E R 1 9
Persuading Others
When you read the previous chapter, it might have seemed an appropriate
place to conclude the book. That is an understandable impression. The
thinking process could reasonably be considered complete when a judg-
ment has been made and put into words. Why, then, has this chapter been
included? The simple answer is because thoughtful judgments deserve to
be shared, and the way they are presented can strongly influence the way
others react to them. By learning the principles of persuasion and apply-
ing them in your writing (and speaking), you will extend the benefits of
your critical thinking beyond the confines of your own mind.
Persuasion means presenting your view so effectively that people
who have no position on the issue will be inclined to agree with you and
those who disagree with you will be motivated to reconsider their own
view. This task is more difficult than it may seem. Those who are neutral
will be open to suggestion, but only if you demonstrate the reasonable-
ness of your view. Those who disagree with you will be disposed to reject
your view for the obvious reason that it disputes theirs. To accept your
view entails discarding their own, which they may have formed after
considerable thought and with which their egos are intertwined.
To appreciate how difficult it can be to persuade others, you need
only reflect on your own resistance to ideas that oppose yours. If you still
have trouble giving such ideas a fair hearing even after a semester’s study of
critical thinking, it is unreasonable to expect individuals who lack your
training to respond more generously.
Guidelines for Persuasion
Here are eleven guidelines for persuasion. Each is designed to help you
overcome a specific challenge. The more faithfully you follow these guide-
lines, the more effective you will be in demonstrating the merit of your
ideas.
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207CHAPTER 19 Persuading Others
GUIDELINE 1: RESPECT YOUR AUDIENCE
This guideline may sound idealistic, but it is eminently practical. If
you believe the people you are trying to persuade are doltish or intellec-
tually dishonest, you are bound to betray that belief, if not directly then
indirectly in your tone or choice of words. Moreover, they will generally
sense your disparaging view of them and feel hurt or resentful, hardly
the kind of reaction that will make them open to persuasion.
But aren’t some people doltish or intellectually dishonest? Of course.
The point is, you have no business thinking them so without clear and
convincing evidence. If you have such evidence, don’t write for that audi-
ence. If you lack such evidence, as is usually the case, you should give
your audience the benefit of the doubt. Ask yourself what might account
for their disagreement with your view. Consider all the factors that can
influence a person’s perspective, including age, gender, race, ethnicity,
family background, religion, income level, political affiliation, degree of
education, and personal experience. If one or more of these could account
for the difference in viewpoint, you will have good reason for regarding
their disagreement as thoughtful and honest.
A caution is in order here: Don’t feel you need to state your respect
for your audience. Such statements have a way of sounding insincere.
Work on acting respectfully; if you can accomplish that, there will be no
need to state it. It will show.
GUIDELINE 2: UNDERSTAND YOUR AUDIENCE’S VIEWPOINT
Many people make the mistake of thinking that knowing their own view-
point is all that is necessary to be persuasive. “What my readers think about
the issue is really irrelevant,” they reason. “All that matters is what I’m
going to get them to think.” In addition to being pompous, this attitude
ignores two crucial points. First, people’s views matter very much to them,
and when others refuse to acknowledge this fact they feel offended. Second,
we must know where people stand before we can hope to reach them.
How can you determine what your readers think about the issue you
are writing about? The answer depends on the particular circumstances.
Here are the most common situations:
Situation 1: You are writing for a single reader who has presented his or
her ideas in an article, book, speech, or conversation. Review what your
reader said, noting not only the person’s position but also the rea-
soning that supports it. Determine both the strengths and the weak-
nesses of the person’s position.
Situation 2: You are writing for a single reader who has not, to your knowl-
edge, expressed a view on the issue in question. Suppose, for example,
you are writing a letter to the president of a company objecting to
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208 PART THREE A Strategy
the company’s sponsorship of a controversial television series. You
may not be sure the president disagrees with what you plan to say, but
prudence suggests that you anticipate the worst case scenario—that
he or she vigorously supports the sponsorship decision. Use your
imagination to produce relevant questions: What might the presi-
dent think about outsiders criticizing the company? That they have
no right to criticize? That the company is answerable only to its
stockholders? What might he or she think about the series in question—
that is, about the characters, typical plot situations, and themes? (The
more closely you have studied the series, the more meaningful your
answer will be.) Might the president view outside criticism as a form
of censorship? Why or why not?
Situation 3: You are writing not for a specific individual, but for all the peo-
ple who hold an opposing view on the issue. This is the most commonly
encountered situation in persuasive writing. Study what has been
expressed by people who hold the opposing view. Look for fre-
quently repeated arguments and themes. The more often a line of
thought is expressed and the greater the number of people who
express it, the more influential it is likely to have been in shaping
people’s views. The most influential errors in thinking represent the
greatest challenge to persuasion.
GUIDELINE 3: BEGIN FROM A POSITION YOU HAVE
IN COMMON WITH YOUR READERS
Beginning from a position of agreement with your reader is not an arbi-
trary requirement or a matter of courtesy or good form. It is a simple mat-
ter of psychology. If you begin by saying—in effect, if not directly—”Look
here, you are wrong, and I’m going to show you,” you push your readers
to defensive if not outright hostile reactions. They are likely to read the
rest of your paper thinking not of what you are saying but of ways to
refute it, concerned with measuring only the weaknesses of your argu-
ment. And if they are unreasonable and unbalanced in their reading, the
fault will be more yours than theirs.
It is always difficult to find any points of agreement with someone
whose views you strongly disagree with. This was the case with the stu-
dent who wrote his composition supporting the view that students who
fail out of his college should be allowed to apply for readmission. His
readers were administrators who had expressed the view that the stu-
dents should not be allowed to do so. He began as follows:
I think students who fail out of this college should be allowed to apply for
readmission because every student deserves a second chance. You have said
that most readmits lack seriousness of purpose. But . . .
This student was probably quite sure that he and his readers could
agree on nothing. So he began with a head-on collision that wrecked his
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209CHAPTER 19 Persuading Others
chances to be persuasive. The readers’ reaction, conscious or unconscious,
undoubtedly was “This student sees only his own biased position. He
doesn’t understand the complexity of the problem, doesn’t consider the
welfare of the total student body, apparently doesn’t appreciate that a col-
lege education is not a right at all, but a privilege.” Their reaction could be
mistaken. The student might have been fully aware of all these considera-
tions. But he failed to show his readers that he was. How much better an
impression he would have made if he had begun like this:
No one benefits—neither teachers nor other students—from the presence
on campus of students for whom college means merely fun, or a rest, or a
chance to make social contacts. Such students take up precious time and
space, and usually serve only to distract more serious students. They fail in
most cases to realize that a college education is a privilege that they must
continue to earn, not an inviolable right. I agree that this college has its share
of such students.
The “but” would still appear. The student would still argue his point,
but only after he had impressed his readers with the scope of his under-
standing of the issue and with his desire to be reasonable.
GUIDELINE 4: TAKE A POSITIVE APPROACH
Whenever possible, build your case rather than tearing down the oppos-
ing case. To say you should never expose the weaknesses of the opposing
side of the issue would be an oversimplification, and a foolish one at that.
There are times when examining such weaknesses is the only responsible
course of action. Keep in mind, however, that direct criticism of the
opposing view will always seem harsher than it is to people who share
that view, a brief criticism will seem protracted, and the mere perception
that you are being negative will make your readers defensive. The solu-
tion is not to be so timid that you don’t say anything meaningful but to be
sensitive to your readers’ reactions.
Consider, for example, this situation. Someone writes an article attack-
ing gun control legislation. Two responses are printed in the next issue of
the magazine. In summary the article and responses read as follows:
Article
Gun control legislation
(a) penalizes the law-abiding
more than the lawless,
(b) denies citizens the most
effective means of protecting
self and property at a time
when assaults on both are
commonplace, (c) violates the
U.S. Constitution.
Responses to Article
1. Gun control legislation does
not penalize the law-abiding
more than the lawless. It does
not deny citizens the most
effective means of protection.
It does not really violate the
U.S. Constitution.
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210 PART THREE A Strategy
Both responses disagree with the article on each of the three points it
raised. But the first merely tears down the article’s position; the second
builds another position. In effect, the first says to the writer, “You are
wrong, you are wrong, you are wrong”; the second says, “Here is another
view.” Whenever you can avoid direct refutation—that is, whenever you
can effectively present and support your own views without direct refer-
ence to your reader’s opposing views—do so.
GUIDELINE 5: UNDERSTATE YOUR ARGUMENT
WHENEVER POSSIBLE
The sharpest points of disagreement between you and your readers
should always be approached most carefully. These points represent the
greatest obstacle to persuasion. If you overstate your position, you are
bound to reinforce your readers’ conviction about their position rather
than dispose them to question their conviction. The student who wrote
the following passage made this blunder:
Most colleges have a “cut system”—that is, they permit a student a few
unexcused absences from class without penalty. This college permits no
unexcused absences. Its system is harsh and uncompromising and may well
cause students to develop inferiority complexes.
Here the readers, who in this case support the college’s “no-cut sys-
tem,” are not only reinforced in their position by the “inferiority com-
plex” overstatement but also provided with an excellent opportunity for a
damaging rebuttal, such as this:
That this college’s “no-cut system” is demanding, I grant. But the suggestion
that it causes students to “develop inferiority complexes” strains credibility.
However, even if it were established that it does in fact cause such com-
plexes, would we not be driven to the conclusion that students in such
psychologically fragile condition need not fewer but more restrictions to
prevent their breakdown?
The student who wrote the following passage made a similar mistake:
If others treat us with respect and admiration we will become more respectable
and admirable.
2. Gun control legislation dis-
courages crime by making the
mere possession of a gun an
offense of some gravity. It
stresses the role of the police,
rather than the individual, in
law enforcement. It follows the
spirit, if not the letter, of the
U.S. Constitution.
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211CHAPTER 19 Persuading Others
This student overstated the effect. The respect and admiration of oth-
ers may encourage us to be respectable and admirable, but it will cer-
tainly not make us so automatically. The costliness of the mistake is
measured by the fact that the readers, who would have tended to agree
with understatement, are likely to reject the whole idea because of the
writer’s careless use of force.
Consider the following two passages, particularly the italicized words.
The first is the forceful statement the writer was tempted to make. The sec-
ond is the statement the writer actually made. It is an understatement. Note
that it does not compromise the writer’s position, but it does present the
idea more effectively to readers who would be inclined to disagree.
1. If college students are not given opportunities to exercise responsibil-
ity and make their own choices while they are in college, they will
have to adjust all at once when they leave college. And such adjust-
ment will be extremely difficult.
2. If college students are not given some opportunities to exercise respon-
sibility and make their own choices while they are in college, they
will have to adjust rather quickly when they leave college. And such
adjustment will usually be more difficult.
GUIDELINE 6: CONCEDE WHERE THE OPPOSING SIDE HAS A POINT
The natural tendency of all of us to value our own position too highly
makes it difficult for us to admit that opposing views may also have merit.
Overcoming this tendency can be accomplished only by remembering that
in most controversial issues no one side possesses the total truth. If you can
