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Stages of Argument (2000)

chopenhauer said that it helps to have common names for common fallacies. When we do, then we can use them in conversation for quick and clear diagnoses of problems with reasoning.

To respond to an objection or rebuttal is to take note of it, to assess its strength, and to articulate the reasons why they do not suffice to overturn one's position or to extract a concession one is not already making. If you are paying attention to any controversy (assisted suicide, gun control, the death penalty), then you can make Stage 1, 2, and 3 arguments for either side at whim. We can assign Stage 4 arguments and nudge students toward this level of sophistication without committing ourselves to comment on the truth of conclusions and without a detour to teach the requirements of validity and soundness.

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