Argument

Why did R.G. Collingwood come to reject the adversarial style of philosophical discussion so popular among his Oxford peers? The main aim of this paper is to explain that Collingwood came to reject his colleagues’ specific style of philosophical dialogue on methodological grounds, and to show how the argument against adversarial philosophical discussion is integrated with Collingwood’s overall criticism of realist philosophy. His argument exploits a connection between method and practice that should be taken seriously even today.

The paper considers contemporary models of presumption in terms of their ability to contribute to a working theory of presumption for argumentation. Beginning with the Whatelian model, we consider its contemporary developments and alternatives, as proposed by Sidgwick, Kauffeld, Cronkhite, Rescher, Walton, Freeman, Ullmann-Margalit, and Hansen. Based on these accounts, we present a picture of presumptions characterized by their nature, function, foundation and force. On our account, presumption is a modal status that is attached to a claim and has the (...) effect of shifting, in a dialogue, a burden of proof set at a local level. Presumptions can be analysed and evaluated inferentially as components of rule-based structures. Presumptions are defeasible, and the force of a presumption is a function of its normative foundation. This picture seeks to provide a framework to guide the development of specific theories of presumption. (shrink)

In this paper, I reply to Seidel’s objections against my argument from expert performance to the effect that arguments from expert opinion are weak arguments. I clarify what Seidel takes to be unclear points in my argument and show that it withstands Seidel’s objections.

We reconstruct the text, that is, we analyse the development of the discussion between Malthus and Ricardo both in the correspondence and in published works, paying special attention to (a) the use of methodological statements, (b) some pragmatic features of the controversy, (c) considerations pertaining to the meta-level of the controversy (assessments of the status of the controversy, of ways of solving it, etc.); then, we reconstruct the co-text, that is, unpublished papers by each opponent that were not made available (...) to the other, records of exchanges between each of these and third parties, etc.; thirdly, we describe the essential features of the context, focusing on events that influenced the course of the controversy; (iv) we draw lessons from our case study on the role of co-text and context, on pragmatic and semantic interpretation, and on "casts of mind”. (shrink)

Although the controversy between Malthus and Ricardo has long been considered to be an important source for the history of economic thought, it has hardly been the object of a careful study qua controversy, i.e. as a polemical dialogical exchange. We have undertaken to fill this gap, within the framework of a more ambitious project that places controversies at the center of an account of the history of ideas, in science and elsewhere. It is our contention that the dialogical co-text (...) is essential for reconstructing the meaning and the evolution of science. In the present paper we try to substantiate this contention by means of a pragma-rhetorical study of this particular controversy. First, we reconstruct, through an analysis of a chunk of the correspondence, a micro-level of specific moves and countermoves which constitute a sequential structure within which also meta-scientific and meta-controversial considerations play a role. We then move to a macro-level of analysis, looking for recurrent patterns of argumentation. Finally, we draw epistemological conclusions on the nature of rationality and progress as manifested in actual scientific controversies. (shrink)

Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. This paper overviews the innovation and provides a procedural approach for new teaches wanting to use argument mapping in the classroom. A brief history of argument mapping is provided at the end of this paper.

Part I of this paper outlined the three standard approaches to the teaching of critical thinking: the normative (or philosophical), cognitive psychology, and educational taxonomy approaches. The paper contrasted these with the visualisation approach; in particular, computer-aided argument mapping (CAAM), and presented a detailed account of the CAAM methodology and a theoretical justification for its use. This part develops further support for CAAM. A case is made that CAAM improves critical thinking because it minimises the cognitive burden of prose and (...) the demands that arguments in prose typically place on memory. CAAM also has greater usability, complements the imperfect human cognitive system, and adopts a logic of semi-formality which is both natural and intuitive. The paper claims that CAAM is an important advance given that traditional stand-alone critical thinking courses do not teach critical thinking as well as they as they are assumed to do. It is also important given that tertiary education fails to deliver improvements in critical thinking gains for too many students. The paper outlines results from a number of empirical studies that demonstrate that CAAM yields robust gains in critical thinking as measured by independent tests. Students themselves also believe CAAM to be beneficial as noted in coded responses to surveys. I conclude the paper by comparing the traditional approaches to the teaching of critical thinking to the visualisation approach. I argue that CAAM should taken seriously in the context of contemporary educational practices. (shrink)

