Inferring and Explaining

ChaPter four Arguments When we give reasons for holding a view or reaching a conclusion, the process is intrinsically articulate. Giving reasons requires language, concepts and skill with words, not just a simple ability to talk. For two (ormore) people to share their rea- soning requires a kind of refective articulateness, an ability to express reasoning in a way that is intelligible to a particular audience. . . . What we will call “argu- ment” here is meant to capture everything we make explicit when we give reasons for a view or proposition. . . . Much of the difculty in reasoning together comes from simply not understanding each other’s arguments—fromnot understanding the signifcance of the words to express reasons and the views they support. —larry wrIGht 1 The Importance of Arguments I am in an unusual career, where arguments dominatemy professional life. I ampaid to teach my students what philosophers have had to say on a great array of topics. Almost always, these philosophers, whether they are the historical “biggies” or contemporary thinkers, support their theories with arguments. Obviously, if I am going to do my job, I need to help my stu- dents sort out the good arguments from the bad. As a professor, I also participate inwhat is called “shared governance,” and as a consequence, I am required to vote and help decide policies, curricula, and other matters of university importance. Administrators and my colleagues consistently defend positions of great signif- cance to the institution with impassioned argu- ments. Since I take this part of my profession very seriously, I fnd it essential to decide which of these arguments I fnd most persuasive. Most of us are not simply consumers of argu- ments, we are producers as well. In my own pro- fessional work, I present and defend theories about privacy, theConstitution, thedeathpenalty, the existence of God, and a number of other phil- osophically, politically, and legally controversial 25