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An exploration of valid and sound arguments

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Gender And Sexuality Education Philosophy with Children Reflections on Pedagogy

RHEA KUTHOORE

Oct 10, 2021 · 6 min read

An important aspect of doing philosophy with children is to sharpen their reasoning abilities. As we are bombarded with information throughout our lives, how we believe aids our dilemma concerning what to believe. Without the ability to decipher valid and sound arguments, we may hold on to beliefs that may be fallacious. Just as mathematical thinking and scientific thinking abide by certain logic, the language of our daily conversations does so too. However, this is not to say that there is only one 'correct' method of thinking that everyone must abide by. Instead, as explored through these classes, it is crucial to scrutinise how we believe as well and challenge the assumptions of our thought processes.

Concepts for the class

Let us begin by becoming familiar with few terms:
‍
1. An argument is a set of statements where the last statement supposedly follows from or is supported by the first statements.
2. The premise of an argument are the first statements.
3. The conclusion is the last statement.
4. A valid argument is one in which the conclusion actually follows from the premises, i.e if the premises are true, then the conclusion would have to be true.
5. An argument is sound when the premises are true and the argument is valid.

Consider the following argument as an example:
1. All apples are red.
2. This is an apple.
3. Therefore, this is red.

This argument is valid as the conclusion follows from the premises. If we replace 'apples' by the letter A and 'red' by the letter B, then 1. All A are B. 2. This is A. 3. Therefore, this is B.
However, it is not sound as the premise ‘all apples are red’ is not true as there are green apples in our world.

In this manner, the children can come up with arguments of their own. The class can discuss the validity and soundness of the arguments together.

Class Activity

In our class, we played a fun game! The following statements were written on chits and scattered around the table. The children had to collaboratively put the relevant chits together to form a coherent argument and then figure out whether it was valid and sound. If your class has many children, then they can work in pairs and share their reasoning.

It is important to emphasise that validity has to do with the logic or structure of the argument and that we need not pay attention to the truth value of each statement while figuring out its validity. On the other hand, soundness requires the argument to be first, valid and second, true.

Class Activity

Click the chits to reveal the individual answers.

Some children became absolutely excited during the course of this activity as it is felt like a puzzle to them. However, for other children, who had never come across such an activity before, it was difficult. Beginning with easier arguments is helpful. The quirkier the sentences, the more fun it is! Over time, reading, writing and scrutinising arguments will enable children to be more fluent at developing their analytical thinking.

Practising validity and soundness through relatable
scenarios:

Scenario 1:
‍
Deeksha felt trapped and worried. She comes to you one day and tells you, “My father always talks as though, when I grow up, I’m going to be an engineer, just like him. When I tell him that maybe I’ll want to do something else, he gets mad at me.”
You ask her, “Why does he think you’d be a good engineer?”
Deeksha: Because I always get good grades in math. He says to me, “all engineers are good in math, and you’re good in math, so figure it out yourself.”

WAIT A MINUTE! This is your father’s argument:
All engineers are good at math.
You are good at math.
Therefore, you should be an engineer.

Is this logical/valid? Is this sound? Should Deeksha torture herself about becoming an engineer or will her ability to reason empower her?

Scenario 2:
‍
Similarly, Ragul gets into trouble one day as he goes up to the hostel after 9:30…and begins to sulk. He goes to Harish and tells him what happened. The rule is:
All seniors can go up to the hostel after 9:30.
Ragul is not a senior.
Therefore, Ragul cannot go up to the hostel after 9:30.

Is this argument valid? Is it sound? Can Harish help his little brother?

These two examples are from daily conversations with children. The framing of the first argument is inspired by ‘Harry Stottlemeier's discovery’.

RHEA KUTHOORE is an educator who is passionate about facilitating philosophical and feminist thinking amongst young people.

Thinking Rhizomatically

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