approach controversial issues with this thought, you are likely to grasp
more of the total truth and to attract reasonable readers to your position.
Total commitment to the truth obliges us, moreover, to concede not
grudgingly, but gladly and without hesitation. This does not mean placing
a single short sentence at the beginning of the composition that says,
“Everyone is right in some degree; I suppose you are too,” and then launch-
ing into your own position. It means a specific and, if space permits, detailed
explanation of where, how, and why the opposing viewpoint is correct.
Let’s say, for example, that the issue is whether a comprehensive sex
education program from kindergarten through twelfth grade should be
initiated in your hometown. Your argument is that it should be. You rea-
son that, since a person’s whole life is affected by the quality of his under-
standing of sex, it is too important a subject to be learned in the street and
that, since many parents neglect their responsibility to teach their chil-
dren at home, the school must offer such a program. Your readers are
opposed to the program because they believe classroom sex instruction
does not meet two important requirements: individualized instruction at
each child’s level of understanding and a moral-religious context.
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212 PART THREE A Strategy
Any reasonable person would admit that the readers’ points are well
taken. Therefore, you should concede that it is difficult to identify those
students whose level of maturity is significantly below the rest of the
class and that the presentation of material well beyond their grasp could
be disturbing to them. Further, you should concede that, ideally, the
home is the best place for the young to learn about sex and the school
cannot provide the moral-religious context that many parents consider
essential. These concessions will not undermine your position. You will
still be able to argue that the program is necessary, although you will
probably have to qualify your endorsement, acknowledging that the
details of the program must be worked out in light of your concessions
and that teachers should be selected with care. The concessions will actu-
ally enhance your argument by demonstrating your grasp of the larger
dimensions of the question.
Remember that the readers are likely to be no more generous to you
than you are to them. Only if you are open and honest in your conces-
sions can you expect them to be so in theirs.
GUIDELINE 7: DON’T IGNORE ANY RELEVANT FACTS
In studying an issue, we sometimes uncover facts that support the oppos-
ing position rather than our own. The temptation is strong to ignore
them, especially if the other person has apparently not discovered them.
Using them, it would seem, could only weaken our position.
However, the purpose of argument is not to defeat others but,
through the exchange of views, to discover the truth in all its complexity.
When that happens, everyone wins. When any part of the truth is hidden,
no one wins, even though it may appear that someone does. By present-
ing all the facts, even those that force you to modify your position, you
impress your readers with your objectivity and honesty and invite them
to show theirs.
Consider the following situation. You believe that the present feder-
ally directed antipoverty program is more beneficial to the poor than the
proposed state-directed program would be. You are researching the sub-
ject further, preparing to write an article supporting your position for an
audience of those who disagree with you. In researching the question you
discover a not widely publicized report documenting serious inefficiency
and waste in the present federal program. Moreover, it seems clear that
these inefficiencies would be less likely to occur in the proposed program.
You realize that your readers probably have not seen this report and that it
would be damaging to your original position to mention it in your article.
What should you do? If you have good reason to conclude that the report
is not really relevant to the issue, it would be foolish to mention it.
However, if you are convinced that it is relevant, honesty requires you to
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213CHAPTER 19 Persuading Others
mention it, deal with the questions it raises, and modify your position
accordingly.
GUIDELINE 8: DON’T OVERWHELM YOUR READERS WITH ARGUMENTS
In controversial matters, no paper under, say, 3,000 words is likely to be
definitive. Moreover, no serious writer would attempt to convey the
impression that it is. Of necessity it contains selected evidence. On the sur-
face it would seem that this would give more reason to fill the paper to
overflowing with evidence for one’s position, to make it as nearly defini-
tive as possible. But on reflection it is clear that the readers’ impression
must also be considered. What is the impression of those who read a com-
position that they know cannot possibly be definitive but is devoted to
arguing one side of an issue, piling detail on detail, example on example,
without even implying that there is another side to the issue? There is no
question that they will regard such a composition as one-sided and
unbalanced! The way to avoid such an unfavorable reader reaction is to
present only those arguments and that evidence that you feel are most
relevant and most persuasive.
There is one other related point. Even when you succeed in avoid-
ing an unbalanced argument, you may get so taken up with your pre-
sentation that you push the reader, possibly concluding your paper like
this:
I think I have proved in this paper that there is no alternative to the
one suggested by Professor Jones.
or
The evidence I have presented seems irrefutable. There can be no
question that the proposal is harmful.
or
No reasonable person will hesitate to endorse this view.
You cannot “prove” anything in a short paper. Although evidence
may “seem irrefutable” to you and you may see “no question,” remember
that it is wiser to permit readers to make their own judgment. And no
reader enjoys feeling that agreement with the writer is required in order
to be considered a “reasonable person.”
GUIDELINE 9: FOCUS ON THE ARGUMENT BEST
CALCULATED TO PERSUADE YOUR AUDIENCE
Different arguments appeal to different readers. Just as it is important to
understand your readers’ viewpoints on the issue, it is important to use
arguments that will appeal to them. To ignore their frames of reference
and choose arguments that you yourself find persuasive is a mistake.
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214 PART THREE A Strategy
Consider, for example, the issue of whether the United States should
become involved in conflicts in other parts of the world. The following
chart shows the various frames of reference and the arguments that are
often made under each.
Frame of Reference
Moral and/or
religious
Political and/or
practical
Philosophic
Arguments for
U.S. Involvement
1. It is the moral
obligation of the
strong to protect
the weak.
2. To stand by and do
nothing while
atrocities are com-
mitted is unethical.
1. Because technol-
ogy has shrunk
our planet, no
part of the world
is outside our
country’s interest.
2. To refuse to stop
tyranny is the
same as encourag-
ing it.
A free nation has an
obligation to stand
up for freedom
everywhere.
Arguments Against
U.S. Involvement
1. The Judeo-
Christian tradi-
tion says to return
good for evil, love
for hate.
2. Modern warfare
punishes the vic-
tims as well as the
perpetrators.
1. Precisely because
the world has
grown smaller, we
need to resist the
urge to join other
nations’ battles.
2. When we deplete
our resources in
foreign wars, we
increase our own
vulnerability.
1. War corrupts all
who engage in it.
Let’s say you are writing a persuasive paper on this issue and you
personally believe that the most telling arguments are moral and/or reli-
gious but you know your readers would be more impressed with the
political and/or practical or the philosophic arguments. Generally speak-
ing, it would be foolish to follow your personal preference—doing so
could defeat your purpose in writing.
GUIDELINE 10: NEVER USE AN ARGUMENT YOU
DO NOT BELIEVE IS SOUND OR RELEVANT
This guideline should be understood as a qualification of the previous
one. Sincerity and regard for the truth are among the most important
characteristics of a writer. Without them there is no real persuasion, only
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215CHAPTER 19 Persuading Others
clever presentation. Therefore, if you truly believe that only one argu-
ment is worthy of consideration, then by all means use only that argu-
ment. This dilemma, however, is not likely to arise very often. In most
cases, you will be able to choose among a variety of arguments without
compromising your integrity.
GUIDELINE 11: ALLOW TIME FOR YOUR VIEW TO GAIN ACCEPTANCE
It may be tempting to believe that when you present your view, your
readers will immediately abandon their own and embrace yours. That
expectation is unrealistic. Except in rare cases, the best you should
hope for is that they will be moved to reconsider the issue in light of
what you said and that your insights eventually will cause them to
modify their view. The fact that “eventually” may turn out to be next
week or next year rather than five minutes from now is not necessarily
a comment on your skill in persuading others. It may merely reflect the
reality that the bonds people form with their opinions are not easily
broken.
Use the following summary of the guidelines for persuasion as a
checklist whenever you wish to present your ideas persuasively:
1. Respect your audience.
2. Understand your audience’s viewpoint.
3. Begin from a position you have in common with your readers.
4. Take a positive approach.
5. Understate your argument whenever possible.
6. Concede where the opposing side has a point.
7. Don’t ignore any relevant facts.
8. Don’t overwhelm your readers with arguments.
9. Focus on the argument best calculated to persuade your audience.
10. Never use an argument you do not believe is sound or relevant.
11. Allow time for your view to gain acceptance.
Next we’ll compare a persuasive composition with an unpersuasive
one to see how these guidelines apply.
An Unpersuasive Presentation
A student chose to write a letter pointing out his complaints about the
quality of the campus dining hall food and service. His reader was the
dining hall manager, his task to impress the reader with his reasonable-
ness and dispose her to reevaluate the performance of her staff.
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216 PART THREE A Strategy
How should the student have approached his subject and reader?
First, he should have realized that the dining hall manager must be either
a dishonest person, caring little whether she runs the dining hall well or
poorly, or a conscientious person, anxious to make the operation efficient
and excellent. If the student is convinced that the manager is dishonest,
he would be wise not to write the composition for that reader at all but per-
haps for the administrator to whom the manager reports.
If, on the other hand, he is sure the manager is conscientious and
experienced, he would have to acknowledge that (1) she is familiar with
the frequency and exaggeration of student complaints that are almost a
Violates Guideline 3
Doesn’t begin on
common ground
Violates Guideline 5
Sarcasm offends reader
No examples offered to
support charge
Violates Guideline 1
Actually suggests bad inten-
tion (How can writer pre-
sume to know the intentions
of staff when even the facts
are in question?)
Sarcasm offends reader
Creates unfavorable
impression on reader (judges
administrators rashly)
Shows disrespect toward
reader (no admission that
students occasionally do
embellish facts)
There is continuous discussion taking place on this
campus about the dining hall. The students are dis-
gusted with the poor quality of the food and service,
and the dirty dishes and silverware. As a student,
I would like to point out the reasons for complaining.
First, let us consider the quality of the food. The
meat is either undercooked or overcooked. It is of
such low quality that one wonders how it ever got on
the market to be sold. The vegetables are completely
tasteless, but this is all right because few students
bother to eat them. Some students receive bonuses in
their meals—such as hair in their soup or dead flies in
their potatoes. These are only a few examples of how
poor the food is.
Another complaint of students is the inefficient
service. Because of the slow service, students often
sit down to a cold meal. Many students have to skip
their meals because they don’t have time to wait.
Some are driven to eat in local restaurants at extra
expense.
Perhaps the most common complaint is the dirty
dishes and silverware the students are forced to use.
I suppose everything goes through a dishwasher, but
by some strange coincidence few things come out
clean. However, the work staff don’t worry about it—
they just close their eyes to the dirt and pass the
dishes and silverware on to the servers. Egg caked to
the forks and pieces of meat stuck to the plate—it cer-
tainly raises a student’s spirits when he’s eating two
meals for the price of one!
The question is, what can be done to correct these
problems? Students have already issued their com-
plaints to administrative officials, but this has done no
good. These people appear to have turned their heads
from the problem. It is clear that something must be
done. A lot of revising is needed. But will there be
any? You know as well as I do. NO!
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217CHAPTER 19 Persuading Others
tradition on college campuses and (2) despite her efforts to find all the
flaws in her operations, she is apparently unaware of several. If the stu-
dent had examined carefully the complaints he thought were justified—
the poor quality of the food, the dirt in the food, the slow service, and the
dirty dishes and silverware—he would have realized that they embrace
the entire operation. Mentioning all of them was saying that nothing
about the dining hall is acceptable—and such a comprehensive statement
would surely dispose the reader to reject the entire statement. Her natural
