People who support Trump do so because they believe that
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- politics is inherently corrupt, and politicians favor special interests because they depend on those “special interests” for campaign donations—Trump doesn’t owe anyone anything, and he is his own man;
- Trump is authentic; normal politicians say what they’re supposed to say, and normal politics has gotten us into a state where normal people (aka, het white males) aren’t getting the things to which they’re entitled; therefore, we need an abnormal politician who will say that “normal” people are getting screwed;
- all the criticisms of Trump come from biased sources;
- Trump’s motives are good because he expresses kind thoughts about non-whites, and he is concerned about them—he has good motives; he is, therefore, not racist;
- Trump’s arguments are rational because he can give evidence to support them—he makes a claim, and he gives an example or single piece of evidence that would look good to someone not especially informed on the issue;
- Trump’s arguments are rational because his claims are endorsed by experts;
- Trump’s arguments are rational because he gives specific datum, they support what people believe, and he doesn’t have an irrational affect;
- Trump’s arguments are “objective” because he is speaking the Truth;
- Trump’s arguments are good because someone uninformed about the topic on which he’s speaking can assess a good argument;
- Trump has really good judgment, since he is a billionaire;
- Trump, despite his problematic history regarding fidelity, child molesting, fraud, and lying, is a good person because he is one of “us.”
These aren’t just claims about Trump; these are grounded in premises in what it means to make a good argument. And where did people learn what it means to make a good argument?
In their rhetoric classes. And, although I loathe putting my thesis first (another way rhet/comp is gerfucked) I will say that these seem to be good arguments because we, as field, have said they are. We fucked up. We taught them that a person with literally no expertise in the subject can tell you whether you’ve made a good argument.
This has made me ragey for my entire career, and it’s the basis of every single fucking program. We take students, usually literature students, and we tell them they are appropriate judges of whether someone has made a good argument on topics about which they know nothing. We tell them they can assess the credibility of a source on the basis of several rules that are pretty wonky (is it a peer-reviewed journal, is it a recent source, does the author have an advanced degree). We tell them either not to worry about the logic of the argument, or we encourage them to apply the rational/irrational split, a notion that muddles the argument someone is making with the posture they appear to be taking while making it. We tell them to teach their students that “bias” is easy to assess, and comes from motives, and, finally, we encourage them to infer bias/motive from identity. We can judge an argument on formal qualities. Teachers who have, literally, never taken a single course in linguistics, logic, argumentation, or rhetoric can tell students that their language, logic, or argumentation is bad.
Well, that’s what Trump tells his followers—you don’t know anything about this, but you can decide, without any knowledge, what’s true and what isn’t. You can tell them I am speaking the truth without looking at my sources. You can judge my argument by judging me.
And on the basis of what?
Their own sense.
Trump appeals to his voters’ “sense” about what is right and wrong. We have teachers—we have textbook authors—who are relying on their own “sense” about right and wrong in regard to topics on which there is actual research. So, who are we to say, “Well, I have no actual expertise on these issues, but you should rely on experts?” We can’t. So, we have spent generations telling students that “good” arguments are… ….well, really, what are they? Arguments that please the teacher?
We have spent many, many years telling people the wrong things about argument and argumentation, and all those wrong things are in Trump. (At this point, assuming people got this far, I’ve probably lost a bunch of folks. And that’s the consequence of the thesis-first method of arguing. We expect someone to put their argument at the beginning because our faith in persuasion is so small—and because we want to know whether we should put our guard up. A lot of people in rhetoric cite studies that supposedly show that people aren’t persuaded, but that isn’t what those studies actually show. That’s a different rant.)
There was a time when argumentation textbooks would have a section on fallacies and logic, but that is long past. And why? How many teachers of argumentation (or authors of argumentation textbooks) could pass a simple test on fallacies? What, for instance, is argumentum ad misericordiam (aka, appeal to pity)? Is it an appeal to emotions? Is an appeal to emotions an irrational appeal?
Short version of my argument: no person who says an appeal to emotions is irrational should be teaching argumentation. That is an actively harmful way to approach discourse.
Argumentum ad misericordiam is one of the fallacies of relevance—it is an irrelevant appeal to emotion; it is a kind of red herring. And you can’t judge whether a single argument is engaging in that fallacy without knowing the context of the argument—without knowing the larger debate in which that argument is happening. So, I’m not making the old argument that rhetoric teachers shouldn’t teach political topics because we aren’t political scientists; I’m saying that we shouldn’t assess arguments without knowing the context of that argument—the sources it’s using, the oppositions it’s establishing.
