All posts by Scott Aikin

Scott Aikin is Assistant Professor of Philosophy at Vanderbilt University.

If it impedes economic growth

I watched the first Republican debates this last Tuesday.  Michele Bachmann, I felt, got the short end of the stick. Even for her coming out party (she declared herself in the race at the debates), she was too often talked over and seemed to get the fewest direct questions. John King spent way too much time asking "Elvis or Cash," "Iphone or Blackberry," "Boxers or Briefs."  Bachmann didn't get a chance to shine. Too bad for fallacy hunters like me.  But when asked what government program she'd cut to reduce the deficit, she did offer up a classic false dilemma (video):

And I would begin with the EPA, because there is no other agency like the EPA. It should really be renamed the job-killing organization of America

Short reply: it is part of the government's job to think 20+ years down the road even when you don't.  Too many complain about the government being on people's backs, but, you know, if you have dangerous chemicals that could end up in my drinking water, the government should be on your back like a family of spider monkeys.  Got toxic waste and need to dispose of it? G-man, I hope, has a long, long, long list of forms and so on that you need to fill out and verify before so.  Why?  'Cause nobody (not even the polluters) wants to live in a world of trash.

(N.B., I once had a colleague who confessed that he rooted for the polluters when watching the late 80's cartoon series Captain Planet.  So I will back off my statement that polluters don't want to live in filth.  Apparently, one of them does, or at least doesn't see the comic book justice of having his trash ending up in his bedroom.)

Writing echo chambers

Double-dipping on the recent series of articles from Inside Higher Education.  In "The Facebook Mirror," Lisa Lebduska makes an interesting observation that the more you think your writing's audience is like you (especially holding similar beliefs about what you're writing about), the less likely you are to be explicit about your reasoning.  And as a consequence, the quality of your writing suffers.  On the one hand, it's good to preach to the choir every once in a while, but, on the other hand, without a devil's advocate around, it becomes pretty empty verbiage.  Lebduska sees this in spades with the writing on Facebook:

On Facebook we never think outside the four walls of the self, and we need never imagine readers different from us. We expect neither argument nor curiosity nor challenge. Just a thumbs up or down.

This is an interesting observation, but  a few things.  I've kept a journal off and on since I was in high school.  My audience for the journal is me.  Usually me 5-10 years down the road.  It's an  exercise.  I don't imagine myself all too different from me when making entries, but but I do expect some skepticism.  So how is facebooking different from journal entries? Facebooking, according to Lebduska, doesn't even have that critical distance.

Teachers spend years working to broaden students' intellectual worlds beyond their own virtual backyards. We challenge them to discover ideas that come from individuals who might be very unlike them; people they would never conceive of friending, or if asked to friend would be more than likely to ignore

So Facebook backyardifies writing (my term!).  That said, I think there are some subfields in philosophy that function similarly.  Elsewhere, I've called them "societies of mutual verbal petting" (Forthcoming in Philosophy and Rhetoric 44:3).  In light of this, Lebduska does make a nice point at the end:

The ability to imagine a perspective other than our own — the idea of an audience consisting of curious minds rather than adoring fans — defines our most effective writers. . . . If in reading their words we find that our young people have no sense of others beyond and/or different from themselves, we should supply them with that sense.

I'm not sure what Lebduska's suggestion amounts to in its specifics, but is it that we should be like essay graders in making responses to Facebook walls?  I, by the way, have opted out of facebook — maybe it is my duty as a blogger and commenter on other blogs?  It certainly seems that blog comments do that already.  Is there a Facebook norm against criticism? It's certainly the case in the societies of mutual verbal petting!

Closed-minded conservatives excel at detecting liberal bias

Inside Higher Ed just ran a story titled, "Eye of the Beholder," which reports on an article showing that there is a strong correlation between being conservative and not open to changing one's mind and perceiving liberal bias in the classroom.  Similar thing happens with closed-minded liberals — they have the habit of seeing conservative bias.

The study found that students — even in the same classrooms — didn't perceive bias in the same ways (or at all), and those who perceived bias were those who were resistant to changing any of their views. The finding extended to some who identified themselves as being far on the left and resistant to change, and who believed that they had some biased conservative professors. But among both left-leaning and right-leaning students who didn't score high on resistance to new ideas, there was little perception of bias.

In short, if you're dogmatic about your views, you're likely the one to report having a biased professor. (Sidebar: my experience is perfectly consistent with this, as pretty much every person who's ever accused me of classroom bias has either been a blinkered conservative or a raging Marxist.  That said, this, apparently is true of me.)

What explains this variation in perception of bias in the classroom?  The lead researcher, Darren Linvill of Clemson University, proposes:

…[T]here may be elite colleges and universities where students arrive as freshmen used to having their views challenged by teachers, and that might still be "an ideal." But he said that the reality he sees from his research is that this is a foreign concept to many entering college students today.