(human) reluctance to see the faults in her operation would not be over-
come but reinforced. She would think, “It’s not possible that I’ve failed to
see all these problems. This student must just be a complainer.”
A Persuasive Presentation
A student skilled in persuasive writing would have anticipated all these
reactions from his reader and written his letter in this manner:
What type of student constantly complains about the quality of food in
the dining hall? Usually the one who’s been catered to by his mother
and finds it difficult to adjust to anything but dotingly personal service.
During the first term in college my roommate was just such a person. He
moaned for an hour after every meal he ate here (and he went without
more than a few meals). Hamburger steak was “unfit for human con-
sumption” in his view. Chicken à la king was “slop.” And so on—there
was an appropriately derogatory comment for every meal he forced
himself to eat.
John stayed here for about a month. He enjoyed his courses and did
well in them. He made quite a few friends. But he came to speak constantly
of his mother’s cooking—two-inch steaks three times a week, lasagna,
spaghetti with pork chops and meatballs and hot Italian sausage. So he left
college to return to Utopia. Few students go as far as John did, of course, but
judging by the frequency of the complaints I hear students make about the
dining hall, he was not the only student hopelessly spoiled by his mother’s
cooking.
The service and quality of the food in our dining hall are usually good.
Sure, the meat is occasionally overcooked and the vegetables sometimes
soggy, but that happened at home too (and my mother only cooked for five,
not fifteen hundred). There are, in fact, only two things that I think might be
improved.
The first is waiting in line. I usually have to wait at least fifteen minutes
to be served in our dining hall, and I arrive quite early. I know from friends
in other colleges that a fast-moving line is the exception rather than the rule,
so perhaps nothing can be done about it. But if the management found some
way to “stagger” the serving or speed up the line, at least one student would
appreciate it. The second is dirty dishes and silverware. At most meals I find
that I have to wipe dirt from at least one plate or piece of silverware. It may
be that in the interests of efficiency the dishwashers are reluctant to wash
dirty pieces a second time. Or they may be too busy to notice. But spotless
dishes and silverware do help to make the food more appetizing.
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218 PART THREE A Strategy
Neither improvement would satisfy students who, like John, are spoiled
or who enjoy complaining. But they would help to make our dining hall an
even better place to eat.
The difference between these two presentations should be obvious.
The most conscientious, eager-to-please, dining hall manager could not
help discounting the first as an exaggerated blast written by a chronic
complainer or as a release of hostilities by a student angry not only with
the dining hall staff but also with his girlfriend, his professors, his par-
ents, and the world. But any reasonably conscientious dining hall man-
ager could not help but regard the second letter as the work of a
reasonable, understanding, mature student. It would make her want to
improve the service. In other words, it would be persuasive.
Applications
This application section is somewhat different from earlier ones. It presents an
extended list of contemporary issues. Each has been the subject of considerable
public debate. Some have had long, complex histories. For most, a sizable amount
of written interpretation and argument is available.
Examine the list carefully to find an issue that interests you. Then analyze it,
applying what you have learned from this book, particularly the lessons of Part
Three, “A Strategy,” which begins with Chapter 14. Keep in mind that the issues
are identified here in a very general way. It is up to you not only to find and study
the available information but also to select the particular aspects you will focus
on. As you have seen, it is better to treat one or two aspects in depth than a larger
number superficially.
Finally, write a persuasive composition. (On a separate sheet, specify your
audience and explain the audience analysis that guided your composition.)
1. In February 1997 a landmark scientific achievement was announced. For
the first time in history, a mammal had been cloned. Scientists had used the DNA
from one sheep to produce another sheep, genetically identical to the first. Some
scientists had predicted the feat would never be accomplished. Now most agreed
that no real barriers exist to cloning human beings, though scientific difficulties
would have to be worked out.1 The procedure would offer possibilities previ-
ously dreamt of only by science fiction writers. Here are just a few: (a) a couple
who lost a beloved child in an accident could have another just like him or her;
(b) fans could buy celebrities’ DNA and enjoy the ultimate in memorabilia; (c)
dictators could ensure that their rule was passed on, not just through their chil-
dren but, in a sense, through themselves; (d) wealthy people could produce clones
to be used for spare parts should they contract a disease. As these examples sug-
gest, human cloning poses difficult legal and ethical questions, all of them arising
from a single awesome fact—the process would produce not robots but human
beings! What is the wisest position for society to take on the issue of human
cloning?
2. Handgun sales continue to rise, indicating that many people believe hav-
ing a weapon will ensure their safety. But many people argue that the easy avail-
ability of handguns is a major cause of violence. They argue that the United States
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219CHAPTER 19 Persuading Others
should follow the example of other countries and ban handguns. Which view-
point is more reasonable?
3. Some people argue that we would have better government if members
of Congress were limited to a certain number of terms, say two or three. Dis-
agreement over this issue continues to be sharp and spirited. Do the advantages
of term limits outweigh the disadvantages?
4. Reportedly, many people are ignoring the dangers of unprotected sex.
How can this casual attitude toward disease be explained in light of the spread
of HIV/AIDS and other sexually transmitted diseases? What is the best approach
for public health officials and educators to take in solving this problem?
5. From the 1960s to the mid-1970s, the time allotted for serious television
news coverage dropped dramatically. A typical analysis segment ran twenty-five
minutes in 1960 but only seven minutes in 1976,2 and it has shrunk still further
since then. What caused the shrinking of analysis time? Was the time allotted for
analysis in the 1960s too long? Is the time now allotted too short? What, if any-
thing, should be done about this situation, and who should do it?
6. The TV rating system was designed to help parents distinguish shows
that are appropriate for their children from those that are not. Yet many parents
say that the system does not provide enough information about program content
for them to make an informed judgment. Are these parents mistaken, or is a
change in the rating system necessary? If a change is needed, what should it
consist of ?
7. In 1982, in a 5–4 decision, the U.S. Supreme Court ruled that current and
former presidents enjoy “absolute immunity” from lawsuits seeking monetary
damages for misconduct in office. Justice Byron White, one of the four justices
who opposed the decision, wrote this dissenting opinion: “[As a result of this
decision] a president acting within the outer boundaries of what presidents nor-
mally do may, without liability, deliberately cause injury to any number of citi-
zens even though he knows his conduct violates a statute or tramples on the
constitutional rights of those who are injured.” Do you share Justice White’s
opposition to the decision?
8. National Basketball Association rules forbid players from wagering on
basketball games and discourage their wagering on other sports. Is this rule fair,
or should it be revised? If you believe it should be revised, specify the revision
you have in mind.
9. Over the years, television information programs have sent undercover
reporters to apply for jobs or purchase automobiles and other products to deter-
mine whether women applicants/consumers are treated differently from men.
The general conclusion has been that many employers and salespeople harbor
negative stereotypes of women—for example, that they are less intelligent than
men, less able to understand complex matters, less interested in matters of sub-
stance, and less qualified to perform work assignments that are more demanding
than answering a telephone or carrying out simple tasks. Is the behavior
depicted in such reports typical of society’s treatment of women, or is it a dra-
matic exception to the rule?
10. In recent years debate has continued, sometimes heatedly, over “family
values.” The principal issues have been whether America has lost them, who has
been responsible for the loss (if, indeed, there has been one), and who can best
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220 PART THREE A Strategy
restore them. Many debaters seem to have taken for granted that the term itself
has one meaning that everyone understands. Is their assumption warranted?
Investigate and determine the meanings of “family values.” If you find signifi-
cant differences in people’s definitions, build a reasonable composite, explain it
thoroughly, and answer the objections critics might raise about it.
11. “What people view on television or in films can’t affect their thinking and
actions,” argue many in the artistic community. Those who disagree point out
that the same artistic community creates public service messages aimed at chang-
ing people’s minds about drinking and driving, having sex without condoms,
and abusing the environment. These critics reason that if a medium has the power
to help, it also has the power to harm, and they urge artists and programmers to
take an honest look at the messages they put on the screen. Which point of view
is more insightful?
12. In Asian cultures marriages traditionally have been arranged for young
people. In our culture young people are free to choose their own spouses. Might
it be a good idea, with our divorce rate soaring and so many families in disarray,
for our culture to follow the Asian custom?
13. Since television became a major entertainment medium in the late 1940s
and early 1950s, the TV commercial has become as familiar as the newspaper. Yet
few people know very much about commercials. How much do they cost? Who
really pays for them? What effects do they have on our lives? Would commercial-
free, pay TV be more desirable?
14. Animal intelligence has been a matter of scientific interest since at least
the time of Darwin. Can animals “think” in any meaningful sense of the term?
Can they form categories (friend, master, my species, and so on)? Are they aware
of themselves and their activities? Do they have a sense of past and future, or do
they perceive only the present moment? What is the most reasonable view of
such issues?
15. Interscholastic and intercollegiate sports competition is as American as
apple pie. To many people the mere suggestion that these programs should be
abolished is the ultimate heresy. But should they be so sacred? Where did the
idea of varsity sports originate? Is it older than intramural competition? What are
its good and bad points?
16. Proponents of a guaranteed annual wage argue that by giving every
adult person an assured amount of money, we would not only eliminate poverty
and its terrible effects but also eliminate an entire bureaucracy—the giant welfare
system—and perhaps even save money. Opponents see more harmful effects.
What are some of those effects? Might they outweigh the benefits?
17. Historically in this country, high school and college athletic budgets have
been divided unevenly, with men’s teams getting a larger share than women’s.
Many object to this unequal treatment; others believe it is justified because men’s
teams traditionally have demonstrated a higher level of skill. Which view is
more reasonable? What changes, if any, should be made in the distribution of
funds?
18. Compulsory education is so common today that we tend to forget it is
a fairly recent historical development. However, some social critics are not only
aware of its recency but also convinced it is no longer a sound idea. In their view
children, even as young as six or eight, should be permitted a free choice of
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221CHAPTER 19 Persuading Others
whether they will study or not and, if they decide to do so, of what and where
they will study. Among the important questions to be considered are these: Why
was compulsory education begun? Was it a good idea then? Have the social
conditions changed significantly since that time?
19. Yale University’s Dr. José Delgado dramatized the effectiveness of electri-
cal stimulation of the brain (ESB) as a means of controlling behavior. He demon-
strated that by “wiring” the brain of a fighting bull and merely pushing a button
that transmits an electrical charge to the animal’s brain, he can stop it in the mid-
dle of an enraged charge. He also established that repeated electrical stimulation
diminishes a bull’s natural aggressiveness. Similar experiments have shown that
chemical stimulation of the brain (CSB) by the strategic placement of tiny tubes
of time-released substances is similarly effective. Some people believe it would
be desirable to use these techniques on criminals or mental patients or students
with certain impediments to learning. Others see any such use as an Orwellian
nightmare. What might be the dangers of the use of such techniques on humans?
Might their use be regulated to minimize abuses?
20. Some argue that the parents of students who attend private and parochial
schools should be allowed to deduct tuition expenses on their federal income
tax forms. For several decades advocates of the idea have argued that fairness