We stopped having lists of fallacies in argumentation textbooks because of a confusion between formal and informal logic (two related, but distinct, fields). Formal logic is, as its names implies, associated with the forms that a “logical” argument can take, so it assumes that you can talk about arguments the way you talk about a math problem, with symbols. Formal logic has little (or nothing) to do with how people need to argue about political, ethical, or aesthetic topics, since they aren’t usefully captured in forms. Informal logic (or argumentation) concerns the ways that we argue, and it emphasizes that an argument needs to be assessed in relation to the context and conversation (something is a false dilemma not because it only presents two options, but it reduces a variety of options to two—if there are only two options on the table, then it isn’t a fallacy).
Authors of the most popular comp textbooks appear to have known only about the former, and didn’t know about the latter. I know many of those teachers, and they’re good people, but they spent so much time writing textbooks that they stopped reading scholarship. So, most textbooks in composition and rhetoric are gleefully disconnected from scholarship in relevant fields. Again, if you think I’m being ugly, just look for footnotes or endnotes citing recent research. Not there.
If I had time, I would talk about what it would mean to incorporate actual scholarship about reasoning and persuasion into our comp textbooks. Short version: Aristotle was right—it’s about enthymemes and paying attention to major premises. Ariel Kruglanski has argued that people tend to reason syllogistically—this is a dog; dogs hate cats; therefore, this dog must hate cats. And so, if we wanted to think usefully about logic, we would look at major premises—how reasonable is the assumption that dogs hate cats? Does the argument assume that premise consistently, or does it sometimes assume that dogs love cats?
As a culture, we oppose emotion and “rationality,” and that means that, to determine if an argument is “rational,” we try to infer whether the rhetor is “rational.” And we generally do that by trying to infer if the rhetor is letting his/her emotions “distort” their thinking. Or, connected, we rely on a definition of “logic” that is commonly in textbooks—a “logical” argument is one that appeals to facts, statistics, and data. [Notice that an argument might be logical in that sense—it makes those appeals—but completely illogical in the sense of its reasoning (what Aristotle actually meant by “logos”).] But, if we think of a rational argument as an argument made by a rational person, then we can look at a rhetor and judge whether s/he is the sort of person who speaks the truth, and who has data to support their claims. That’s a terrible definition of logic.
(As an aside, I’ll mention a better way to think about rationality—first, does the argument fairly represent its sources, including oppositions; second, does the argument appeal to consistent major premises; third, are standards of “logic” applied across interlocutors.)
But, let’s set that aside for a bit. Let’s talk about Trump. There are some issues regarding Clinton and the Clinton Foundation, but they pale in comparison to the issues regarding Trump and his “charitable” foundations. So, why do Trump supporters condemn Clinton about “corruption”, happily ignoring that their candidate has done worse?
They do so for three reasons, all of which fyc textbooks have taught them are good ways to argue.
First, they say any source that says the Trump Foundation did a bad thing is “biased.” (Okay, they usually say it’s “bias,” but you know what I mean.) They infer that bias by pointing out that the source is criticizing Trump (in other words, it’s a circular argument—you can reject all criticism of Trump on the grounds that it’s biased, and you can show it’s biased by pointing out it’s critical of Trump).
Second, and closely related, they say that any site with disconfirming evidence is written by someone with a bad motive. This too is inferred from the fact that someone is making a critical argument.
Third, perhaps (usually the stop at the first two), they show that there is a reason they’re right—data or statistics.
What all of this is assuming is that a good argument is something floating in space, unconnected to any other arguments—it has a certain form.
And Trump’s arguments have those forms—he is sincere, he really believes what he’s saying (even if it contradicts what he said recently), he can give an example to support what he’s saying, he has all the best experts, he is saying things his audience wants to believe. Trump’s arguments are appallingly apt examples of bad faith argumentation. He is a casebook in demagoguery. There is no rhetoric worse than his. And common methods of teaching argument would give him an A. This is our child. We taught generations of students that having a few (more or less random) experts supporting us, starting with your thesis, giving some examples, and leading with main claims, all of that makes a good argument. We taught them that a person with literally no expertise in the subject can tell you whether you’ve made a good argument. Because that’s how we graded them.