Aristotle: The Complete Works. Aristotle Читать онлайн книгу.
or without a reduction per impossibile, if one is demonstrating and not arguing dialectically it makes no difference which method of reasoning be adopted, but in argument with another reasoning per impossibile should be avoided. For where one has reasoned without the reduction per impossibile, no dispute can arise; if, on the other hand, one does reason to an impossible conclusion, unless its falsehood is too plainly manifest, people deny that it is impossible, so that the questioners do not get what they want.
One should put forward all propositions that hold true of several cases, and to which either no objection whatever appears or at least not any on the surface: for when people cannot see any case in which it is not so, they admit it for true.
The conclusion should not be put in the form of a question; if it be, and the man shakes his head, it looks as if the reasoning had failed. For often, even if it be not put as a question but advanced as a consequence, people deny it, and then those who do not see that it follows upon the previous admissions do not realize that those who deny it have been refuted: when, then, the one man merely asks it as a question without even saying that it so follows, and the other denies it, it looks altogether as if the reasoning had failed.
Not every universal question can form a dialectical proposition as ordinarily understood, e.g. ‘What is man?’ or ‘How many meanings has “the good”?’ For a dialectical premiss must be of a form to which it is possible to reply ‘Yes’ or ‘No’, whereas to the aforesaid it is not possible. For this reason questions of this kind are not dialectical unless the questioner himself draws distinctions or divisions before expressing them, e.g. ‘Good means this, or this, does it not?’ For questions of this sort are easily answered by a Yes or a No. Hence one should endeavour to formulate propositions of this kind in this form. It is at the same time also perhaps fair to ask the other man how many meanings of ‘the good’ there are, whenever you have yourself distinguished and formulated them, and he will not admit them at all.
Any one who keeps on asking one thing for a long time is a bad inquirer. For if he does so though the person questioned keeps on answering the questions, clearly he asks a large number of questions, or else asks the same question a large number of times: in the one case he merely babbles, in the other he fails to reason: for reasoning always consists of a small number of premisses. If, on the other hand, he does it because the person questioned does not answer the questions, he is at fault in not taking him to task or breaking off the discussion.
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3
There are certain hypotheses upon which it is at once difficult to bring, and easy to stand up to, an argument. Such (e.g.) are those things which stand first and those which stand last in the order of nature. For the former require definition, while the latter have to be arrived at through many steps if one wishes to secure a continuous proof from first principles, or else all discussion about them wears the air of mere sophistry: for to prove anything is impossible unless one begins with the appropriate principles, and connects inference with inference till the last are reached. Now to define first principles is just what answerers do not care to do, nor do they pay any attention if the questioner makes a definition: and yet until it is clear what it is that is proposed, it is not easy to discuss it. This sort of thing happens particularly in the case of the first principles: for while the other propositions are shown through these, these cannot be shown through anything else: we are obliged to understand every item of that sort by a definition. The inferences, too, that lie too close to the first principle are hard to treat in argument: for it is not possible to bring many arguments in regard to them, because of the small number of those steps, between the conclusion and the principle, whereby the succeeding propositions have to be shown. The hardest, however, of all definitions to treat in argument are those that employ terms about which, in the first place, it is uncertain whether they are used in one sense or several, and, further, whether they are used literally or metaphorically by the definer. For because of their obscurity, it is impossible to argue upon such terms; and because of the impossibility of saying whether this obscurity is due to their being used metaphorically, it is impossible to refute them.
In general, it is safe to suppose that, whenever any problem proves intractable, it either needs definition or else bears either several senses, or a metaphorical sense, or it is not far removed from the first principles; or else the reason is that we have yet to discover in the first place just this-in which of the aforesaid directions the source of our difficulty lies: when we have made this clear, then obviously our business must be either to define or to distinguish, or to supply the intermediate premisses: for it is through these that the final conclusions are shown.
It often happens that a difficulty is found in discussing or arguing a given position because the definition has not been correctly rendered: e.g. ‘Has one thing one contrary or many?’: here when the term ‘contraries’ has been properly defined, it is easy to bring people to see whether it is possible for the same thing to have several contraries or not: in the same way also with other terms requiring definition. It appears also in mathematics that the difficulty in using a figure is sometimes due to a defect in definition; e.g. in proving that the line which cuts the plane parallel to one side divides similarly both the line which it cuts and the area; whereas if the definition be given, the fact asserted becomes immediately clear: for the areas have the same fraction subtracted from them as have the sides: and this is the definition of ‘the same ratio’. The most primary of the elementary principles are without exception very easy to show, if the definitions involved, e.g. the nature of a line or of a circle, be laid down; only the arguments that can be brought in regard to each of them are not many, because there are not many intermediate steps. If, on the other hand, the definition of the starting-points be not laid down, to show them is difficult and may even prove quite impossible. The case of the significance of verbal expressions is like that of these mathematical conceptions.
One may be sure then, whenever a position is hard to discuss, that one or other of the aforesaid things has happened to it. Whenever, on the other hand, it is a harder task to argue to the point claimed, i.e. the premiss, than to the resulting position, a doubt may arise whether such claims should be admitted or not: for if a man is going to refuse to admit it and claim that you shall argue to it as well, he will be giving the signal for a harder undertaking than was originally proposed: if, on the other hand, he grants it, he will be giving the original thesis credence on the strength of what is less credible than itself. If, then, it is essential not to enhance the difficulty of the problem, he had better grant it; if, on the other hand, it be essential to reason through premisses that are better assured, he had better refuse. In other words, in serious inquiry he ought not to grant it, unless he be more sure about it than about the conclusion; whereas in a dialectical exercise he may do so if he is merely satisfied of its truth. Clearly, then, the circumstances under which such admissions should be claimed are different for a mere questioner and for a serious teacher.
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4
As to the formulation, then, and arrangement of one’s questions, about enough has been said.
With regard to the giving of answers, we must first define what is the business of a good answerer, as of a good questioner. The business of the questioner is so to develop the argument as to make the answerer utter the most extrvagant paradoxes that necessarily follow because of his position: while that of the answerer is to make it appear that it is not he who is responsible for the absurdity or paradox, but only his position: for one may, perhaps, distinguish between the mistake of taking up a wrong position to start with, and that of not maintaining it properly, when once taken up.
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5
Inasmuch as no rules are laid down for those who argue for the sake of training and of examination:-and the aim of those engaged in teaching or learning is quite different from that of those engaged