This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The paper presents (...) a detailed account of the CAAM methodology, and theoretical justification for its use, illustrating this with the argument mapping software Rationale™. A number of Rationale™ design conventions and logical principles are outlined including the principle of abstraction, the MECE principle, and the “Holding Hands” and “Rabbit Rule” heuristics. Part II of this paper outlines the growing empirical evidence for the effectiveness of CAAM as a method of teaching critical thinking. (shrink)

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible (...) than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. (shrink)

Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This paper outlines (...) the use of CAAM as an educational tool within an Economics and Commerce Faculty in a major Australian research university. Evaluation results are provided from students from a CAAM pilot within an upper-level Economics subject. Results indicate promising support for the use of CAAM and its potential for transferability within the disciplines. If shown to be valuable with further studies, CAAM could be included in capstone subjects, allowing computer technology to be utilised in the service of generic skill development. (shrink)

In this paper I intend to reconstruct the weight of rational and non rational factors in ethical controversies and to highlight the mixed bequest this controversy left to 20th century analytic ethics. I argue that the structure of the controversy includes ‘Kuhnian’ factors, rhetoric and pragmatic dimensions, and that a consistent self-criticism of his own previous views may be detected in Mill’s writings published after the controversy. I argue that the controversy’s bequest for analytic ethics includes: (i) anti-empiricist elements, which (...) are what Sidgwick has taken from Whewell without paying due acknowledgement; (ii) consequentialist elements (impossibility of establishing what is duty in the real case, impossibility of solving moral dilemmas), which are what Sidgwick has taken over from Mill, on the latter’s authority and without due scrutiny of Whewell’s counter-arguments. (shrink)

In a paper and a reply to critics published in _Informal Logic_, I argue that arguments from expert opinion are weak arguments. To appeal to expert opinion is to take an expert’s judgment that _p_ is the case as evidence for _p_. Such appeals to expert opinion are weak, I argue, because the fact that an expert judges that _p_ does not make it significantly more likely that _p_ is true or probable, as evidence from empirical studies on expert performance (...) suggests. Unlike other critics of this argument, who take issue with the empirical evidence on expert performance, David Botting says that he wants to take issue with the premise that reliability is a necessary condition for the strength of appeals to expert opinion. I respond to Botting’s objections and argue that they miss their intended target. I also argue that his attempt to show that arguments from expert opinion are strong is unsuccessful. (shrink)

We are pleased to publish this WSIA edition of Trudy’s Govier’s seminal volume, Problems in Argument Analysis and Evaluation. Originally published in 1987 by Foris Publications, this was a pioneering work that played a major role in establishing argumentation theory as a discipline. Today, it is as relevant to the field as when it first appeared, with discussions of questions and issues that remain central to the study of argument. It has defined the main approaches to many of those issues (...) and guided the ways in which we might respond to them. From this foundation, it sets the stage for further investigations and emerging research. This is a second edition of the book that is corrected and updated by the author, with new prefaces to each chapter. (shrink)

Mit großer Wahrscheinlichkeit wird die Alternative für Deutschland (AfD) am 24. September in den Bundestag einziehen. Jüngste Umfragen legen nahe, dass sie sogar drittstärkste Partei werden könnte. Warum findet die AfD so viele Unterstützerinnen und Unterstützer? Mit welchen Argumenten wirbt die AfD für ihren Einzug in den Bundestag? Das Wahlprogramm der AfD zeigt nicht nur, wofür die Partei steht, sondern auch welche Strategie sie bei der Bundestagswahl und darüber hinaus verfolgt. Aus diesem Grund habe ich es argumentationstheoretisch analysiert und die (...) darin enthaltene Argumentation im Detail rekonstruiert. Die wichtigsten Ergebnisse umfassen: Erstens, aus einer rein logischen Perspektive ist die Argumentation der AfD außergewöhnlich klar und stringent. Dies gelingt ihr deshalb, weil sie sich gezielt auf Annahmen stützt, die vereinfachend oder konstruiert sind. Zweitens, das zentrale Thema der „Flüchtlingskrise“ zieht sich beinahe durch die gesamte Argumentation. Es taucht in Argumenten über den Verlust der Leitkultur oder den Verfall der inneren Sicherheit genauso auf wie in Argumenten über die Folgen der Globalisierung oder den demographischen Wandel. Drittens, und dies ist das zentrale Ergebnis der Analyse, die AfD argumentiert nach dem folgenden Muster: Es gibt eine Bedrohung. