Question

A major theft from a museum was remarkable in that the pieces stolen clearly had been carefully selected. The criterion for selection, however, clearly had not been greatest estimated market value. It follows that the theft was specifically carried out to suit the taste of some individual collector for whose private collection the pieces were destined. The argument tacitly appeals to which one of the following principles? (A) Any art theft can, on the evidence of the selection of pieces stolen, be categorized as committed either at the direction of a single known individual of at the direction of a group of known individuals. (B) Any art theft committed at the direction of a single individual results in a pattern of works taken and works left alone that defies rational analysis. (C) The pattem of works taken and works left alone can sometimes distinguish one type of art theft from another. (D) Aft thefts committed with no preexisting plan for the disposition of the stolen works do not always involve theft of the most valuable pieces only. (E) The pattern of works taken and works left alone in an art theft can be particularly damaging to the integrity of the remaining collection.

Short answer

The principle is best expressed by option (C).

Step-by-step solution

Understand the Argument

The argument suggests that the selected pieces were not chosen based on market value but rather to fit the taste of an individual collector for a private collection. Thus, it implies that there is a reasoning pattern behind the choice of stolen items.

Identify the Underlying Principle

The argument is implicitly based on a principle that the pattern of selection (what was taken vs. what was left) can reveal the nature of the theft, specifically, that it was catered to an individual collector's taste.

Evaluate the Options

Review each option to determine which one aligns with the principle identified in Step 2. (A) Suggests categorization based solely on evidence of selection, which the argument does not directly focus on. (B) Implies irrational selection patterns, contradicting the argument. (C) Suggests that the pattern of selection can distinguish types of theft, which supports the argument’s inference. (D) Focuses on the absence of preexisting plans, not pertinent to the argument. (E) Discusses damage to the collection's integrity, irrelevant to the argument's main point.

Select the Best Option

The option that best matches the argument's underlying principle is (C). It aligns with the inference that patterns in the selection can distinguish one type of art theft (to suit an individual collector) from others.

Key concepts

Logical Analysis

In critical reasoning exercises, logical analysis is a cornerstone for understanding arguments and drawing conclusions. To effectively analyze logic, one must begin by dissecting the premises and identifying the core claims.
This involves carefully examining what is stated and what is implied, going beyond the surface of the text. A logical analysis in the context of an art theft, such as the one stated, requires:

• Understanding the reasoning behind the selection of art pieces.
• Recognizing the argument’s explicitly stated and implied conclusions.
• Decomposing the logical sequence: i.e., the premise that theft wasn't based on value should logically lead to the conclusion that the selection catered to taste.

Using logical analysis, students can discern that, since market value wasn't the selection criterion, an alternative reason—such as personal taste—must have motivated the theft. This logical approach helps structure thinking and sharpens problem-solving skills.

Argument Evaluation

Evaluating an argument involves assessing its validity and determining if the conclusion logically follows from the premises.
In our art theft example, it is crucial to interrogate the soundness of the reasoning leading to the final conclusion. An effective evaluation will ask:

• Is the premise valid or based on assumptions?
• Does the conclusion logically follow the premise?
• Are there any potential fallacies or gaps in reasoning?

The argument asserts that pieces were not selected by value but by taste, implying a collector’s influence. Evaluating this involves ensuring the rationale (pattern of selection) supports the conclusion (targeting a collector’s preferences). Any flaws in the argument's logic can undermine its strength, making thorough evaluation essential in critical reasoning tasks.

Principle Identification

Identifying underlying principles in arguments helps illuminate the rationale behind decisions or actions. A principle functions as a fundamental belief that underpins reasoning. In the museum theft argument, the key principle is that patterns in selection reveal the nature of the action. This principle allows us to distinguish between theft motivated by market value and theft determined by taste. Here are steps to effectively identify principles:

• Look for recurring themes or ideas within the argument.
• Consider the purpose or motive that the argument suggests.
• Identify how these ideas create a foundation for the argument.

Understanding these principles equips the student to accurately interpret the argument and enhances their critical reasoning skills by aligning conclusions with implicit rules of thought.