demands it because such parents already support the public schools through
taxes and must at present bear an additional financial burden for exercising free
choice over their children’s education. Opponents argue that the proposal vio-
lates the principle of separation of church and state (at least in the case of parochial
schools) and would harm the public school system. Which viewpoint is more
reasonable?
21. The 1990s witnessed the beginning of a new phenomenon—children
divorcing their parents. What possible effects could this phenomenon have on the
relationship between children and parents? Between government and families?
Which of these effects are most likely to occur? Are they desirable or undesirable?
22. Top executives of large corporations often earn millions of dollars a year
in salaries, bonuses, and benefits while the vast majority of people who work for
them earn modest wages, sometimes no more than the minimum hourly amount
required by law. Some people believe that an economic system that permits such
disparity to exist is wrong and should be changed. Others argue that no change
is possible without stifling human initiative. How might the economic system be
changed? Should it be changed?
23. Because journalists serve the important function of collecting information
for public dissemination, they traditionally have claimed the right to keep their
sources of information confidential, even from the courts. That claim has been
challenged many times in the courts, and reporters have on occasion been held in
contempt of court and sent to jail for refusing to divulge their sources. In taking
such action, judges have not denied the basic principle of confidentiality; they
have merely asserted that it has definite limits. Do you agree with them?
24. Some people claim that video games are harmful to young minds. Others,
including some psychologists and educators, believe that, far from being harmful
to children, video games are in some ways helpful. What benefits and/or draw-
backs are there in video games?
25. One of the causes of the antisocial behavior so prevalent today, according
to some analysts, is the fact that the old-fashioned hero has been largely replaced
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222 PART THREE A Strategy
by the antihero. If the media offered more wholesome, virtuous individuals for
young people to model their lives after, these analysts reason, crimes of violence
would decrease. Do you agree?
26. Some believe that adults should be held financially responsible for their
elderly parents when the parents are too poor or ill to care for themselves. Is this
a reasonable view?
27. In the past couple of decades, student evaluations of teachers have become
one common measure of teacher effectiveness. Typically, students are given an
opportunity, toward the end of the term, to fill out a questionnaire and rate their
teachers. The overall ratings are then compiled and become one criterion for
salary raises, promotion, and tenure. Not all teachers approve of students’ evalu-
ating them, however. Some argue that students are not trained evaluators and
can too easily confuse popularity with effective teaching and punish the very
teachers who are serving them best. What is your view?
28. Suppose that a single woman becomes pregnant, has the baby, and then
decides to give it up for adoption. Suppose, too, that the biological father learns
of her adoption decision. Under what circumstances, if any, should he be able to
block the adoption and claim the baby as his own?
29. Some people argue that wealthy people have an obligation to share their
riches with poor people. Do you agree? Does your answer depend on whether
their wealth was honestly or dishonestly obtained (by themselves or their ances-
tors)? If they do have such an obligation, how should it be enforced if they choose
not to honor it? Do rich countries have a similar obligation to poor countries?
30. Most computer software carries a warning against copying, yet many
people feel the warning is unreasonable. They believe that if they buy a program,
it is theirs to do with as they wish, and that includes giving or selling a copy to
someone else. Are they right?
31. The goal of embryonic stem cell (ESC) research is to develop techniques
for replacing damaged cells and thus provide hope for people with numerous
diseases, particularly neurological diseases. Stem cells can be harvested in three
ways: (1) from one’s own body—these cells are the most difficult to obtain but have
zero chance of being rejected; (2) from umbilical cords—these cells are easier to
obtain but are more likely to be rejected when used outside kinship lines; and
(3) from embryos—these cells are subject to the same likelihood of rejection as those
from umbilical cords. Of the three sources of stem cells, only the third is contro-
versial. Those who oppose the use of ESCs for research argue that human life
begins at conception and that therefore, an embryo is a human being whose dig-
nity must be respected. Those who favor using ESCs in research believe that such
use serves humankind and should be not only permitted but encouraged. Should
the use of embryonic stem cells (ESCs) in research receive federal support?
32. Lawyers often defend clients who are guilty of the charges against them.
Is this practice morally right? Does your answer depend on the seriousness of the
offense? For example, would your answer be the same for driving while intoxi-
cated as it would be for murder?
33. Assisting a person to commit suicide is against the law in most states.
Should the law be changed? Why or why not?
34. Fear of contracting HIV/AIDS has caused people to behave in untypical
ways. For example, many refuse to have any social contact with a friend who has
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223CHAPTER 19 Persuading Others
contracted the disease. Dentists and doctors have refused to work on patients
with the disease. Undertakers have refused to embalm victims. Is such behavior
justifiable?
35. To some people the Asian practice of acupuncture is pure superstition; to
others it produces a real anesthetic or curative effect. Which view is correct?
36. For many years it was believed that children who receive early formal
education have an advantage over those who start school at age 5 or 6. Today,
some educators challenge that view. They speculate that intellectual and emo-
tional harm can result from putting very young children into structured learning
situations. Which view is the more reasonable one for parents to accept?
37. The increase in violence in this country (and a number of other Western
countries) in recent years has given new currency to an old issue. Are human
beings naturally, instinctively aggressive, or is aggression learned behavior?
38. Many people believe that parents should be held legally responsible for
the acts of their children. This would mean that whenever criminal charges are
filed against a child, the parents would be listed as co-defendants. Is this a fair
and reasonable approach to the problem of juvenile crime?
39. The term tenure means “permanent appointment.” Once teachers receive
tenure, they can be fired only for serious cause. Tenure originally was designed
to ensure that teachers would enjoy the right to teach their subject without fear of
punishment for having unpopular views or taking an unorthodox approach to
their subject. This right is known as “academic freedom.” Over the past few
decades, the tenure system has become controversial. Those who oppose it claim
that its principal feature today is no longer the guarantee of academic freedom
but, instead, protection of the mediocre and the incompetent. Those who support
tenure argue that the need for academic freedom has never been greater and that,
far from diminishing the quality of education, tenure increases it. Does the
tenure system help or hinder the process of education?
40. Some people believe that English should be declared the official language
of the United States. They believe that this would encourage assimilation, foster
understanding among citizens, increase citizens’ participation in democratic
processes, and save resources in education and in government. Opponents of the
idea argue that one’s native language is a defining characteristic of a person’s
individuality and therefore that linguistic diversity should be encouraged. In
their view, declaring English the official language of the United States would be
an insult to everyone who speaks another language and a source of disharmony
among U.S. citizens of different backgrounds. Should English be declared the
official language of the United States?
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224
Notes
CHAPTER 1: WHO ARE YOU?
1. This section is copyright © 2010 by MindPower, Inc. Used with permission.
2. Peggy Rosenthal offers a slightly different explanation of the same phenomenon: “Even
when we think we are choosing our words with care and giving them precise meanings,
they can mean much more (or less) than we think; and when we use them carelessly,
without thinking, they can still carry thoughts. These thoughts we’re not aware of, these
meanings we don’t intend, can then carry us into certain beliefs and behavior—whether
or not we notice where we’re going.” Rosenthal, Words and Values: Some Leading Words
and Where They Lead Us (New York: Oxford University Press, 1984), viii.
3. One example of non sequitur is a child’s answer to his teacher’s question “Why do you
get so dirty during playtime?” He responded, “Because I’m closer to the ground than
you are.” Another is the conclusion of a medical authority in 1622 about the treatment
of a wound: “If the wound is large, the weapon [emphasis added] with which the patient
has been wounded should be anointed daily; otherwise, every two or three days.” The
medical quotation is from Christopher Cerf and Victor Navasky, The Experts Speak: The
Definitive Compendium of Authoritative Misinformation (New York: Villard, 1998), p. 38.
4. See Buck v. Bell, 1927.
5. Stephen Jay Gould, The Mismeasure of Man (New York: W. W. Norton, 1981), p. 335.
6. Michael D’Antonio, The State Boys Rebellion (New York: Simon & Schuster, 2004), pp. 5, 18.
7. James M. Henslin, Sociology: A Down-to-Earth Approach, 7th ed. (New York: Pearson,
2005), pp. 87, 302.
8. Henslin, Sociology, p. 401.
9. Daniel Goleman, Vital Lies, Simple Truths (New York: Simon & Schuster, 1985), p. 209.
10. Henslin, Sociology, pp. 5, 56.
11. Quoted in David G. Myers, Social Psychology, 4th ed. (New York: McGraw-Hill, 1993),
pp. 186–87.
12. Cited in James Fallows, Breaking the News: How the Media Undermine American Democracy
(New York: Pantheon Books, 1996), pp. 117–18.
13. Cole Campbell, editor of the Norfolk Virginian-Pilot, quoted in Fallows, Breaking the
News, p. 246.
14. Ellen Hume, commentator, on Reliable Sources, CNN, June 22, 1999.
15. Larry Sabato, appearing on 60 Minutes, CBS, July 4, 1999.
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225NOTES
16. Diane F. DiClemente and Donald A. Hantula, “John Broadus Watson, I-O Psychologist,”
Society for Industrial and Organizational Psychology, http://siop.org/tip/backissues/
TipApril00/Diclemente.htm.
17. Cited in Richard Nisbett and Lee Ross, First Impressions. Human Inference: Strategies and
Shortcomings of Social Judgment (Englewood Cliffs, N.J.: Prentice-Hall, 1980), p. 173.
18. See, for example, Elizabeth F. Loftus, Eyewitness Testimony (Cambridge, Mass.: Harvard
University Press, 1979, 1996).
19. Mortimer J. Adler and Charles Van Doren, How to Read a Book, rev. ed. (New York:
Simon & Schuster, 1972), p. 4.
20. Harry A. Overstreet, The Mature Mind (New York: Norton, 1949, 1959), p. 136.
21. Maxwell Maltz, Psycho-Cybernetics (New York: Pocket Books, 1969), pp. 49–53.
22. Martin E. A. Seligman, Learned Optimism: How to Change Your Mind and Life, 2d ed.
New York: Free Press, 1990, 1998), p. 288.
23. Viktor Frankl, The Unheard Cry for Meaning (New York: Simon & Schuster, 1978), pp. 35, 67, 83.
24. Viktor Frankl, Man’s Search for Meaning (New York: Washington Square Press, 1963),
pp. 122–23.
25. Frankl, Unheard Cry, pp. 39, 90, 95.
CHAPTER 2: WHAT IS CRITICAL THINKING?
1. Chester I. Barnard, The Function of the Executive (Cambridge, Mass.: Harvard University
Press, 1938), p. 303.
2. James Harvey Robinson, in Charles P. Curtis Jr. and Ferris Greenslet, eds., The Practical
Cogitator, or the Thinker’s Anthology (Boston: Houghton Mifflin, 1945), p. 6.
3. Leonard Woolf, quoted in Rowland W. Jepson, Clear Thinking, 5th ed. (New York:
Longman, Green, 1967 [1936]), p. 10.
4. Percey W. Bridgman, The Intelligent Individual and Society (New York: Macmillan, 1938),
p. 182.
5. For a remarkably clear discussion of this complex subject, see Mortimer J. Adler,
Intellect: Mind over Matter (New York: Macmillan, 1990).
6. William Barrett, Death of the Soul from Descartes to the Computer (Garden City, N.Y.:
Doubleday, 1986), pp. 10, 53, 75.
7. John Dewey, How We Think (New York: Heath, 1933), p. 4.
8. Dewey, How We Think, pp. 88–90.
9. R. W. Gerard, “The Biological Basis of Imagination,” Scientific Monthly, June 1946, p. 477.
10. Gerard, “Biological Basis,” p. 478.
11. Copyright © 2002 by MindPower, Inc. Used with permission.
12. Copyright © 2002 by MindPower, Inc. Used with permission.
CHAPTER 3: WHAT IS TRUTH?
1. Walter Lippmann, Public Opinion (New York: Harcourt Brace, 1922), p. 90.
2. Gordon W. Allport and Leo Postman, The Psychology of Rumor (New York: Russell &
Russell, 1965 [1947]), p. 100.
3. Quoted in Francis L. Wellman, The Art of Cross-Examination (New York: Collier Books,
1962), p. 175.
4. Elizabeth Loftus and Katherine Ketcham, Witness for the Defense (New York: St. Martin’s
Press, 1991), p. 137.
5. Time, August 14, 1972, p. 52.
6. “Chaplin Film Is Discovered,” Binghamton (New York) Press, September 8, 1982, p. 7A.
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226 NOTES
7. “Town’s Terror Frozen in Time,” New York Times, November 21, 1982, sec. 4, p. 7.
8. “A Tenth Planet?” Time, May 8, 1972, p. 46.
9. Herrman L. Blumgart, “The Medical Framework for Viewing the Problem of Human
Experimentation,” Daedalus, Spring 1969, p. 254.
10. This section copyright © MindPower, Inc., 2008, 2010. Used with permission.
11. Cited in Robert H. Bork, Slouching Towards Gomorrah (New York: ReganBooks, 1996), p. 144.