That's it – challenging a view is a case of bias.  In a way, yes, it is.  It is biased against dogmatism.  (A question: is this a case of self-serving bias, as the dogmatic students tend to do poorly in discussion and blame it on professor bias instead of their own lack of preparation? Is it self-serving to offer that as an explanation?)

If it’s on a spectrum, it doesn’t mean anything

Phyllis Schlafly is a culture warrior.  Long ago, it was about the Equal Rights Amendment.  Nowadays, it's about gender.  Her recent post at the Eagle Forum is about an Oakland elementary school that had a presentation about gender identity.  It was paid for by the California Teacher's Union. 

The major message was that "gender identity" means people can choose to be different from the sex assigned at birth and can freely "change their sex." According to Gender Spectrum, "Gender identity is a spectrum where people can be girls, feel like girls, they feel like boys, they feel like both, or they can feel like neither."

Yep.  That's why there were terms like 'tomboy' and 'girlyboy' and so on.  Schlafly knows about those things, for sure.  Surely she's not objecting to the fact that someone's saying something true. She's objecting, instead, to how this is being presented.

Kindergartners were introduced to this new subject by asking them to identify toys that are a "girl toy" or a "boy toy" or both, and whether they like the color pink. They were read a story called "My Princess Boy.". . . . The lessons seem more likely to confuse the kids about who they are and, indeed, Gender Spectrum boasted that its goal is to confuse the children and make them question traditional ideas about who is a boy and who is a girl.

It is the confusion that's objectionable, you see.  That is, it can't be that Schlafly is objecting to it being made clear that some people are tomboys, it's that it is being taught that it's OK.  That, she thinks, is confusing.  Her thought seems to be: if you are going to educate children, it cannot be in the form of showing them that things are difficult, complex, and confusing.  That's bad. 

I'd like to know what Schafly thinks about teaching long division to third graders, because when my kid was in third grade, she had more trouble with remainders than she did with the idea that her classmate had two moms.  Oh, and she still had to do the long division — being educated means that you have the cognitive tools to face confusing facts, not deny them. 

But, you know, it's never really about the children with Schlafly.  It's all dogwhistling for cultural conservatism.  And the destruction of the intelligibility of sexual reality.  Ready for the conservative culture-warrior dogwhistling money shot?

Gender Spectrum is determined to make children think that boy and girl don't mean anything anymore, and that it's no longer normal to believe people are born male or female or have different roles.

Phew!  Now, I don't think that's possible, if they are on a spectrum.  Otherwise, it wouldn't be a spectrum.  Schlafly's point is confusion. An analogy: Black and white are on a spectrum, and you can have lots of things in the penubral space between the two.  But for it to be a penumbra, the two must be different.  The point of gender spectrum is that there isn't one way to be a girl or a boy.  But that doesn't mean the terms don't mean anything.  It's just that many of the things that we'd thought distinguished the two are irrelevant (playing with trucks, for example) and that a person's sex doesn't determine where that person is on the gender spectrum.  Sure, it's complicated and confusing.  But, geez, the only things that aren't complicated and potentially confusing are the mindsets of conservatives.  Well, to clarify, they aren't confusing, but they are all too often confused.

Scare tactic escalations

Bill O'Reilly uses the two wrongs approach to argumentative moves: if they use this tactic, you use it right back on them.

Right now, Democrats are scaring senior citizens into believing their present benefits will be cut if Obama and the Democrats lose. In order to counter that fiction, the GOP must scare right back. If America's debt is not arrested, the country will decline rapidly and in drastic ways.

Too bad the tactics weren't, instead, use clear and honest argument.

You ought to tu quoque in pictures

A question that recurs in critical thinking textbooks and in discussions of informal logic is whether there can be a visual argument — that is, whether one can give an argument only with images. Here's one way to think about visual arguments: they work like enthymemes, so the visual image has a preferred propositional interpretation and there is a suppressed second premise and conclusion.  So the pictures of hands getting crushed between gears on the side of the machine making donuts at Krispy Kreme works like a first premise, and the second premise (that you don't want that to happen to your hands) and conclusion (you shouldn't put your hands in the machine) are suppressed, but nevertheless communicated.  There are other ways to interpret warning signs that are silly, such as:

 

 

 

 

 

 

There's a preferred way to interpet that image and the reasons it gives you and then there's a silly way.   But that's a contentious way of interpreting it. 

Regardless, while at the OSSA conference, John and I were enjoying a hotdog, and we noticed something.  I took a picture.  It's below.  A question to the NS readership: is this picture a tu quoque argument?  Is it fallacious?

OSSA Day 3: Foundations for Nothing

Frank Zenker, Lund University

M. Rescorla defends dialectical egalitarianism – reasoned discourse lacks a foundational structure – but he saves the foundationalist notion that some beliefs are basic.  How can that happen?

On this view, one may select the reasons forwarded in support of a claim according to their being accepted by particular communities.

Trouble is: epistemic risks of doing so.  You can have an argument that gets agreement,  but has no connection to truth.  Moreover, how do you know when you're in the right context?  And why are these commitments justified in this context, and not those? (They'd have to smuggle some epistemic justification in the back door!)

Q1: Isn't there a rhetorical strategy open here?  "P… and who would be the kind of bore to question this?"

Q2: Aren't the two objections inconsistent?  If the epistemic smuggling argument is right, then there's no risk of falsity.

Q3: Don't dialectical models also avail themselves of epistemic backing — e.g., Brandom's using reliablist accounts for many regress-enders?

Q4: Much of the discourse in MLK and Lincoln's arguments are not composed of premises that are mutually acceptable.  They were just out to get things right.  And when they do use mutually acceptable arguments, they are clearly being strategic.

Q5: Procedural rules for argument are for reasonable agreement.  Pragma-dialectics foregoes truth as an objective.  They won't recognize your objections as relevant.

OSSA Day 3: Arguments as Abstract Objects

Lots of folks have held that 'argument' is ambiguous between process and product.  Process=Speech Act.  Product=abstract object.

Surely the term 'argument' can be used to refer to speech acts. E.g., "The argument was inerrupted by the fire alarm." And it can be an abstract object. E.g., "They keep giving the same argument"

Cases of ambiguity, but not troublesome:

Test 1.  Equivocation

Arthur washed the car.  John lubricated the car.

Here the first is about the outside, the second is about the engine.

John went to the bank. 

To the bank with money or the bank on the side of a river?

Test 2:  Amphiboly. Can be truly denied and truly affirmed about a fact.

S hit a man with a stick.

A&B had an interesting argument.

Test 3: zeugma test – semantic oddness

The newspaper fell off the desk and fired the editor.  (Newspaper the paper object and the organization) — odd!  So ambiguous

Lunch was delicious but took forever (the eating and the food) — but not odd.  Not ambiguous.

His argument was valid but so loud it hurt my ears.  (Abstract object and speech act)  not odd, so not ambiguous.

Test 4: No clear literal meaning

The argument was difficult.  (the speech act … to read it, understand it? or the abstract object … to follow it?)

SO: 'argument' is not ambiguous.  It refers to an abstract objects.

What kind of abstract object?

Answer 1: Platonism about abstract objects, like numbers, the Pythagorean theorem, etc.  It exists independently of human minds, non-spatiotemporal objects.

2 problems. Prob 1: If arguments are independent of human minds, we don't construct them, but discover them.  That's weird.  Prob 2: How do we access them?  They can't cause us to believe things about them….

Answer 2: Minimal Platonism.  Realism about abstract objects.  Do abstract objects have to be atemporal?  Chess and English have histories, and they seem abstract objects.  Arguments are like that.  They have histories, developments, etc.

E.g., Anselm's Ontological argument.  It has a history, a beginning, but can be given again and again.  Identity conditions for arguments, though, need some refinements.

A and B are the same argument when:

1. A and B have same propositions

2. The liative relations in A are the same as those in B,

and 3. the ilative relations in A are on the same propositions as are in B.

Arguments become temporal objects when one's intention are to infer the conc from the premises.

Q1: What do you mean 'argument' is not ambiguous?  It certainly admits of activity-object ambiguity.  E.g., "He was right to resort to argument rather than intimidation."  OR "The argument was difficult to understand" (because his accent was so thick, or because the argument was esoteric?)

Q2: The case against ambiguity depends on failing these four tests.  But passing the test is sufficient for ambiguity, but failing it isn't sufficient for univocality.  Moreover, it seems the "His argument was valid but loud" counts in favor more of the activity,not product, interpretation.

Q3: This is a very demanding notion of ambiguity — polysemy.  Ambiguity is a wider notion, b/c some word tokenings are unclear about what types they are.  That's the issue with the process/product ambiguity.

Q4: What's a temporal abstract object?  They have ilative intentions?  Why not propositions and their support?  (Answer: arguments are products of intentions; tautologies are valid conclusions)

Q5: What's the trouble with thinking that we discover arguments?  We discover mathematical principles!  (Anselm himself thought his OA was a discovery)

Q6: Arguments are like objects in Popper's third world.  That's a model for the story of abstract objects.

Q7: This isn't even weak platonism.  You need an independent arrangement of those objects for platonism — participation is the role, and as a consequence arguments are really just temporal events now!

Q8: Hey, what's an abstract object?

