Uncovering Implicit Assumptions in Arguments

Have you ever come across an argument that sounded reasonable at first glance, but something about it just didn't feel right? For instance, imagine if your school principal announced, "Yellow and pink are fun colors, so every classroom should be painted in these colors." This statement would likely raise doubts. While you may personally enjoy yellow and pink, this argument seems dubious and unrelated to the purpose of education, classrooms, and the concept of colors being "fun". The reason behind this skepticism is rooted in a deeper aspect present in all arguments - the unstated assumptions on which they are based.

When an argument appears to make sense but feels off, it is often because of the implicit assumptions and underlying ideas about the world that it relies on. In classical philosophy, rhetoric - the art and study of persuasion - was a significant focus. In ancient Greece and Rome, persuasion played a crucial role in democratic debates. It is imperative to identify these unstated assumptions and question how they connect the different components of an argument.

The principal in the previous example overlooks several ideas:

• Are yellow and pink truly considered fun colors when used in a classroom setting?
• Is there a direct correlation between students' academic success and the colors of their classroom walls?
• Would incorporating fun colors into the classroom, rather than on the walls, result in a more enjoyable learning experience?
• Perhaps some individuals perceive purple and green as more "fun" colors than yellow and pink.
• Maybe students prefer their classrooms to have a calm and professional environment.

Understanding Implicit Assumptions

Implicit assumptions refer to the unspoken parts of an argument's logic. They are claims and reasons that the argument implies, assuming that they are universally accepted and do not require further examination. These assumptions often appeal to the values and goals of the audience.

An arguer may choose to hint at certain aspects rather than getting caught up in details that may distract from the main conclusion. These implied points are also known as tacit claims or tacit assumptions.

Recognizing Implicit Assumptions

To uncover the implicit and implied aspects of an argument, it is essential to identify the arguer's intended goal and the rationale behind it. By clearly expressing these two critical components, one can analyze how the arguer connects them. In order to articulate these elements, it is necessary to have a fundamental understanding of the different components of an argument and how they work together. All arguments, regardless of their type, consist of premises and a conclusion.

In logic, a premise is a statement or proposition upon which the conclusion is based. It serves as the initial step towards reaching a conclusion. The conclusion is the final statement that the premises support. It is the main idea that the arguer aims to convince the audience to accept. If any of the premises are untrue, then the truth of the conclusion is called into question.

For example:

"Mrs. Dalloway's classroom is good for plants because it has many windows that let in a lot of sunlight."

The stated premises are:

• Mrs. Dalloway's classroom has many windows.
• The windows of Mrs. Dalloway's classroom let in a lot of sunlight.

The stated conclusion is:

"Mrs. Dalloway's classroom is good for plants."

The implicit premises are:

• Sunlight is beneficial for plants.
• The windows allowing in a lot of sunlight are sufficient for Mrs. Dalloway's classroom to be beneficial for plants.

In logic, an argument with implicit premises is known as an enthymeme. An implicit premise is referred to as an enthymematic proposition, which is the claim attached to the "because" clause - the stated reason for accepting the conclusion.

Discovering Implicit Assumptions in Critical Reasoning

Identifying Assumptions in Arguments

While the concept of "Sunlight is good for plants" may seem logical, it ignores crucial factors necessary for plant growth, such as water, clean air, and proper care. Therefore, if these elements are lacking in Mrs. Dalloway's classroom, the conclusion that her room is suitable for plants is false.

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