12. “Back to School,” New York Times, March 11, 1973, sec. 4, p. 4.
13. “The Murky Time,” Time, January 1, 1973, p. 57ff.
CHAPTER 4: WHAT DOES IT MEAN TO KNOW?
1. Barbara Risman, “Intimate Relationships from a Microstructural Perspective: Men Who
Mother,” Gender and Society 1(1), 1987, pp. 6–32.
2. S. Minerbrook, “The Forgotten Pioneers,” U.S. News & World Report, August 8, 1994, p. 53.
3. Carol Tavris, Anger: The Misunderstood Emotion (New York: Simon & Schuster, 1982), p. 144.
4. Paul F. Boller Jr., Not So: Popular Myths About America from Columbus to Clinton (New
York: Oxford University Press, 1995), chap. 5.
5. Boller, Not So, chap. 2.
6. Judith A. Reisman and Edward W. Eichel, Kinsey, Sex, and Fraud (Lafayette, La.:
Huntington House, 1990).
7. Thomas Sowell, Race and Culture: A World View (New York: Basic Books, 1994), pp. 92–93.
8. Sowell, Race and Culture, chap. 7.
9. A. E. Mander, Logic for the Millions (New York: Philosophical Library, 1947), pp. 40–41.
10. Rowland W. Jepson, Clear Thinking, 5th ed. (New York: Longman, Green, 1967), p. 123.
11. Karl-Erick Fichtelius and Sverre Sjolander, Smarter Than Man? Intelligence in Whales,
Dolphins and Humans, trans. Thomas Teal (New York: Random House, 1972), p. 147.
12. Karl Menninger, Whatever Became of Sin? (New York: Hawthorne Books, 1973).
13. Thomas Fleming, “Who Really Discovered America?” Reader’s Digest, March 1973, p. 145ff.
14. “Scientists Say Chinese ‘Discovered’ America,” (Oneonta, New York) Star, October 31,
1981, p. 2.
15. “Shibboleth Bites Dust,” Intellectual Digest, July 1973, p. 68.
16. “Empty Nests,” Intellectual Digest, July 1973, p. 68.
17. “Psychic Senility,” Intellectual Digest, May 1973, p. 68.
18. Time, August 20, 1973, p. 67.
19. Nova, PBS-TV, September 21, 1993.
20. Mortimer J. Adler, “A Philosopher’s Religious Faith,” in Philosophers Who Believe: The
Spiritual Journeys of Eleven Leading Thinkers, ed. Kelly James Clark (Downers Grove, Ill.:
InterVarsity Press, 1993), p. 215.
21. Mark A. Noll, The Scandal of the Evangelical Mind (Grand Rapids, Mich.: Eerdmans,
1994), p. 238.
22. Herbert Kupferberg, “Why Scientists Prowl the Sea Floor,” Parade, July 29, 1973, p. 12ff.
23. “Beer Test,” Parade, May 13, 1973, p. 4.
24. Bernard Goldberg, Bias: A CBS Insider Exposes How the Media Distort the News
(Washington, D.C.: Regnery, 2002), p. 20.
25. http://www.cbsnews.com/stories/2006/02/16/60minutes/main1323169.shtml,
accessed August 9, 2006.
26. http://www.opinionjournal.com/extra/?id=110008220, accessed July 11, 2006.
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227NOTES
CHAPTER 5: HOW GOOD ARE YOUR OPINIONS?
1. Cited in Martin Gardner, Fads and Fallacies in the Name of Science (New York: Dover, 1952,
1957), pp. 12–13.
2. “Couple Awaits Resurrection of Their Son,” Binghamton (New York) Press, August 27,
1973, p. 11A. Also “Two Arrested in Son’s ‘Faith Heal’ Death,” Binghamton (New York)
Press, August 30, 1973, p. 8A.
3. 20/20, ABC News, July 22, 1982.
4. “Aid for Aching Heads,” Time, June 5, 1972, p. 51.
5. Francis D. Moore, “Therapeutic Innovation: Ethical Boundaries . . . ,” Daedalus, Spring
1969, pp. 504–5.
6. Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex,
Crime, Religion, and Education, vols. 1 and 2 (New York: Appleton, 1904).
7. “Egyptian Artifacts Termed Fakes,” (Oneonta, New York) Star, June 16, 1982,
p. 2.
8. “Venus Is Pockmarked,” Binghamton (New York) Press, August 5, 1973, p. 2A.
9. Cited in Carol Tavris, The Mismeasure of Woman (New York: Simon & Schuster, 1992),
p. 199.
10. Nation/World section, Tampa Tribune, May 2, 1999, p. 24.
11. Consumer Reports on Health, August 1999, p. 1.
12. Stanton Samenow, Inside the Criminal Mind (New York: Times Books, 1984).
13. John Locke, The Conduct of the Understanding, part 3.
14. “Hashaholics,” Time, July 24, 1972, p. 53.
15. Walter Sullivan, “New Object Seen on Universe Edge,” New York Times, June 10, 1973, p. 76.
16. Karl-Erick Fichtelius and Sverre Sjolander, Smarter Than Man? Intelligence in Whales,
Dolphins and Humans, trans. Thomas Teal (New York: Random House, 1972), pp. 135–36.
17. Ray Marshall and Marc Tucker, Thinking for a Living: Education and the Wealth of Nations
(New York: Basic Books, 1992), pp. 17–20.
18. Bill Katz and Linda Sternberg Katz, Magazines for Libraries (New York: Bowker, 1992).
19. A Current Affair, Fox TV, April 28, 1989.
20. “Bars’ Ladies’ Nights Called Reverse Sexism,” Binghamton (New York) Press, January 12,
1983, p. 5B.
CHAPTER 6: WHAT IS EVIDENCE?
1. Joel Best, Damned Lies and Statistics: Untangling Numbers from the Media, Politicians and
Activists (Berkeley: University of California Press, 2001), pp. 27–28, 159, 161.
2. Best, Damned Lies and Statistics, pp. 46–48.
3. Victor C. Strasburger, Adolescents and the Media: Medical and Psychological Impact
(Thousand Oaks, Calif.: Sage Publishing, 1995), p. 30.
4. W. I. B. Beveridge, The Art of Scientific Investigation (New York: W. W. Norton, 1951), p. 54.
5. Best, Damned Lies and Statistics, p. 35.
6. Thomas Sowell, “Ignoring Economics,” http://www.realclearpolitics.com/
Commentary/com-11_15_05_TS_pf.html, accessed July 8, 2006.
CHAPTER 7: WHAT IS ARGUMENT?
1. Margaret A. Hagen, Whores of the Court: The Fraud of Psychiatric Testimony and the Rape of
American Justice (New York: HarperCollins, 1997), p. 292.
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228 NOTES
CHAPTER 8: THE BASIC PROBLEM: “MINE IS BETTER”
1. Edwin Arthur Burtt, Right Thinking: A Study of Its Principles and Methods, 3d ed. (New
York: Harper & Brothers, 1946), p. 63.
2. Ambrose Bierce, Devil’s Dictionary (New York: Dover, 1958), p. 66.
3. Cited in Thomas Gilovich, How We Know What Isn’t So: The Fallibility of Human Reason in
Everyday Life (New York: Free Press, 1991), p. 77.
4. Edmond G. Addeo and Robert E. Burger, EgoSpeak: Why No One Listens to You (Radnor,
Pa.: Chilton, 1973).
5. Gordon Allport, The Nature of Prejudice (Reading, Mass.: Addison-Wesley, 1954), pp. 355–56.
6. G. K. Chesterton, Charles Dickens (New York: Press of the Readers Club, 1942), p. 15.
7. “Theologian: U.S. Too Tolerant,” (Oneonta, New York) Star, May 30, 1981, p. 15.
8. “Jailed Rabbi Seeks Kosher Diet,” Binghamton (New York) Press, May 23, 1982, p. 5A.
9. Reported on Good Morning, America, ABC News, November 4, 1982.
10. “Pregnant Teacher Stirs Town,” Binghamton (New York) Press, December 22, 1982, p. 1A.
CHAPTER 9: ERRORS OF PERSPECTIVE
1. H. L. Gee, Five Hundred Tales to Tell Again (New York: Roy Publishers/Epworth Press,
1955), p. 56.
2. David Hackett Fischer, Historians’ Fallacies: Toward a Logic of Historical Thought (New
York: HarperPerennial, 1970), pp. 9–10.
3. Solomon Asch, cited in Carole Wade and Carol Tavris, Psychology, 2d ed. (New York:
HarperCollins, 1990), p. 669.
4. Nat Hentoff, Speaking Freely: A Memoir (New York: Alfred A. Knopf, 1998).
5. Reported on Hannity & Colmes, Fox News Network, April 3, 2006.
6. Reported in George Will, Suddenly (New York: Free Press, 1992), p. 405.
7. Thomas A. Harris, I’m OK—You’re OK: A Practical Guide to Transactional Analysis (New
York: Harper & Row, 1969), pp. 22–23.
8. “Anna Freud, Psychoanalyst, Dies at 86,” New York Times, October 10, 1982, p. 46.
9. Rona and Laurence Cherry, “The Horney Heresy,” New York Times Magazine, August 26,
1973, p. 12ff.
10. “Liberation Lawn,” New York Times, May 23, 1982, sec. 4, p. 11.
11. This approach was used in the 1982 California primary and reported in “Game Show
Prizes Entice CA Voters,” (Oneonta, New York) Star, June 4, 1982, p. 1.
12. This idea was tested by an education researcher, Eileen Bayer. It proved successful.
Fred M. Hechinger, “Grandpa Goes to Kindergarten,” New York Times, October 29, 1972,
sec. 4, p. 11.
13. The Reagan administration discussed this plan and indicated it was not opposed to it.
“U.S. Considering National ID Cards,” (Oneonta, New York) Star, May 21, 1982, p. 1.
14. Harry Atkins, “Football, Hockey Are X-Rated,” Binghamton (New York) Press, December
19, 1982, p. 60.
CHAPTER 10: ERRORS OF PROCEDURE
1. Thomas Gilovich, How We Know What Isn’t So: The Fallibility of Reason in Everyday Life
(New York: Free Press, 1991).
2. Larry Elder, The Ten Things You Can’t Say in America (New York: St. Martin’s Press, 2000),
pp. 24, 44.
3. John McWhorter, Losing the Race: Self-Sabotage in Black America (New York: Free Press, 2000).
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229NOTES
4. Jesse Lee Peterson, Scam: How the Black Leadership Exploits Black America (Nashville:
WND Books, 2003), pp. 1–2.
5. Shelby Steele, White Guilt: How Blacks and Whites Together Destroyed the Promise of the
Civil Rights Era (New York: HarperCollins, 2006).
6. Juan Williams, Enough (Crown Publishing, 2006).
7. Thomas Sowell, Race and Culture: A World View (New York: Basic Books, 1992).
8. “FAA’s Regulations Ruffle Feathers of Hang Gliders,” Binghamton (New York) Press,
September 3, 1982, p. 1A.
9. Ken Hamblin, Plain Talk and Common Sense from the Black Avenger (New York: Simon &
Schuster, 1999), p. 34.
10. “Long Sentences Sought for Repeat Offenders,” New York Times, April 25, 1982, p. 63.
11. “Possessed Teen Gets Long Prison Term,” (Oneonta, New York) Star, December 19,
1981, p. 2.
12. “Woman Convicted of Making Ethnic Slur,” (Oneonta, New York) Star, May 14, 1982, p. 2.
13. “High School Class Uses Human Cadavers in Lab,” Binghamton (New York) Press,
December 15, 1982, p. 2C.
CHAPTER 11: ERRORS OF EXPRESSION
1. Thomas Sowell, The Quest for Cosmic Justice (New York: Free Press, 1999), p. 18.
2. Quoted in Christopher Cerf and Victor Navasky, The Experts Speak: The Definitive
Compendium of Authoritative Misinformation (New York: Villard, 1998).
3. Cerf and Navasky, The Experts Speak.
4. Henry B. Veatch, Rational Man: A Modern Interpretation of Aristotelian Ethics
(Bloomington: Indiana University Press, 1962), p. 43.
5. Karla Valance, “This Time, the Rebel’s on the Right,” Christian Science Monitor, January
27, 1983, p. 1B; George Basler, “Student Paper Urges Theft and Graffiti,” Binghamton
(New York) Press, January 25, 1983, p. 1F.
6. “Witch’s Church Tax Free,” (Oneonta, New York) Star, April 8, 1982, p. 17.
CHAPTER 12: ERRORS OF REACTION
1. Rowland W. Jepson, Clear Thinking, 5th ed. (New York: Longman, Green, 1967 [1936]),
p. 81.
2. Harold Kolansky, M.D., and William T. Moore, M.D., “Toxic Effects of Chronic
Marijuana Use,” Journal of the American Medical Association, October 2, 1972, pp. 35–41.
3. David G. Myers, Social Psychology, 4th ed. (New York: McGraw-Hill, 1993), p. 148.
4. “Bar License Church Veto Struck Down,” Binghamton (New York) Press, December 14,
1982, p. 4A.
CHAPTER 13: THE ERRORS IN COMBINATION
1. David G. Myers, Intuition: Its Powers and Perils (New Haven, Conn.: Yale University
Press, 2002), p. 101.
2. H. L. Gee, Five Hundred Tales to Tell Again (New York: Roy Publishers/Epworth Press,
1955).
3. Cited in Robyn M. Dawes, House of Cards: Psychology and Psychotherapy Built on Myth
(New York: Free Press, 1994), p. 209.
4. George Will, Suddenly (New York: Free Press, 1992), p. 89. Will cites Norman MacRae as
his source.
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230 NOTES
5. “An Exercise in Educational Flimflam,” Parade, May 12, 1974, p. 17.
6. “Court Order Blocks Big Inmate Release,” (Oneonta, New York) Star, December 22,
1981, p. 12.
7. “Ruling Strikes Down Exempt Status,” (Oneonta, New York) Star, March 27, 1982,
p. 1.
8. “State Rules Let Gays and Crooks Adopt Children,” Binghamton (New York) Press,
August 8, 1982, p. 1A.
9. “Ex-Policeman Says Sex Shift Cost His Job,” (Schenectady, New York) Gazette, August
28, 1982, p. 14.
CHAPTER 14: KNOWING YOURSELF
1. Albert Ellis and Robert A. Harper, A Guide to Rational Living (Englewood Cliffs, N.J.:
Prentice-Hall, 1975).
2. Reported in First Things, December 1996, p. 58.
3. Burden of Proof, CNN, February 24, 1997.
4. “Bill Limits Link Between Tobacco and Sports,” Nation/World section, Tampa Tribune,
February 23, 1997, p. 14.
5. Reported on The Today Show, NBC TV, August 26, 1996.
6. “Questioning Campus Discipline,” Time, May 31, 1982, p. 68.
7. “Holiday Songs Haunt Schoolmen,” Binghamton (New York) Press, December 16, 1982,
p. 3A.
8. “Elizabeth Taylor vs. Tailored Truth,” Time, November 8, 1982, p. 71.
9. Interview with Shirley MacLaine, USA Today, June 16, 1983, p. 11A.
CHAPTER 15: BEING OBSERVANT
1. Lawrence K. Altman, “Discovery 60 Years Ago Changed Doctors’ Minds on Heart
Attack Survival,” New York Times, December 10, 1972, pp. 56–57.
2. Earl Ubell, “Lysozyme: One of the Body’s Miracle Workers,” New York Times, November
12, 1972, sec. 4, p. 6.
3. “Attacking Disease,” dialogue between Jacques Monod and Jean Hamburger,
Intellectual Digest, May 1974, pp. 12–14.
4. Richard P. Feynman, “Surely You’re Joking, Mr. Feynman” (New York: Bantam Books,
1985), esp. pp. 157–58.
5. Binghamton (New York) Press, March 22, 1989, p. 1A.
CHAPTER 16: SELECTING AN ISSUE
1. “Tragedy May Haunt Mancini,” Binghamton (New York) Press, November 16, 1982,
p. 4D.
CHAPTER 17: CONDUCTING INQUIRY
1. Lee Edson, “Will Man Ever Live in Space?” New York Times Magazine, December 31,
1972, p. 10ff.
2. Gordon Gaskill, “Which Mountain Did Moses Really Climb?” Reader’s Digest, June 1973,
pp. 209–16.
3. Lucy Burchard, “The Snug Way,” Intellectual Digest, February 1974, p. 67.
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231NOTES
CHAPTER 18: FORMING A JUDGMENT
1. “The 2000-Year-Old Woman,” Time, September 17, 1973, pp. 55–56.
2. Joyce Brothers, “Answers to Your Questions,” Good Housekeeping, November 1993, p. 100.
3. John Leo, “In Search of the Middle Ground,” U.S. News & World Report, March 6, 1989,
p. 30.
4. Quoted in Leo, “In Search of the Middle Ground,” p. 30.
5. Barbara Lerner, “Self-Esteem and Excellence: The Choice and the Paradox,” American
Educator, Winter 1985.
CHAPTER 19: PERSUADING OTHERS
1. “Scientist Clones Lamb from an Adult Sheep,” Nation/World section, Tampa Tribune,
February 23, 1997, p. 14.
2. William F. Buckley Jr., Firing Line, PBS affiliate WEDU, Tampa, Fla., July 7, 1996.
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233
abortion, 104, 138
absolutism, 108, 145
abstracting services, 182
Adams, Scott, 80–81
Addeo, Edmond, 95
Adler, Mortimer J., 29, 54, 161, 167
advertising, 7–8, 9–10, 75, 128–129
agreement, argument and, 208–209
Alexander, Jane, 187
Allport, Gordon, 96–97
almanacs, 180
Ambrose, Stephen, 28
arguing in a circle, 127–128, 148
