An argument is cogent if (1) each premise is acceptable [A], (2) the premises, in combination, are relevant to the conclusion [R], and (3) the premises, in combination, provide adequate grounds for the conclusion [G]. The purpose of the essay is to explore through the concept of cogency, and to determine if the given argument, “Should American students who understand the theory of evolution be given a lower grade for not believing in it?”, is cogent. In order to do so, the argument must be evaluated by going through the ARG conditions, and if the argument successfully passes these conditions, then the argument may be determined as cogent.
To start with, the A-condition, which describes whether a premise is acceptable or not acceptable. A …show more content…
The key word “some” is a statistical universal generalization, and is furthermore common knowledge. In general, it is widely known that some American students will understand a concept but may not have faith in in it in. The same is true for the topic of the theory of evolution. From sources, such as books, parents, and teachers, have spoken about the theory of evolution being deemed to be known widely as a controversial topic, specifically towards the scientific and religious perspective. However, the scientific approach of the evolution in American schools is taught; that humans evolved from monkeys or primates and are the origin of life on Earth. American students may understand the concept behind the ideology, however it does not necessarily mean that they believe the idea to be true. At times the reason can be because of religious aspect, for example, humans were created by God. These different perspectives affect the student’s view of the topic but does not degrade or enhance their comprehension about the theory of …show more content…
The premises of an argument, in combination, are relevant to the conclusion if assume all the premises to be true, they would provide at least some reason for believing the conclusion to be true. The first premise and second premise provides evidence for the third premise. The first premise describes in general that a student’s grade is reflected on their understanding and mastery of the subject, and specifically not on the student’s personal values. The second premise exemplifies beliefs as a form of a personal value found in a group of students, American students, and that they are not legal obligated to believe what is taught at school. Leading with the two premises supporting the third premise, that some American students understand the theory of evolution but do not believe it since as stated in premise two, students in America are not lawfully obliged to believe what is taught at school. Therefore, in combination, the three premises are relevant, and do provide some evidence for the conclusion, or some reason to believe that the conclusion is
To start with, the A-condition, which describes whether a premise is acceptable or not acceptable. A …show more content…
The key word “some” is a statistical universal generalization, and is furthermore common knowledge. In general, it is widely known that some American students will understand a concept but may not have faith in in it in. The same is true for the topic of the theory of evolution. From sources, such as books, parents, and teachers, have spoken about the theory of evolution being deemed to be known widely as a controversial topic, specifically towards the scientific and religious perspective. However, the scientific approach of the evolution in American schools is taught; that humans evolved from monkeys or primates and are the origin of life on Earth. American students may understand the concept behind the ideology, however it does not necessarily mean that they believe the idea to be true. At times the reason can be because of religious aspect, for example, humans were created by God. These different perspectives affect the student’s view of the topic but does not degrade or enhance their comprehension about the theory of …show more content…
The premises of an argument, in combination, are relevant to the conclusion if assume all the premises to be true, they would provide at least some reason for believing the conclusion to be true. The first premise and second premise provides evidence for the third premise. The first premise describes in general that a student’s grade is reflected on their understanding and mastery of the subject, and specifically not on the student’s personal values. The second premise exemplifies beliefs as a form of a personal value found in a group of students, American students, and that they are not legal obligated to believe what is taught at school. Leading with the two premises supporting the third premise, that some American students understand the theory of evolution but do not believe it since as stated in premise two, students in America are not lawfully obliged to believe what is taught at school. Therefore, in combination, the three premises are relevant, and do provide some evidence for the conclusion, or some reason to believe that the conclusion is