  The Eighth Book of the Topica brings our attention back to the general considerations contained in the First. In the intervening part of the treatise we have had the quadruple distribution of dialectical problems, with the enumeration of those Loci of argument which bear upon each or all: we are now invited to study the application of these distinctions in practice, and with this view to look once more both at the persons and the purposes of dialectical debate. What is the order of procedure most suitable, first, for the questioner or assailant; next, for the respondent or defender?363 This order of procedure marks In the praxis dialectica (as has already been stated) two talkers are assumed — the respondent who sets up a thesis which he undertakes to defend, and a questioner who interrogates with a view to impugn it; or at least with a view to compel the other to answer in an inconsistent or contradictory manner. We are to assume, farther, a circle of listeners, who serve to a certain extent as guarantees against any breach of the rules of debate.366 Three distinct purposes may be supposed in the debate. 1. You as a questioner may be a teacher, and the respondent a learner; your purpose is to teach what you know, while he wishes to learn from you what he does not know. 2. You engage in an intellectual contest or duel with the respondent, each of you seeking only victory over the other, though subject on both sides to observance of the rules of debate. 3. You neither seek to teach, nor to conquer; you and the respondent have both the same purpose — to test the argumentative consequences of different admissions, and to acquire a larger command of the chains of reasoning pro and con, bearing on some given topic.367 According as the aim of the talkers is one or other of these three, the good or bad conduct of the dialogue, on the part both of questioner and of respondent, must be differently appreciated. Of each of the three, specimens may be found in Plato, though not carefully severed but running one into the other. Aristotle Both the questioner and the respondent have a duty towards the dialogue; their common purpose is to conduct it well, not only obeying the peremptory rules, but displaying, over and above, skill for the attainment of their separate ends. Under the first and third heads, both may be alike successful. Under the second or contentious head, indeed, one only of the two can gain the victory; yet, still, even the defeated party may exhibit the maximum of skill which his position admits. This is sufficient for his credit; so that the common work will still be well performed.369 But a partner who performs his own part so as to obstruct instead of forwarding this common work — who conducts the debate in a spirit of ill-tempered contention rather than of regular Dialectic — deserves censure.370 Having thus in view the dialogue as a partnership for common profit, Aristotle administers counsel to the questioning as well as to the responding partner. You as questioner have to deal with a thesis set up by the respondent. You see at once what the syllogism is that is required to prove the contrary or contradictory of that thesis; and your business is so to shape your questions as to induce the respondent to concede the premisses necessary towards that syllogism. If you ask him at once and directly to concede these premisses, he sees your drift and answers in the negative. You must therefore begin your approaches from a greater distance. You must ask questions bearing only indirectly and remotely upon your ultimate conclusion.371 These outlying and preparatory questions will fall under four principal heads. Either (1) they will be inductive particulars, multiplied in order that you may obtain assent to Aristotle goes at great length into the means of Concealment. Suppose the proposition which you desire to get conceded is, The science of two contraries is the same. You will find it useful to commence by a question more general: e.g., Is the science of two opposites the same? If the respondent answers in the affirmative, you will deduce from his concession, by syllogism, the conclusion which you desire. If he answers in the negative, you must then try to arrive at your end by a string of questions respecting particular contraries or opposites; which if the respondent grants successively, you will bring in your general question ultimately as the inductive result from those concessions.374 Your particulars must be selected from obvious matters of sense and notoriety. You are likely to obtain in this way admissions which will serve as premisses for several different prosyllogisms, not indeed sufficient by themselves, yet valuable as conditions and preliminaries to the final syllogism whereby the thesis is refuted. For, when the questions are put in this way, the respondent will not see your drift nor the consequences of his own concessions; so that he will more readily concede what you want.375 The better to conceal your purpose, you will refrain from drawing out any of these prosyllogisms clearly at once; you will not even put the major and minor premiss of any one of them in immediate sequence; but you will confound the order of them intentionally, stating first a premiss belonging to one, and next a premiss belonging to another.376 The respondent, thus kept in the dark, answers in the affirmative to each of your questions successively. At length you find that you have obtained a sufficient number of