argument(s), 83–92
consolidating, 190–191
defining, 83–84
evaluating, 85–90, 194–198
parts of, 84–85
persuasive, guidelines for, 209–215
articles, 181, 190–191
Asch, Solomon, 10
assertions, 186–187
assumptions, 55–56, 104–106, 145, 152
attacking the critic, 140–141, 150
authority, 129, 131, 148–149
automatic rejection, 137–138, 149
background information, 180
balanced view, 200–201
Barrett, William, 18
Beausay, Bill, 113
behaviorism, 9–10
belief(s), 6, 6n, 37, 132, 148–149
Best, Joel, 77
bias
ethnocentrists and, 96
evidence and, 79–80, 115–117, 146
for/against change, 109–111, 146
bibliographic guides, 182
Biden, Joseph, 27–28
Bierce, Ambrose, 11, 95
Billings, Josh, 57
biographical dictionaries, 180
Blair, Jason, 28
blame, 97
body language, 164–165
books, 181–182, 190–191
boxing, 174, 189
Boylston, Zabdiel, 63
Brady, Joseph L., 37
brain, 17–18, 52
Brigham, Carl, 118n
Brothers, Joyce, 196–198
Bruce, Robert, 28
Burger, Robert, 95
Burns, Robert, 158
Bush, George W., 87
Carville, James, 9
causation/cause-and-effect, 38–43
celebrity testimony, 75, 193–194
certainty, 80, 188, 201
Chabel, Marks, 27
change, bias for/against, 109–111, 146
changing the subject, 138–139, 149
Chesterton, G. K., 98
Clinton, William Jefferson, 72, 72n, 140
Coleridge, Samuel Taylor, 23
common belief, 132, 148–149
Comte, Auguste, 44
conceding points, 211–212
conclusions
of arguments, 84–85, 86–87, 88–90
hasty, 117–118, 146–147, 152
conformity, 107–108, 145
consequences, 62
consolidating arguments, 190–191
contradiction, 126–127, 147–148
Corell, Bob, 58
Cosby, Bill, 116
crime, juvenile, 174–175, 189
critical thinking, 16–31. See also
thinking/thought
basic activities in, 24
characteristics, 20–22
defined, 19
discussion and, 25–27
intuition and, 22–23
Index
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234 INDEX
mind and brain and, 17–18
plagiarism and, 27–29
self-inventory, 159–160
writing and, 24–25
critical thinking mode, 67
databases, 182
daydreaming, 19n
de Fort, Charles Silvester, 59
Dean Witter, 128
Delgado, José, 221
Deming, Edwards, 7
Dewey, John, 21, 22
dictionaries, 95, 180
discussion guidelines, 25–27
distinctions, 198–199
Dix, Dorothea, 167
double standard, 117, 146
Draper, Patricia, 188
Duncker, Karl, 102–103
egocentrists, 95–96
egospeak, 95
egothink, 96
egotism, 26
Eichel, Edward W., 49
either/or outlook, 106, 145, 151
Elder, Larry, 116
Elizaldo, Manuel, 53
Ellis, Albert, 161
emotion, appeals to, 130–131, 148–149
encyclopedias, 180
English language resources, 180
Epictetus, 56
errors, 36–37, 65. See also specific error
in combination, 144, 150–152
of expression, 126–134, 147–149
of logic, 85
of perspective, 102–114, 144–146
of procedure, 115–125, 146–147
of reaction, 135–143, 149–150
Esposito, John, 201
ethnocentrists, 96–97
evaluating
arguments, 85–90, 194–198
bias and, 79–80
critical thinking and, 19
evidence, 73–80, 193–194
self, 48–50, 158–160
sources, 185–187, 194–198
evidence, 72–82
bias and, 79–80, 115–117, 146
evaluating, 79–80, 193–194
kinds of, 73–79
sufficiency of, determining, 80, 187–190
exaggeration, 203–204
experience, 73–74, 179, 193
experiments, 76, 194
experts, 36, 63–64, 76, 194
expressing judgments, 199–204
expression, errors of, 126–134
arguing in a circle, 127–128, 148
contradiction, 126–127, 147–148
false analogy, 129–130, 148
irrational appeals, 130–132, 148–149
meaningless statement, 128–129, 148
mistaken authority, 129, 148
recognizing and dealing with, 147–149
extravagant assertions, 186
eyewitness testimony, 74–75, 193
face-saving, 135–136, 150, 151, 152
facts, 68, 178, 180, 185, 212–213
faith, 54–55
false analogy, 129–130, 148
feeling(s), 18–19, 98, 130–131
Feynman, Richard, 166–167
field experiments, 76, 194
Fischer, David Hackett, 106
Fleming, Alexander, 166
formal observations, 78, 194
Frankl, Viktor, 12–13, 14, 167
Franklin, Benjamin, 63
free will, 40–41, 43
Freud, Anna, 161
Freud, Sigmund, 110–111, 161, 167
Frost, Robert, 110
Galileo, 36, 109
Gates, Bill, 185
generalizing, 118–119, 119n, 120
Gilbreth, Frank and Lillian, 167
Gilovich, Thomas, 115
Glover, Ian, 53
Goethe, Johann Wolfgang, 23
Goldberg, Bernard, 56
Goleman, Daniel, 5
Gomberg, Edith, 64
Gonzalez, Elián, 134
Goodwin, Doris Kearns, 28
Google, 183, 184
Gould, Steven J., 118n
groups, 36–37, 119, 199
guessing, 55–56
habits, 41, 110
Hall, G. Stanley, 63
Harris, Sidney J., 158
hasty conclusions, 117–118,
146–147, 152
Headland, Thomas, 54
Heiss, Jerold, 52
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235INDEX
Henry, Carl F., 99–100
Henslin, James, 5
Hentoff, Nat, 107
Herrick, James B., 165
hidden premises, 89–90
hoaxes, 53–54, 185
Holmes, Oliver Wendell, 7
Horney, Karen, 111
Humphrey, Nyles, 53
ideals, 62
ideas, 6–7, 24–25, 27, 198–199
inconclusive results, 178–179
indexes, 181, 182
individuality, 4–15
acquiring/earning, 13
ideas and, 6–7
manipulation and, 8, 9–10
mass culture and, 7–9
psychology and, 11–13
time and place and, 4–5
information deficiency, 35–36
information sources, 179–187
consolidating arguments from,
190–191
evaluating, 194–198
experience and observation as, 179
plagiarism and, 27–29
types of, 180–182
Web-based. See Internet
informed opinion, 65–67, 178
InfoTrak, 182
inquiry(ies), 178–191
efficiency in, 187
inconclusive results and, 178–179
information sources, 179–187
Internet strategies, 183–187
lengthy material in, managing, 190–191
sufficiency of evidence in, 80, 187–190
types of, 178
intellectual property, 27
intelligence tests, 6–7, 118, 118n
Internet, 182–187
accessing sites, 183
evaluating sources/sites, 185–187
plagiarism and, 28
search engines, 183–184
sites by topic, 184–185
interpretation, 24
intuition, 22–23
investigation, 24
irrational appeals, 130–132, 148–149
issues, 171–177
less is more rule and, 171–172
limiting focus of, 172, 176
sample issues, 173–175
James, William, 35
Jepson, Rowland W., 135
John Paul II (pope), 100
Johnson, Samuel, 6
Jones, Paula, 140
journal articles, 181, 190–191
judgment(s), 24, 192–205
distinctions and, 198–199
evidence and, 193–194
expressing, 199–204
sources’ arguments and, 194–198
truth and group judgment, 36–37
juvenile crime, 174–175, 189
Katz, Bill and Linda Sternberg, 68
Kekule, Friedrich August, 22–23
Kennedy, Robert, 27
Khomeini, Ayatollah, 200
Kim, Duk Doo, 174
Kinnock, Neil, 27
Kinsey, Alfred, 48, 49
knowing/knowledge, 47–58
achieving, 50–51
difficulty of knowing, 51–53
faith and, 54–55
obstacles to, 55–56
requirements for, 47–48
self-knowledge, 158–161
self-test, 48–50
Tasaday cautionary tale, 53–54
Koch, Robert, 63
Koo, Wellington, 153
!Kung bushmen, 188
Kwolek, Stephanie, 167
laboratory experiments, 76, 194
Lanegran, Kimberly, 27
Leibnitz, G. W., 18
lengthy material, 190–191
LensCrafters, 128
Leo, John, 200–201
Lerner, Barbara, 201
less is more rule, 171–172
Lewis, Sinclair, 105
Lindzen, Richard, 58
listening, 26, 164–165
Locke, John, 18, 65
Loftus, Elizabeth, 35
logic, 84–85
Lombardi, Vince, 170
Mackay, James A., 28
MacLaine, Shirley, 163
magazine articles, 181
Maltz, Maxwell, 11, 12
Mancini, Ray, 174
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236 INDEX
manipulation, 8, 9–10
Marshall, Barry, 64
Marshall, Ray, 67
Marx, Karl, 44
Maslow, Abraham, 12, 14, 49
mass culture, 7–9
McDonagh, Sean, 53
McWhorter, John, 116
meaningless statement, 128–129, 148
media. See also advertising
celebrity testimony, 75, 193–194
discussion and, 25
evaluating information from, 185
individuality and, 7–9
pornography in, 173
violence and sex in, 41
medicine, 63–64, 165–166, 182, 184–185
memory, 10, 35
Menninger, Karl, 52
mind, 17–18
mindless conformity, 107–108, 145
“mine-is-better” perspective, 94–101
change and, 110
controlling, 97–98
egocentrists and, 95–96
errors and, 150
ethnocentrists and, 96–97
mistaken authority, 129, 148
mistaken opinions, 61
moderation, appeals to, 131, 148–149
Molony, Carol, 53
Monod, Jacques, 166
moral judgments, 61–63
Morison, Samuel Eliot, 28
Morris, Dick, 140
Muhammad, 200
Myers, David, 141
New York Times, 28
newspaper articles, 181
Noll, Mark, 55
Obama, Barack, 186–187
obligations, 62
observation(s), 164–170
facilitating, 168
formal, 78, 194
as information source, 179
of people, 164–165
range of, 166–167
reflecting on, 168–169
in science and medicine, 165–166
opinion(s), 59–71
argument and, 83
errors in, 36, 63–65
as evidence, 76
expert, 194
forming responsibly, 67–68
informed vs. uninformed, 65–67
inquiry into, 178
mistaken, 61
on moral issues, 61–63
overgeneralizing, 119, 120, 147
oversimplification, 120–121, 147, 151, 152
Overstreet, Harry A., 10
Owens, Susan, 52
paraphrasing, 28, 29
Parrish, Michael, 64
Partridge, Eric, 180
passive learning, 50
Pavlov, Ivan, 9
perception, 34–35
personal agendas, 26
personal attacks, 186
personal experience, 73–74, 179, 193
perspective, errors of, 102–114
absolutism, 108, 145
bias for/against change, 109–111, 146
either/or outlook, 106, 145, 151
mindless conformity, 107–108, 145
poverty of aspect, 102–103, 144–145
recognizing and dealing with, 144–146
relativism, 108–109, 145–146
unwarranted assumptions, 104–106, 145
persuasion, 206–223
defined, 206
guidelines for, 206–215
sample presentations, 215–217
Peterson, Jesse Lee, 116
place, 4–5
plagiarism, 27–29
politicians, 9, 138
pornography, 172–173, 176, 189
positive approach to argument, 209–210
post hoc fallacy, 121–122, 147
poverty of aspect, 102–103, 144–145
predicate usage, 202–203
premises, 84, 85–87, 88–90
print journalism, 9
probability, 201
procedure, errors of, 115–125
biased consideration of evidence,
115–117, 146
double standard, 117, 146
hasty conclusion, 117–118, 146–147, 152
overgeneralizing and stereotyping,
119–120, 119n, 147, 152
oversimplification, 120–121,
147, 151, 152
post hoc fallacy, 121–122, 147
recognizing and dealing with, 146–147
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237INDEX
psychology, 6–7, 11–13, 161
published reports, 74, 193
qualifications, judgments and, 203
questioning, 19–20
arguments, 86–87, 194–198
evidence, 193–194
self-knowledge, 158–160
source reliability, 185–186
quoting sources, 28, 29
rational appeals, 130, 131, 132
reaction, errors of, 135–143
attacking the critic, 140–141, 150
automatic rejection, 137–138, 149
changing the subject, 138–139, 149
recognizing and dealing with, 149–150
shifting the burden of proof, 139, 149
straw man, 139–140, 149
Reader’s Guide to Periodical Literature, 181, 182
reasoning, argument and, 83, 85
reflecting on observations, 168–169
Regan, Thomas, 134
Reisman, Judith A., 49
relativism, 97–98, 108–109, 145–146
relevant evidence, 78–79
religion, 54–55, 104
reports, 74, 193
research reviews, 78–79, 194
respect for audience, 207
Risman, Barbara, 48
Robertson, Ian, 5
Roe v. Wade, 104
Roget’s Thesaurus, 17
Roosevelt, Franklin D., 127
rudeness, 27, 119, 119n
Ruhling, Robert, 53
rumors, 185
Rushdie, Salman, 200
Sabato, Larry, 9
Salazar, Zeus, 53
Samenow, Stanton E., 64
sampling techniques, 77
Satanic Verses, The (Rushdie), 200–201
saving face, 135–136, 150, 151, 152
Schweitzer, Albert, 134
science, 9–10, 165–166, 192–193
search engines, 183–184
self-actualization, 12
self-centeredness, 11, 95–96
self-esteem, 11–12, 52, 201
self-image, 11, 135–136
self-knowledge, 158–163
challenge and reward in, 161
critical thinking inventory, 159–160
as information source, 179
questions assessing, 158–160
self-transcendence, 12
Seligman, Martin, 12
Seneca, 141
sex, 41, 110, 172–173, 176, 189, 196–198
Sheehy, Eugene O., 181
Shepherd, Cybill, 129
shifting the burden of proof, 139, 149
simplification, 120
Simpson, O. J. and Nicole Brown, 127
Socrates, 158
Sowell, Thomas, 119–120
specificity, 202
speech mannerisms, 26
Spencer, Herbert, 44
Starr, Kenneth, 72, 72n
statistics, 76–77, 180, 194
Steele, Shelby, 116
stereotyping, 119–120, 147, 152
Strasburger, Victor, 78
straw man, 139–140, 149
subject (topic), 138–139, 149, 202
summarizing source arguments, 191
surveys, 77–78, 194
Tasaday people, 53–54
Tate, Marsha Ann, 187
Tavris, Carol, 48–49
Taylor, Elizabeth, 163
television, 7–8, 8n, 25, 41, 75
testimony, 74–75, 193–194
thinking/thought. See also critical thinking
brain function and, 18, 52
errors in, 85, 126. See also errors
feeling versus, 18–19
judgments and, 192
“mine-is-better” perspective, 97–98
poverty of aspect, 102–103, 144–145
synonyms for think, 17
time, 4–5, 215
tolerance, appeals to, 132, 148–149
tradition, appeals to, 131, 148–149
truth, 32–46
attitudes toward, 32–33
cause-and-effect and, 38–43
childhood and, 33–34
as discovery, 37–38
errors and, 36–37
information deficiencies and, 35–36
memory and, 35
perception and, 34–35
Tucker, Marc, 67
uncritical default mode, 67, 68
uncritical thinkers, 21–22
understatement, 210–211
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238 INDEX
Watson, John, 9–10
Web. See Internet
White, Byron, 104, 219
Will, George, 40
Williams, Juan, 116
writing, 24–25
Yen, Douglas, 53
Zidane, Zinedine, 19
uninformed opinion, 65–67
unpublished reports, 74, 193
unwarranted assumptions,
104–106, 145
values, 20
Van Buren, Abigail, 141
Veatch, Henry, 132
viewpoint, 185–186, 200–201, 207–208
Voltaire, 134
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Cover Page
Title Page
Copyright Page
Dedication
Contents
Preface
Introduction
PART ONE The Context
Chapter 1 Who Are You?
The Influence of Time and Place
The Influence of Ideas
The Influence of Mass Culture
The “Science” of Manipulation
The Influence of Psychology
Becoming an Individual
Chapter 2 What Is Critical Thinking?
Mind, Brain, or Both?
Critical Thinking Defined
Characteristics of Critical Thinkers
The Role of Intuition
Basic Activities in Critical Thinking
Critical Thinking and Writing
Critical Thinking and Discussion
Avoiding Plagiarism
Chapter 3 What Is Truth?
Where Does It All Begin?
Imperfect Perception
Imperfect Memory
Deficient Information
Even the Wisest Can Err
Truth Is Discovered, Not Created
Understanding Cause and Effect
Chapter 4 What Does It Mean to Know?
Requirements of Knowing
Testing Your Own Knowledge
How We Come to Know
Why Knowing Is Difficult
A Cautionary Tale
Is Faith a Form of Knowledge?
Obstacles to Knowledge
Chapter 5 How Good Are Your Opinions?
Opinions Can Be Mistaken
Opinions on Moral Issues
Even Experts Can Be Wrong
Kinds of Errors
Informed Versus Uninformed Opinion
Forming Opinions Responsibly
Chapter 6 What Is Evidence?
Kinds of Evidence
Evaluating Evidence
What Constitutes Sufficient Evidence?
Chapter 7 What Is Argument?
The Parts of an Argument
Evaluating Arguments
More Difficult Arguments