 

 

 

 

OSSA Day 3: Reasoning about counterconsiderations

Trudy Govier, University of Lethbridge

Arguments are often with sequential reasons, each not individually sufficient for the conclusion.  They often include counter-considerations.  These are balance of consideration arguments

The conclusion is supposed to be supported in an inductive form. The commitment is supposed to be that the supporting considerations outweigh the counter-considerations.  Counter-considerations are part of an arguer's case, but objections are not.  Often overtly considering the counter-considerations signals that the reasoner is not rigid or dogmatic.

Pro-con argumentaton is usually dialectical, the model is often a stand in for adversarial argumentation.

Some pragmatics of how counter-considerations are introduced and aknowledged:

"Even though" introduces a less emphasized clause.  E.g., He is a good teacher even though he has a speech impediment.  The first one gets the emphasis. Others: "although" "despite"

"But" introduces a more emphasized clause.  E.g., She is a good teacher but she has a speech impediment.  The second one gets the emphasis. Others: "However" "Nevertheless"

Model 1 (from Hansen):

P1, P2, P3…Pn.(with addition of on-balance-premise OBP)

K even though CC1, CC2. . . CCn

The trouble is that the OBP is effectively the model used as a premise
 

Model 3 (Hansen, breaking the stages)

P1, P2,….

Even though CC1, CC2, …. CCn, K

K

Figure 4 (From Govier's Practical Study of Argument)

 

P1      P2    P3   P4        CC1    CC2

supports (line)                does not support (squiggle line)

                          K

Figure 5 (with shunting form)

INSERT

Figure 6 (Govier's 2011 model)

INSERT

Q1: Do we need to revise our notion of arguments constituting the collection of two sets of claims – premises and conclusions?  Including counter-considerations seems to be a third set.  Perhaps one set can be put forward as the supporting set, but individual members of the set may themselves not be supporting the conclusion.

Q2: Do on-balance arguments need to use a suppressed on-balance premise?  Ceteris paribus arguments work like this.

Q3: How does one weigh these reasons?

Q4: Don't we often give reasons for why we don't get the counter-considerations to move us?

OSSA Day 3: Inference Claims

David Hitchcock, McMaster University

The organizing question: What does it mean for something to follow?

Tarski's answer- materially adequate notion of logical consequence has one condition such that X follows from some class K when it cannot be the case that all those in K are true and X false.

But what if the truth-preservation is trivial?  E.g.1, X being a necessary truth. E.g. 2, K being a contradiction.

Moreover what about arguments with non-formal support?

Another notion: truth-transmission.  The argument needs to have a form so that it satisfies Tarski's requirement, but also has it so that the premises can be false and the conclusion could be false.

But what about this case? Napoleon ruled France, Napoleon was exiled on Elba. Therefore, Napoleon was short.  The trouble is that it has counter-factual counter-examples (where N gets replaced by Jaques Chirac, who's tall).

Some others: Lincoln became US president in 1861, so he was at least 35 yrs old in 1861.

and

Lincoln became president in 1861, so he was a man in 1861.

There's a lawlike connection between the first, but not the second.

Ok, so we need to stipulate that there needs to be a lawlike/nomic relation there.  No contingent relation.  We need to revise the schematic articulation counterfactually (which may be indexed to whatever modality is appropriate to the argument — so it's legal possibility with the Lincoln case…)

In these cases, the issue is whether in Lincoln cases, we add the (suppressed) premises to K and test them, too, counterfactually.

But: Hitchcock argues that people don't actually argue that way.  People restrict the variables to some relevant domains. Acceptance is the issue, usually, not truth.  Conclusions aren't always declarative sentences, but other speech acts — so not always T or F.  Finally, people often reason according to rebuttable non-monotonic forms of inference.

The more effective account: an acceptable counter-factual supporting covering the generalization rules within the modally acceptable fields, if the premises are acceptable and the conclusion is acceptable, even though there can be cases where this is not definitive support.

What about gap-filling strategies?  We should supply the coordinate material conditional (again, remember the Lincoln cases).  The question is whether those conditionals are acceptable.  And so in these cases, we have a troubling case where we can't use the conclusion to show that the conditional is true, but it seems that when the conclusion is in question and the first premise is true, we aren't justified in believing the material conditional.  Presumably, this would only be provided by a background generalization, one that is pragmatically justified under the circumstances.

Another example:  AL: what time did we get back to the condo?  Betty: about 9:40.  AL: so it must be just about after 10, now.  (on any vacation day of this context where we arrive at our condo and take our time doing stuff, then it must be a little more than 20 min later….)

Q1: What about this?  Obama lives in the white house, so he lives in Washington DC.  But what about the counterfactual: If Vladimir Putin lived in the White House, he'd have moved it to Moscow?

Q2: Don't the counterfactual considerations make this too messy?  We'd do better to determine it as a feature of pragmatics.