concessions from him, There are also other manoeuvres serving your purpose of concealment, and preventing the respondent from seeing beforehand the full pertinence of your questions. Thus, if you wish to obtain the definition of your major, you will do well to ask the definition, not of the term itself but, of some one among its conjugates. You will put your question, as if the answer were of little importance in itself, and as if you did not care whether it was given in the affirmative or in the negative;378 you will sometimes even suggest objections to that which you are seeming to aim at. All this will give you the air of a candid disputant; it will throw the respondent off his guard, and make him more ready to answer as he really thinks, without alarm for the consequences.379 When you wish to get a certain premiss conceded, you will put the question first upon a different premiss analogous to it. In putting your question, you will add that the answer which you desire is a matter of course, familiar and admitted by every one; for respondents are shy of contradicting any received belief, unless they have present to their minds a clear instance adverse to it.380 You will never manifest apparent earnestness about an answer; which would make the respondent less willing to concede it.381 You will postpone until the last the premiss which you wish to obtain, and will begin by putting questions the answers to which serve as remote premisses behind it, only in the end conducting to it as consequence. Generally speaking, questioners do the reverse, putting first the questions about which they are most anxious; while most respondents, aware of this habit, are most intractable in regard to the first questions, except some presumptuous and ill-tempered disputants, who concede what is asked at first but afterwards become obstinate in denegation.382 You will throw in some irrelevant questions with a view to lengthen the procedure, like Such are the multifarious suggestions addressed by Aristotle to the questioner for concealing his method of attack;384 Concealment being the third of the four general heads relating to the treatment of premisses not immediately necessary for proof of the final refutative conclusion. On the other three general heads — Induction from particulars to an universal, Dignity, Clearness — Aristotle goes into less detail. For Clearness, he recommends that examples should be introduced; especially familiar examples, taken from well-known poets like Homer, not from obscure poets like Choerilus.385 In regard to Induction, Aristotle points out an embarrassment often arising from the want of suitable universal names. When, after having obtained an affirmative answer about several similar particulars, you wish to put a question generalizing the result, you will sometimes find no universal term fitting the position. You are obliged to say: Will it not be so in all such cases? and this lets in a serious difficulty, how to know what other cases are like, and what are not. Here the respondent will often dispute your right to include this or that other particular.386 You will do well to coin a new universal term fitting the situation. If the respondent answers in the affirmative to several questions of similar particulars, but answers in the negative when you sum them up in an universal comprehending all similar cases, — you may require him to cite some particular case justifying his denial; though you cannot require him to do this before he has made the affirmative answers.387 It is not sufficient that he should cite, as the single case of exception, the express case which forms the subject of the thesis: He ought to produce some distinct and independent instance, really comprised within the genus, and not merely connected with it by the link of an equivocal term.388 If he produces an adverse instance really comprised You must however keep in mind what a dialectic universal premiss really is. Not every question requiring an universal answer is allowed to be put. You must not ask for positive information, nor put such questions as the following: What is man? In how many different senses is good employed? A dialectic question is one to which the respondent makes sufficient reply by saying, Yes or No.391 You must ask in this form: Is the definition of man so and so? Is good enunciated in this or that different sense? To these questions the respondent may answer Yes or No. But if he persists in negative answers to your multiplied questions as to this or that sense of the term good, you may perhaps stand excused for asking him: “In how many different senses, then, do you yourself use the term good?”392 When you have obtained concessions which furnish premisses for a formal syllogism, you will draw out and propound that syllogism and its conclusion forthwith, without asking any farther question from the respondent or any leave from him to do so. He may indeed deny your right to do this, in spite of the concessions which he has made; and the auditors around, not fully appreciating all his concessions, may perhaps think that he is entitled to deny it. But, if you ask his leave to draw out the syllogism and he refuses to give leave, the auditors are much more likely to think that your syllogism is not allowable.393 If You must not persevere long in the same line of questions. For, if the respondent answers them all, it will soon appear that you are in the wrong course, since your syllogism, if you can get one