Critical Thinking Skills - Developing Effective Analysis and Argument(2)
Critical Thinking Skills - Developing Effective Analysis and Argument(2)
Critical Thinking Skills - Developing Effective Analysis and Argument(2)
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This chapter looked at some aspects of an argument that are not always made explicit, such as<br />
assumptions, implicit arguments, underlying premises <strong>and</strong> the connotations of material used in<br />
establishing the argument.<br />
All arguments are dependent on assumptions of some kind. Assumptions may be latent within an<br />
argument for good reasons, such as an expectation that the audience will recognise them <strong>and</strong> know what<br />
they mean. This is useful in keeping an argument brief <strong>and</strong> succinct, avoiding explanations of what<br />
everyone is likely to know already.<br />
At times, the author may assume that the audience will share assumptions or have particular knowledge<br />
when this is not the case. At other times, authors may choose not to make the underlying assumptions<br />
<strong>and</strong> persuasive techniques obvious, in order to better persuade the audience to their point of view.<br />
Assumptions can also act as reasons to support the conclusion. It is important to be able to identify latent<br />
persuasion <strong>and</strong> reasoning in order to be able to evaluate the strength <strong>and</strong> validity of the argument.<br />
An argument may appear to be well reasoned but if it is based on false premises, it is not a good<br />
argument. As the premises are not usually made explicit, it is usually necessary to read between the lines to<br />
identify these. To identify whether premises are sound may require some knowledge of the subject, as well<br />
as exercising judgement about the likelihood of the premises being well-founded. Often this requires us to<br />
call upon our common sense <strong>and</strong> experience, but we may need to research further to check whether the<br />
argument is valid.<br />
Finally, the chapter looked at denoted <strong>and</strong> connoted meanings. The denoted meaning is the overt or<br />
explicit message, which we are more likely to recognise. However, an argument may also contain latent, or<br />
connoted, messages to persuade us to a point of view. These tend to act on our unconscious, <strong>and</strong> we are<br />
not necessarily aware that they are being used. Messages that act on the unconscious can be particularly<br />
powerful, so it is important to be able to detect latent messages. We can then evaluate whether an<br />
argument sounds convincing because of its connotations <strong>and</strong> hidden messages rather than its line of<br />
reasoning.<br />
Information about the sources<br />
For information about the scientist Emeagwali, see www.overture.com<br />
8 Stella Cottrell (ZOOS), <strong>Critical</strong> Thirzkiizg <strong>Skills</strong>,<br />
Palgrave Macmillan Ltd<br />
Reading between the lines 99