Seite - 334 - in The Complete Aristotle

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. < div id=“section72” class=“section” title=“4”> 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. < div id=“section73” class=“section” title=“5”> 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 in a competition; as is the latter from that of those who discuss things together in the spirit of inquiry: for a learner should always state what he thinks: for no one is even trying to teach him what is false; whereas in a competition the business of the questioner is to appear by all means to produce an effect upon the other, while that of the answerer is to appear unaffected by him; on the other hand, in an assembly of disputants discussing in the spirit not of a competition but of an examination and inquiry, there are as yet no articulate rules about what the answerer should aim at, and what kind of things he should and should not 334