at all, will always be obtained from a small number of premisses; and, if the respondent will not answer them, you have no alternative except to protest and desist.395 The theses that are most difficult to attack are also most easy to defend; and these are the highest universals, and the lowest particulars. The highest you cannot deal with, unless you can get a definition of them; which is sometimes impossible and always difficult; since the respondent will neither define them himself nor accept your definitions. Those which are next to the highest are also difficult to impugn, because there are few intermediate steps of proof. Again, the lowest particulars are also difficult for the contrary reason, that there are so many intermediate steps, and it is tedious to enumerate them all continuously; while, if any are omitted, the demonstration is incomplete, and the procedure will appear sophistical.396 The most difficult of all to impugn are definitions framed in vague and unintelligible terms, where you do not know whether they are univocal or equivocal, literal or metaphorical. When the thesis tendered to you presents such difficulty, you may presume that it is affected with the obscurity of terms here indicated; or, at any rate, that its terms stand in need of definition.397 In geometrical construction, as well as in dialectical debate, it is indispensable that the principia or primary terms should be defined, and defined properly; without this, neither the one nor the other can be pursued.398 Sometimes the major and minor premisses of your syllogistic conclusion are more difficult to establish — more beyond the level of average intelligence — than the thesis itself. In such a case some may think that the respondent ought to grant these premisses, because, if he refuses and requires them to be proved, he will be imposing upon the questioner a duty more arduous than the thesis itself imposes; others may say that he ought not to grant them, because, if he did, he would be acknowledging a conclusion derived from premisses requiring proof as much or This section is obscure and difficult. I am not sure that I understand it. It seems doubtful whether the verb t????a? is intended to apply to the questioner or to the respondent. We have now said enough for the purpose of instructing the questioner how to frame and marshal his interrogations. We must turn to the respondent, and point out how he must answer in order to do well and perform his duty to the common work of dialogue. Speaking generally, the task of the questioner is to conduct the dialogue so as to make the respondent enunciate the most improbable and absurd replies which follow necessarily from the thesis that he has undertaken to defend; while the task of the respondent is to make it appear that these absurdities follow from the thesis itself, and not from his manner of defending it. The respondent may err in one of two ways, or indeed in both together: either he may set up an indefensible thesis; or he may fail to defend it in the best manner that it really admits; or he may do both. The second is a worse error than the first, in reference to the general purpose of Dialectic.401 Aristotle distinguishes (as has been already stated) three purposes in the dialogue:— (1) Teaching and Learning; (2) Contention, where both questioner and respondent strive only for victory; (3) Investigating and Testing the consequences of some given doctrine.402 The first two of these three are dismissed rapidly. In the first, the teaching questioner has no intention of deceiving, and the pupil respondent has only to answer by granting all that appears to him true.403 In the second, Aristotle tells us only that the questioner must always appear as if he The thesis which the respondent undertakes to defend (in a dialogue of Search or Testing) must be either probable, or improbable, or neither one nor the other. The probability or improbability may be either simple and absolute, or special and relative — in the estimation of the respondent himself or of some one or more persons. Now, if the thesis be improbable, the opposite thereof, which you the questioner try to prove, must be probable; if the thesis be probable, the opposite thereof must be improbable; if the thesis be neither, its opposite will also be neither. Suppose, first, that the thesis is improbable absolutely. In that case, its opposite, which you the questioner must fish for premisses to prove, will be probable; the respondent therefore ought not to grant you any demand which is either simply improbable or less probable than the conclusion which you aim at proving; for no such concessions can really serve your purpose, since you are bound to prove your conclusion from premisses more probable than itself.406 Suppose, next, that the thesis is probable absolutely. In that case, the opposite conclusion, which you have to make out, will be improbable absolutely. Accordingly, whenever you ask concessions that are probable, the respondent ought to grant them; whenever you ask for concessions that are less improbable than your intended conclusion, he ought to grant these also; but, if you ask for any thing more improbable than your intended conclusion, he ought to refuse it.407 Suppose, thirdly, that the thesis is neither probable nor improbable. Here, too, the respondent ought to grant all concessions that appear to him probable, as well as all that he thinks more probable than the opposite conclusion which you When