Page 263 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

246 Chapter 9

likely to serve on the boards of Fortune 500 companies than graduates of coeduca-
tional schools, attendance at women’s colleges probably caused greater career
achievement. This is a preposterous statement! Numerous factors influence career
achievement. For instance, many women’s colleges are both highly selective and
expensive; their students are often bright, grew up in families who own or are con-
nected to Fortune 500 companies, and can afford to attend expensive schools. Atten-
dance at women- only colleges may indeed provide women with greater opportunities
for engaging in leadership activities. More likely, native ability, economic resources,
and family connections “cause” both attendance at women- only colleges and career
achievement. Whenever you see causal connections being posited, look for other rea-
sons why the events might be linked. Only when alternative explanations have been
eliminated can a causal connection be accepted as probably true, and then only
tentatively.

False Dilemma False Dilemmas A false dilemma poses an either- or choice that implies, wrongly, that
Either-or thinking that only two courses of action are possible. For example, either the university builds a
assumes, incorrectly, new parking lot or students have to walk miles to get to class. Either sex education is
that only two choices taught by the parents or by the schools. Each of these statements ignores the fact that
or courses of action other options exist to accomplish both goals— in other words, the dilemma is false.
are possible. The university could provide a shuttle bus service to transport students from faraway
parking lots, schedule classes early or late to alleviate parking crunches at certain
times, or set up a car- pooling service to improve the parking situation. Children can
be taught sex education by their parents; their teachers; their ministers, priests, or
rabbis; committees composed of teachers and parents working together; teams of
clergy and parents; and so forth. Just because a writer or speaker does not offer you
alternatives should not blind you to their existence. Whenever you are offered an
either- or choice, look for additional options.

Faulty Analogy Faulty Analogies A faulty analogy is a comparison that stretches a similarity too far.
An incomplete Comparisons help us understand issues more vividly, but all comparisons have limita-
comparison that tions. Author Gloria’s orange tabby cat may look and act like a tiger, but he does not
stretches a similarity eat 10 pounds of meat per day and cannot hurt you if he jumps on your lap. We have
too far; assuming that heard many students complain (we have even complained ourselves!), “You can’t
because two things really learn how to be a public relations professional in college. It would be like trying
are similar in some to learn to swim from a book, but never getting in the water.” At first glance, this
respects, they are remark hits home because there are limitations to what you can learn in school.
alike in others.
Examining the analogy more closely, however, reveals that many classroom activities
and assignments prepare students for professional practice. Public relations majors
practice writing for a variety of audiences, learn principles of graphic design and use
them to design materials for a variety of clients, put together dynamic oral presenta-
tions, write job specifications and budgets for proposed projects, and so on. All of
these are activities that public relations professionals carry out in professional prac-
tice. Whenever you hear an analogy being offered as an argument, ask yourself three
things: (1) What two things are being compared? (2) How are they similar? and, more
important, (3) How are they different or where does the comparison break down?
Always ask, “Is the conclusion warranted by this analogy?”

gal37018_ch09_225_258.indd 246 3/28/18 12:37 PM