PART TWO The Pitfalls
Chapter 8 The Basic Problem: “Mine Is Better”
Egocentric People
Ethnocentric People
Controlling “Mine-Is-Better” Thinking
Chapter 9 Errors of Perspective
Poverty of Aspect
Unwarranted Assumptions
The Either/Or Outlook
Mindless Conformity
Absolutism
Relativism
Bias for or Against Change
Chapter 10 Errors of Procedure
Biased Consideration of Evidence
Double Standard
Hasty Conclusion
Overgeneralization and Stereotyping
Oversimplification
The Post Hoc Fallacy
Chapter 11 Errors of Expression
Contradiction
Arguing in a Circle
Meaningless Statement
Mistaken Authority
False Analogy
Irrational Appeal
Chapter 12 Errors of Reaction
Automatic Rejection
Changing the Subject
Shifting the Burden of Proof
Straw Man
Attacking the Critic
Chapter 13 The Errors in Combination
Errors of Perspective
Errors of Procedure
Errors of Expression
Errors of Reaction
Sample Combinations of Errors
A Sensible View of Terminology

PART THREE A Strategy
Chapter 14 Knowing Yourself
Critical Thinking Inventory
Using Your Inventory
Challenge and Reward
Chapter 15 Being Observant
Observing People
Observation in Science and Medicine
The Range of Application
Becoming More Observant
Reflecting on Your Observations
Chapter 16 Selecting an Issue
The Basic Rule: Less Is More
How to Limit an Issue
Sample Issue: Pornography
Sample Issue: Boxing
Sample Issue: Juvenile Crime
Narrowing the Issue Further
Chapter 17 Conducting Inquiry
Working with Inconclusive Results
Where to Look for Information
Keeping Focused
How Much Inquiry Is Enough?
Managing Lengthy Material
Chapter 18 Forming a Judgment
Evaluating Evidence
Evaluating Your Sources’ Arguments
Making Important Distinctions
Expressing Judgments
Chapter 19 Persuading Others
Guidelines for Persuasion
An Unpersuasive Presentation
A Persuasive Presentation