the probability or improbability of the thesis is considered simply and absolutely, the respondent ought to measure his concessions by the standard of opinion received usually.409 When the probability or improbability of the thesis is considered as referable to the respondent himself, he has only to consult his own judgment and estimation in granting or refusing what is asked. When he undertakes to defend a thesis avowedly as the doctrine of some known philosopher, such as Herakleitus, he must, in giving his answers, measure probability and improbability according to what Herakleitus would determine.410 Since all the questions that you ask must be either probable, improbable, or neuter, and either relevant411 or not relevant to your purpose of refuting the thesis, let us first suppose that you ask for a concession which is in itself probable, but not relevant. The respondent ought to grant it, adding that he thinks it probable. If what you ask is neither probable nor relevant, he ought even then to grant it; but annexing a notification that he is aware of its improbability, in order to save his own credit for intelligence.412 If it be both probable and relevant, he ought to say that he is aware of its probability, but that it is too closely connected with the thesis, and that, if he grants it, the thesis will stand refuted. If it be relevant, yet at the same time very improbable, he must reply that, if he grants it, the thesis will be refuted, but that it is too silly to be propounded. If, being neutral, it is also not relevant, he ought to grant it without comment; but if, being neutral, it is relevant, he ought to notify that he is aware that by granting it his thesis will be refuted.413 How is this to be reconciled with what Aristotle says in the preceding chapter, p. 159, b. 11-18, that the respondent ought not to grant such improbabilities at all? In this way of proceeding, the march of the dialogue on both sides will be creditable. The respondent, signifying plainly that he understands the full consequences of his own concessions, will not appear to be worsted through any short-comings of his If you ask a dialectical question in plain and univocal language, the respondent is bound to answer Yes or No. But if you ask it in terms obscure or equivocal, he is not obliged to answer thus directly. He is at liberty to tell you that he does not understand the question; he ought to have no scruple in telling you so, if such is really the fact. Suppose the terms of your question to be familiar, but equivocal; the answer to it may perhaps be either true or false, alike in all the different senses of the terms. In that case, the respondent ought to answer Yes or No directly. But, if the answer would be an affirmation in one sense of the terms and a negation in another, he must take care to signify that he is aware of the equivocation, and to distinguish at once the two-fold meaning; for, if the distinction is not noticed till afterwards, he cannot clearly show that he was aware of it from the first. If he really was not at first aware of the equivocation, and gave an affirmative answer looking only to one among the several distinct meanings, you will try to convict him of error by pushing him on the other meaning. The best thing that he can then do will be to confess his oversight, and to excuse himself by saying that misconception is easy where the same term or the same proposition may mean several different things.415 Suppose you put several particular questions (or several analogous questions) with the view of arriving ultimately by induction at the concession of an universal, comprising them all. If they are all both true and probable, the respondent must concede them all severally; yet he may still intend to answer No, when the universal is tendered to him after them. He has no right to answer thus, however, unless he can produce some contradictory particular instance, real or apparent, to justify him; and, if he does so without such justification, he is a perverse Before the respondent undertakes to defend any thesis or definition, he ought to have previously studied the various modes attacking it, and to have prepared himself for meeting them.418 He must also be cautious of taking up improbable theses, in either of the senses of improbable. For a thesis is so called when it involves strange and paradoxical developments, as if a man lays down either that every thing is in motion or that nothing is in motion; and also, when it implies a discreditable character and is contrary to that which men wish to be thought to hold, as, for example, the doctrine that pleasure is the good, or that it is better to do wrong than to suffer wrong. If a man defends such theses as these, people hate him because they presume that he is not merely propounding them as matter for dialectical argument, but advocating them as convictions of his own.419 The respondent must farther be able, if you bring against him a false syllogistic reasoning, to distinguish upon which among your premisses the false conclusion really turns, and to refute that one. Your reasoning may have more than one false premiss; but he must not content himself with refuting any one or any other: he must single out that one which is the chief determining cause of the falsehood. Thus, if your syllogism be:— Every man in a sitting position is writing, Sokrates is a man in a sitting position; therefore, Sokrates is writing, — it will not suffice that the respondent