Logic Traps
Lesson Nine
Logic Traps
1. We could have used a better title for this lesson but I think this one is especially appropriate. Whenever most people hear the word ‘logic’ it always conjures up an image of someone who is highly analytical, intelligent, and truthful. That image of the straight shooting and highly intelligent individual is what makes this word appropriate for this lesson. The reason it’s so appropriate is because there are people, media outlets, and others that use this image to impress upon you some level of knowledge that in fact may not be true.
2. There are many reasons for this, most of which have to do with an agenda (or hidden meaning) that is not readily apparent. As a young person, you are expected to be especially susceptible to this type of thought process, because you’re not supposed to understand what they’re doing. Or know enough about such things for them to be concerned about you or what you think. But remember, you, YOU are the leaders of tomorrow and will be forging your way in this world long after I’m done writing this… So we have to get you ready to use your brain in a manner that will make you a better person, leader, manager, and Boss. Just like anything else, your brain should be exercised or exposed to many levels of worthwhile training experiences to increase your critical thinking skills. These are skills that allow you to analyze problems and create solutions based on common sense, on-hand information and data, and experience. These decisions are, and should be, the right solution for the right problem. If not, then you’ll learn something from the experience and understand that, that unique problem required a different solution. But guess what? You now understand that and will never make the same mistake twice.
3. So what’s all the hoopla about? Well, when you make decisions there are things you need to be aware of especially if you’re listening to someone else as part of doing the research to find the right answer. Let’s look at T.V. advertisements for a moment, or T.V. in general for that matter. Are you aware there are people that actually believe everything they see on T.V.? Now, here’s my point. What I said a second ago about people believing what they see on T.V. is an assertion on my part. I offered no facts to back-up or prove what I said but it does sound believable does it not? So when you read that statement you should have been thinking: “Okay, there may be people that believe everything they see on T.V. but can he prove it and how many are there? What point is he trying to make? Is this comment of any importance to me, or is it throw away information? Is he going to use this information to point me in the direction of a fact that will bolster his argument? Regardless of what questions you asked yourself, the bottom line is that you should not have walked away from that comment with any sense of belief or acceptance.
4. That is the key to the following information, questioning, dissecting, and understanding others arguments and discussions, so you can be better informed and therefore knowledgeable about the world around you. Communication can be oral or written but in either case you should always ensure that your argument, discussion, or instructions are coherent and supported by fact based and well balanced information. The first step is to always research things you’re not sure about. Don’t just take someone’s word for something if you’re unsure of its veracity, find out for yourself and use at least three good sources to do that. The next step (which can be interchangeable with the first step) is to analyze the person, place, and information you’re being given. Is the person talking to you an expert? Could they be telling you something for the effect it may have on you based on the environment you’re in? Lots of questions to ask and we can’t get into all of them here but I think you get the point.
5. If you have something to say, make sure you are able to support your ideas. You can do this through the use of the following methods:
a. Examples: These should be specific instances chosen to represent or indicate factual data. Good examples are appropriate, brief, interesting, and attention getting. Use groups of two or three for impact.
b. Statistics: Math is always good but remember statistics can also be used to skew an argument. If you use them ensure they are simple to read and understand and don’t forget to round them off. Never, ever forget to cite the source of your statistics.
c. Testimony: This is a means of supporting your opinion with the comments of recognized authorities or experts. These comments can take the form of direct quotes or paraphrases; direct quotations tend to carry more weight.
d. Comparison and contrast: Use comparison to dramatize similarities between two objects or situations; use contrast to emphasize differences.
e. Explanation: These guys can be used in three ways.
1. Definition: This is a simple explanation in understandable terms of what you’re discussing.
2. Descriptions: These are similar in nature to definitions but usually more subjective and personalized.
3. Analysis: This one can be tricky but when done right divides your subject into small parts and discusses who, what, where, when, and how. The believability of your argument or the acceptance of your information depends on the strength of your support material. Be relevant, accurate, and simplistic.
