{"id":5527,"date":"2016-09-25T19:06:29","date_gmt":"2016-09-25T19:06:29","guid":{"rendered":"http:\/\/www.plato-philosophy.org\/?post_type=teachertoolkit&p=5527"},"modified":"2024-09-17T09:36:32","modified_gmt":"2024-09-17T16:36:32","slug":"convince-your-teacherprincipal","status":"publish","type":"teachertoolkit","link":"https:\/\/plato-philosophy.org\/teachertoolkit\/convince-your-teacherprincipal\/","title":{"rendered":"Convince your Teacher\/Principal"},"content":{"rendered":"

Introduction<\/strong><\/p>\n

What is an argument?<\/p>\n

An argument consists of a set of reasons that are given with the intention of persuading someone else that a particular action or idea is right or wrong, good or bad, desirable or undesirable, etc. It is a method of trying to convince another person (or persons) that your position on an issue is correct, by using relevant support and evidence.<\/p>\n

Consider the following examples:<\/p>\n

Premise 1 (P1). Having the shared responsibility of a class pet would help cultivate more responsible, caring students.<\/p>\n

Premise 2 (P2). Responsibility is a character trait that teachers and parents think is important, and is something they would like to see more of.<\/p>\n

Premise 3 (P3). Having a class pet would give students a living being to care for, thereby teaching students the true meaning of responsibility.<\/p>\n

Conclusion: Therefore, our class should be allowed to get a class pet.<\/p>\n

Arguments are combinations of statements that are put forth in a particular structure, and that are intended to change or convince the minds of a particular audience. Notice in this argument that the conclusion\u2014our class should be allowed to get a class pet\u2014is supported by specific and relevant reasons (premises) and is a culminating statement meant to convince an audience.<\/p>\n

There are three basic elements of an argument: premises, inference, and conclusion.<\/p>\n

\u00a0<\/u><\/p>\n

Stage One: Premises <\/strong><\/p>\n

The basis of persuasive communication are made up of premises, or statements that are necessary for the argument. Premises are the evidence, or reasons that are put forth in a particular structure, aimed at convincing another to accept the conclusion. You will see in the above example that premises are listed as P1, P2, P3, and so on.<\/p>\n

\u00a0<\/u><\/p>\n

Stage Two: Inference <\/strong><\/p>\n

The premises of the argument can be used to obtain further ideas. This process is known as inference. In inference, we start with one or more accepted premises. We then derive a new premise from those preceding it. For instance, in the example above, P3 is an inference based upon the information presented in P1 and P2. It takes the information that has been accepted in P1 and P2, and formulates a new idea that plays a central part in leading us to the conclusion.<\/p>\n

\u00a0<\/u><\/p>\n

Stage Three: Conclusion <\/strong><\/p>\n

The conclusion is the claim that you want the other person or party to agree with. It is drawn from and supported by the premises of the argument. The conclusion is often the final stage of inference. Conclusions are often, but not always, indicated by phrases such as “therefore,” “it follows that,” “we conclude,” \u201cthus,\u201d \u201chence,\u201d and so on. In the following exercise, the conclusion will be something that you want to persuade either your teacher or principal of.<\/p>\n

\u00a0<\/strong><\/p>\n

Activity<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Step 1: Formulate a conclusion<\/strong><\/p>\n

Although the conclusion is the final stage of an argument, it is often helpful to work backwards when formulating an argument. First think about something that you think would really benefit you and your classmates. Make it something reasonable, and something for which you can provide strong support.<\/p>\n

Think of one thing that you really want to convince your teacher or principal to grant you and your classmates, something that is both reasonable and defensible. Possible ideas might include: longer recess, longer lunch, an extra break, a class pet, a new elective that isn\u2019t offered, new playground equipment, etc.<\/p>\n

Formulate whatever it is that you want to convince your teacher or principal of as a conclusion. For example:<\/p>\n