should refute your minor premiss, This last-mentioned proceeding — refutation of that premiss upon which your false conclusion in its full bearing really turns — is the only regular, valid, and complete objection whereby the respondent can stop out your syllogistic approaches. There are indeed three other modes of objection to which he may resort; but these are all either inconclusive or unfair. He may turn his objection against you personally; and, without refuting any of your premisses, he may thus perplex and confuse you, so that you are disqualified from pursuing the thread of your questions. Or he may turn his objections against portions of your questions; not refuting any one of your premisses, but showing that, as they stand, they are insufficient to warrant the conclusion which you seek to establish; when, if you are master of your subject, and retain your calmness, you will at once supply the deficiency by putting additional questions, so that his objection thus vanishes. Or, lastly, he may multiply irrelevant objections against time, for the purpose of prolonging the discussion and tiring you out.422 Of these four modes of objection open to the respondent the first is the only one truly valid and conclusive; the three others are obstructions either surmountable or unfair, and the last is the most discreditable of all.423 To blame the argumentative procedure and to blame the questioner are two distinct things. Perhaps your manner of conducting the interrogation, preparatory to your final syllogism, may be open to censure; yet nevertheless you the questioner may deserve no censure; for it may be the respondent’s fault, not yours. He may refuse to grant the very premisses which are essential to the good conduct of your case; he may resort to perverse evasions and contradictions for the mere purpose of This passage is not very clear. Such then are the cases in which the conduct of the dialogue is open to censure, without any fault on your part as questioner. But there are other cases in which the fault is really yours. These are five in number:— (1) When all or most of your questions are so framed as to elicit premisses either false or improbable, so that neither the conclusion which you seek to obtain, nor any other conclusion at all, follows from them; (2) When, from similar defects, the proper conclusion that you seek to obtain cannot be drawn from your premisses; (3) When the proper conclusion would follow, if certain additions were made to your premisses, but such additions are of a character worse than the premisses already obtained, and are even less probable than the conclusion itself; (4) When you have accumulated a superfluous multitude of premisses, so that the proper conclusion does not follow from all of them but from a part of them only (5) When your premisses are more improbable and less trustworthy than the proper conclusion, or when, though true, they are harder and more troublesome to prove than the problem itself.430 In regard to the last item, however, the fault may sometimes be in the problem itself rather than in you as questioner. Some problems, being in their own nature hard and not to be settled from probable or plausible data, ought not to be admitted into Dialectic. All that can be required from you as questioner is that you shall know and obtain the most probable premisses that the problem admits: your procedure may be thus in itself blameable, yet it may even deserve praise, having regard to the problem, if this last be very intractable; or it may be in itself praiseworthy, yet blameable in regard to the problem, if the problem admit of being settled by premisses still more probable.431 You may even be more blameable, if you obtain your conclusion but obtain it from improbable premisses, than if you failed to obtain it; the premisses required to make it complete being true and probable and not of capital importance, but being refused by the respondent.432 However, you ought not When you have obtained your premisses and proved a conclusion, these same premisses will not serve as proof of any other proposition separate and independent of the conclusion; such may sometimes seem to be the case, but it is a mere sophistical delusion. If your premisses are both of them probable, your conclusion may in some cases be more probable than either.434 Aristotle here introduces four definitions of terms, which are useful in regard to his thoughts but have no great pertinence in the place where they occur: ?st? d? f???s?f?a ?? s??????s?? ?p?de??t????, ?p??e???a d? s??????s?? d?a?e?t????, s?f?sa d? s??????s?? ???st????, ?p???a d? s??????s?? d?a?e?t???? ??t?f?se??. One other matter yet remains in which your procedure as questioner may be blameable. The premisses through which you prove your conclusion may be long and unnecessarily multiplied; the conclusion may be such that you ought to have obtained it through fewer, yet equally pertinent premisses.435 The example whereby Aristotle illustrates this position is obscure and difficult to follow. It is borrowed from the Platonic theory of Ideas. The point which you are supposed to be anxious to prove is, that one opinion is more opinion than another (?t? ?st? d??a ????? ?t??a ?t??a?). To prove it you ask as premisses: (1) That the Idea of every class of things is more that thing than any one among the particulars of the class; (2) That there is an Idea of matter of opinion, and that this Idea is more opinion than any one of the particular