6. Now let’s talk about those pitfalls of logic that some people are so fond of using and expect you to turn a blind eye to or be unaware of:
a. You bet your bias: This is that argument that is based on data that supports only the data or opinion that someone is trying to foist on you. In other words there may be something out there that disproves what they’re saying but they will not discuss it nor will they admit to it. Never, be this person but do be on the look out for them.
b. Asserted conclusion: This is an argument or conclusion that is drawn from insufficient data. A perfect example of this would be going to a supermarket to buy fruit and you find an apple that’s bad. You then conclude or assume that since that one apple is bad they must all be bad and there is no need to buy any. This is called relying on a ‘sample of one,’ many people do this and pass bad information on as fact. Another example would be the same person telling someone else that they were angry because the supermarket had no good apples. Of course if you pass this on then you’re guilty of not verifying the information. If you feel yourself jumping to conclusions be careful to qualify them first. You do this by introducing your information with a statement like “The fruit appears to be…” or “Based on my experience with that one apple my tentative conclusion is that…” This let’s your listener know your conclusion is weakly supported. Again, be on the lookout for people who jump to conclusions and don’t qualify their statements. You’ll be surprised at how many people pass on bad information as if it were true.
c. Faulty comparisons: This theme is based on the assumption that what is true of a simple or familiar situation is also true of a complex situation. “Selling a house is as easy as selling a car.” This type of stuff is also called “faulty analogy.”
d. Doesn’t follow fallacy: This is what old folks (you know who I’m talking about) call the “comparing apples and oranges” argument. Claiming that so and so will be a great football player because he was an outstanding tuba player. Or that so and so will be a great cheer leader because she’s so perky, is nonsense. This flawed theme occurs when a conclusion does not follow from the facts presented. BUT, people, supposedly smart people, do it all the time and hope that no one is the wiser. Well, now you know better and can spot this trick.
e. Loaded questions: Asking loaded questions involves slipping in an assertion and trying to pass it off as fact. Imagine a school board meeting where someone says “When are we going to stop sinking money into this expensive program?” This type of question implies a lack of effectiveness in the program, but doesn’t even attempt to prove it. This means that the implied conclusion is unsupported. Another way some people attempt to pull this off is to assert something and then challenge someone else to disprove it. Remember in the world of arguments and reasonable discussion the burden of proof rests on the person making the assertion.
f. Nonexpert opinion or assumed authority: Never let yourself be swayed or intimidated by an unqualified authority. Being an expert or knowledgeable in one area does not automatically make a person an expert in another area. How about that T.V. example again? How many times have you seen athletes and other public figures trying to sell a wide range of products unrelated to their fields of expertise?
g. Primacy of print fallacy: Just because it’s written does not mean its right. Be as skeptical and thoughtfully critical of the printed word as you are of the spoken word.
h. Emotional appeal: Examples of this fallacy range from the use of emotionally charged words, to out and out name calling. Another example of this is the subtle use of innuendos that set up barriers and create mistrust such as: “Every true (fill in the blank) knows that…” This type of nonsense means if you don’t believe or go along with the argument then you must not be a true or good (fill in the blank). This type of spiteful rhetoric is designed to do one thing. Separate you from the use of your brain, common sense, and logic…don’t fall for it!
7. Remember the reasons why we said P.O.W.E.R. is so important? The ability to recognize and respond to people who twist and distort the truth by using inappropriate and poorly formed arguments, fits into the concept quite nicely. Remember, you never want to be spoon fed information and knowledge by someone who may not have your best interests at heart. Actively avoiding and understanding other peoples use of logic traps will make you a better person, leader, manager, and Boss!
Conclusion: As always, feel free to let me know if this lesson was of any help to you by leaving a comment or complaint. Note: This briefing guide was adapted from AFP 36-2241, Vol – 1, 1 July 1999, pages 287, 288, and 289.
Very Respectfully
Ronald Peeler