Notes
Index

Hamayel1

Ahmad Hamayel

Professor Holod

English 1B

21 March 2021

Introduction

Groupthink is a natural process associated with a group random consensus-building

tendency, which seeks to balance individual and group desires. The group’s mutual self-interest

can be considered an intersection between the individual and group interests and plays the bond’s

role that connects the members and reinforces it (Ruggiero 1990). This self-interest is also a vital

bonding factor tangled in the dialog and slang used to amplify the party’s identity. Groupthink is

more connected to social strain problems within social classes, while the word conformism is

more linked to people’s propensity to succumb to group pressure. While in minimum dozes,

group operations are essential, groupthink is a double-edged sword that usually puts both the

group and the member at risk.

Only after reading the whole story is the cultural and moral complexity of the characters

is evident. Marquez uses the old man with the wings to demonstrate the ignorance of the many

famous wonders of creation. Marquez has developed an anonymous attitude towards what has

taken place through Marquez’s very human and authentic town and the specifics he wrote. While

Pelayo is kind to the old man, he is not a symbol of mercy and charity. He does not club the old

man as said by his neighbor, but he strokes in his chicken coop the alleged angel and charges the

crowds of sightseers. Pelayo only concerns his family and his ill child and is happy to leave

Father Gonzaga with metaphysical and religious speculations.

Lack of intellectual Traits

Pelayo displays a lack of intellectual traits when he misjudges the old man with wings in

the first instance. For her husband, Pelayo Elisenda is the ideal fit, just as natural and realistic.

Elisenda is the more convenient of all if she recommends admitting the angel to see. The old man

in the eyes of Elisenda seems so commonplace that she doesn’t appear to see him for the marvel

that he is until he eventually flies away. Elisenda watches him breathlessly fly away as if he

Audrey Holod
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o Include clear topic sentences that restate the essay’s subject and overall main point that will be dominating this specific paragraph. This is demonstrated in the Essay 1 PPT: “One concept that is demonstrated in “Story X” is…

Audrey Holod
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o Include clear topic sentences that restate the essay’s subject and overall main point that will be dominating this specific paragraph. This is demonstrated in the Essay 1 PPT: “Another concept that is demonstrated in “Story X” is…

Audrey Holod
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what story? nothing has been introduced in the thesis

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o Provide a clear thesis with author name, story, and listed concepts discussed in body paragraphs. This is demonstrated in the Essay 1 PPT.

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THis is APA format. See the MLA Citations PPT or the Quotations PPT in Essay Resources in Pages on Canvas for examples of MLA that is used in English

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insert textual support

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Hamayel 2

knows that something special has forever left her world. The priest concludes that “nothing about

him was measured by the proud reputation of the angels” when he saw that the elderly person

was smelly, decrepit, his battered wings infested with flies, and he had little understanding of the

etiquette. While he is skeptical, he declines to grant the old man a permanent ruling, instead

preferring to write his superiors’ letters and wait for a formal judgment from the Vatican

scholars. Meanwhile, he warns villagers that the villagers can draw no hasty decisions.

Groupthink

The villagers view the old man like a circus animal, tossing food at him and speculating

on what to do with him. Some believe that he is to be the world’s major, some will like him to be

a five-star general to fight all battles, and some want him to father a super race of winged wise

men who will take over the cosmos. The village priest comes to examine the prisoner and

hopefully judges his nature more reasonably. Father Gonzaga immediately assumes an impostor

and considers the old man’s pathetic presence in stark contrast to the church’s typical portrayal of

celestial messengers.

Confirmation Bias

The reader sees the old guy sitting down in the dungeon who could not get up, impeded

by his massive wings, notwithstanding his enormous efforts. Right now, without a biography, we

are exposed to this dubious character except that it is in the yard of Pelayo, which is entirely

appropriate. This acceptance scene leads to denying and exploiting what this guy is rather than

just granting him rights.

Since his wings transform him into a heavenly being, and he obviously is not home on

earth, the old man still has a connection with the sea. His first efforts to flight are followed by a

breeze that seems to be coming from the high seas. He is from the ocean or the sea, swept with a

wave of crabs by a three-day storm; Pelayo and Elisenda took him first to be an overseas navy

man and early planned a raft of provisions set sail for him. When his wings heal, he dances

beneath the star sea chanteys. In its meanings and its judgments on their significance, critics

dispute. In Garcia Marquez’s other works, they also consider the sea to be an essential emblem,

both as a natural force of tremendous strength and as a force synonymous with spiritual power,

which can equally carry wealthy gifts or a terrible loss (Marquez et al., 2007). Several of his

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use actual quotes to support your points

Hamayel 3

stories contain episodes where unusual outsiders come and substantially impact their inhabitants

in a small town. These outstanding tourists come to the sea very frequently.

Conclusion

In a picture of world poverty and human weaknesses, the old man contradicts

conventional celestial stereotypes. And his birds were vile to them. Yet despite his unexplained

wings and elusive roots, there is something mystical about him. Overall, he does wonders — but

they too do not meet demands. The eyesight of the blind man is not recovered, but it

unexpectedly develops three new teeth; the sores of the leper are not healed, but the sunflowers

start from them. These are comfort wonders which expose a specific disease of the mind as if

senility had set on his magic to fail. They might otherwise be practical jokes, a mocking, fun

type, to avenge the crowd’s violence. When Pelayo and Elisenda take the old person in, their ill

kid survives, but this may be a coincidence or a flaw in magic. And he has a remarkable internal

resilience considering his evident infirmities. His health appears to have deteriorated throughout;

a doctor’s test could not help him survive, and his death seems inevitable quite late in the plot.

With the advent of spring, his wings cultivate new fathers and develop power after years of

uselessness, enabling him to flee forever.

Hamayel 4

Works cited

Marquez, Gabriel Garcia, and Nicholas Tornaritis. A very old man with enormous wings.

GradeSaver LLC, 2007.

Ruggiero, Vincent Ryan. Beyond feelings. Mayfield Pub., 1990.

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include 2 sources in addition to the story you are analyzing. Refer to the directions and Essay 1 PPT