matters of opinion. If this Idea is more opinion, it must also be more true and accurate than any particular matter of opinion. And it is this last conclusion that Aristotle seems to indicate as the conclusion to be proved: ?ste a?t? ? d??a ????est??a ?st?? (a. 32). As I understand it, Aristotle supposes that the doctrine which you are here refuting is, that all ??d??a are on an equal footing as to truth and accuracy; and that the doctrine which you are proving against it is, that one ??d???? is more true and accurate than another. If you attempt to prove this last by invoking the Platonic theory of Ideas, you will introduce premisses far-fetched and unnecessary, even if true; whereas you might prove your conclusion from premisses easier and more obvious. The fault is (he says) that such roundabout procedure puts out of sight the real ground of the proof: t?? d? ? ??????a; ? ?t? p??e?, pa?’ ? ? ?????, ?a????e?? t? a?t??? (a. 33). The dubitative and problematical form here is remarkable. How would Aristotle himself have proved the above conclusion? By Induction? He does not tell us. The cases in which your argument will carry the clearest evidence, impressing itself even on the most vulgar minds, are those in which you obtain such premisses as will enable you to draw your final conclusion without asking any farther concessions. But this will rarely happen. Even after you have obtained all the premisses substantially necessary to your final On the other hand, your argument may deserve to be pronounced false on four distinct grounds:— (1) If your syllogism appears to prove the conclusion but does not really prove it, being then an eristic or contentious syllogism; (2) If the conclusion be good but not relevant to the thesis, which is most likely to happen where you employ Reductio ad Impossible; (3) If your conclusion though valid and even relevant, is not founded on the premisses and principia appropriate to the thesis; (4) If your premisses are false, even though the conclusion in itself may prove true, since it has already been said that a true conclusion may sometimes be obtained from false premisses.437 Falsehood in your argument will be rather your own fault than that of your argument, especially if you yourself are not aware of its falsehood. Indeed, there are some false arguments which are more valuable in Dialectic than many true ones; where, for example, from highly probable premisses you refute some recognized truth. Such an argument is sure to serve as a demonstration of other truths; at the very least, it shows that some one of the propositions concerned is altogether untrue.438 On the other hand, if you prove a true conclusion by premisses false and improbable, your argument will be more worthless than many others in which the conclusion is false; from such premisses, indeed, the conclusion may well be really false.439 In estimating the dialectical value of an argument, therefore, we must first look whether the conclusion is formally valid; next, whether the conclusion is true or false; lastly, what are the premisses from whence it is derived.440 For, if it be derived from premisses false yet probable, it has logical or dialectical Two faults of questioners in Dialectic are dealt with specially by Aristotle:— (1) Petitio Principii; (2) Petitio Contrariorum. He had touched upon both of them (in the Analytica Priora) as they concerned the demonstrative process, or the proving of truth: he now deals with them as they concern the dialectical process, or the setting out of opinions and probabilities.442 Five distinct modes may be enumerated of committing the fault called Petitio Principii:— 1. You may put as a question the very conclusion which it is incumbent on you to prove, in refutation of the thesis of the respondent. If this is done in explicit terms, your opponent can hardly fail to perceive it; but he possibly may fail, if you substitute an equivalent term or the definition in place of the term.443 2. If the conclusion which you are seeking to prove is a particular one, you may put as a question the universal in which it is comprised. Thus, if you are to prove that the knowledge of Contraries is one and the same, you may put as a question, Is not the knowledge of Opposites one and the same? You are asking the very point which it was your business to show; but you are asking along with it much more besides.444 3. If you are seeking to prove an universal conclusion, you may put as a question one of the particulars comprised therein. Thus, if you are to prove that the knowledge of Contraries is one and the same, you may put as a question, Is not the knowledge of white and black, good and evil, or any other pair of particular contraries, one and the same? It was your business to prove this particular, along with many others besides; but you are now asking it as a question separately.445 4. If the conclusion which you are seeking to prove has two terms conjointly, you may put as a question one or the other of these separately. Thus, when you are trying to show that the healing art is knowledge of what is wholesome and unwholesome, you may ask, Is it a knowledge of the wholesome?446 There are also five distinct modes of Petitio Contrariorum:— 1. You may ask the respondent, in plain terms, to grant first the affirmative, next, the negative, of a given proposition.448 2. You may ask him to grant, first, that a given subject is, e.g., good, next, that the same subject is bad.449 3. After he has