Argumentative essay on Informal Logic
Inference to the Best Explanation
One of the most common inferences in life is the inference to the best explanation (sometimes called abductive reasoning). We use this type of reasoning to infer what would best explain the things that we see.
Prepare: To prepare for this lesson take a close look at “Inference to the Best Explanation,” “Form,” “Virtue of Simplicity,” and “How to Assess an Explanation.” Choose a topic that is difficult or controversial to explain. Some good topics include hoaxes, unusual sightings (e.g. UFOs, bigfoot, the Loch Ness monster), the supernatural or paranormal, events that are the subject of conspiracy theories, unsolved crimes or other court cases, etc. CHOICE: HOAXES
Reflect: Do a little research to find a specific topic and learn about explanations on both sides. Consider what you think might best explain the observed facts of the case.
Write: Explain the topic you chose and why it is interesting or controversial. Present good arguments on more than one side of the issue (e.g. competing explanations of the facts). Analyze both arguments that you have presented. Then present your own argument for your theory that you feel will best explain this phenomenon. Are there any holes in your theory? Is there any information that would be likely to strengthen or weaken your case? (300-600 words)
PART 2: We have learned that inductive inference is the most common kind of inference of all. It happens every day in each of our lives.
Reflect: Think about examples you have seen of each type of inductive inference in daily life. Consider the relative strength of such inferences in light of the methods of evaluation that you learned in the chapter.
Write: To answer the prompt, create or find one example each of three different types of inductive inference that we learned. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument. (300-600 Words)
Part 3:
Here are the steps to prepare to write the counterargument paper:
· Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
· Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
· Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
· Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
· Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.
In your paper,
· Present a revised argument in standard form, with each premise and the conclusion on a separate line.
· Present a counterargument in standard form, with each premise and the conclusion on a separate line.
· Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
o Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source.
· Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
· Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
o For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
· Present the best objection to your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting
· evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
Week One reference:
ARGUMENT 1
Premise 1: Learning art can complement other areas of learning for an overall enjoyable experience.
Premise 2: Learning humanities aids in teaching about the world, the people in it, and how to best utilize other learned skills alongside a well-rounded education.
Conclusion: It is important to teach art and humanities to children.
Strengths: This is a deductive argument. Studies have shown children to flourish in educational environments where arts and humanities were included in the curriculum. Learning to read music, create art, and understanding humanities provides a well-rounded education that will provide children with success later in life. Understanding arts and humanities can open doors to helping the younger generation they are entering into. Our society and world has changed drastically more than what most of us grew up with, as faced by all prior generations. Understanding where we have been to where we are going is important to understand to be successful (Stanford, 2015).
Weaknesses: Arts and Humanities require lots of funding that most schools don’t have access too. Therefore, some would argue that the cost does not outweigh the benefit. Regardless of the studies showing the high level of benefits, if they break it down to facts and finances, it could be seen as unnecessary.
ARGUMENT 2
Premise 1: Learning art can detract from the technical learning skills.
Premise 2: Learning humanities could cause a loss of interest in the foundational technical learning skills.
Conclusion: It is not important to teach art and humanities to children.
Strengths: This is an inductive argument because there are more factors working for providing these options than being against them. Fields where technical educations is key are the ones most easily fallen on in hard economic times as well as being an area where people will always be needed for jobs.
Weaknesses: This argument focuses solely on a negative aspect which can, naturally, turn people away from wanting to believe it.