granted to you the affirmative universally, you may ask him to grant the negative in some particular case under the universal: e.g., after he has granted that the knowledge of Contraries is one and the same, you ask him to grant that the knowledge of wholesome and unwholesome is not one and the same. Or you may proceed by the way of reversing this process.450 4. You may ask the contrary of that which follows necessarily from the premisses admitted.451 5. Instead of asking the two contraries in plain and direct terms, you may ask the two contraries in different propositions, yet necessarily implicated with the first two.452 There is this difference between Petitio Principii, and Petitio Contrariorum: the first has reference to the conclusion which you have to prove, and the wrong procedure involved in it is relative to that conclusion; but in the second the wrong procedure affects only the two propositions themselves and the relation subsisting between them.453 Aristotle now, finally, proceeds to give some general advice for exercise and practice in Dialectic. You ought to accustom yourself to treat arguments by converting the syllogisms of which they consist; that is, by applying to them the treatment of which the Reductio ad Absurdum is one case.454 You ought to test every thesis by first assuming it to be true, then assuming it to be false, and following out the consequences on Instead of p??? te t? ???es?a?, ought we not to read here p??? te t? ? ???es?a?, taking this verb in the passive sense? Surely ???es?a? in the active sense gives the same meaning substantially as ?????e??, which comes afterwards, both of them referring to the assailant or questioner, whereas Aristotle intends here to illustrate the usefulness of the practice to both parties. This same accomplishment will be of use, moreover, for acquisitions even in Science and Philosophy. It is a great step to see and grasp in conjunction the trains of reasoning on both sides of the question; the task that remains — right determination which of the two is the better — becomes much easier. To do this well, however, — to choose the true and to reject the false correctly — there must be conjoined a good natural predisposition. None but those who are well constituted by nature, who have their likings and dislikes well set in regard to each particular conjuncture, can judge correctly what is best and what is worst.458 In regard to the primary or most universal theses, and to those problems which are most frequently put in debate, you will do well to have reasonings ready prepared, and even to get them by heart. It is on these first or most universal theses that respondents become often reluctant and disgusted. To be expert in handling primary doctrines and probabilities, and to be well provided with the definitions from which syllogisms must start, is to the dialectician an acquisition of the highest moment; like familiarity with the Axioms to a geometer, and ready application of the multiplication table to an arithmetical calculator.459 When you have these generalities and major propositions firmly established in your mind, you will recall, in a definite order and arrangement, the particular matters falling You ought also to accustom yourself to break down one reasoning into many; which will be done most easily when the theme of the reasoning is most universal. Conceal this purpose as well as you can; and in this view begin with those particulars which lie most remote from the subject in hand.461 In recording arguments for your own instruction, you will generalize them as much as possible, though perhaps when spoken they may have been particular; for this is the best way to break down one into several. In conducting your own case as questioner you will avoid the higher generalities as much as you can.462 But you must at the same time take care to keep up some common or general premisses throughout the discourse; for every syllogistic process, even where the conclusion is particular, implies this, and no syllogism is valid without it.463 This passage is to me obscure. I have given the best meaning which it seems to offer. Exercise in inductive discourse is most suitable for a young beginner; exercise in deductive or syllogistic discourse, for skilful veterans. From those who are accomplished in the former you can learn the art of multiplying particular comparisons; from those who are accomplished in the latter you derive universal premisses; such being the strong points of each. When you go through a dialectical exercise, try to bring away with you for future use either some complete syllogism, or some solution of an apparent refutation, or a major premiss, or a well-sustained exceptional example (??stas??); note also whether either you or your respondent question correctly or otherwise, and on what reason such correctness or incorrectness turned.464 It is the express purpose of dialectical exercise to acquire power You must take care however not to carry on this exercise with every one, especially with a vulgar-minded man. With some persons the dispute cannot fail to take a discreditable turn. When the respondent tries to make a show of escaping by unworthy manoeuvres, the questioner on his part must be unscrupulous also in syllogizing; but this is a disgraceful scene. To keep clear of such abusive discourse, you must be cautious not to discourse with commonplace, unprepared, respondents.466 |
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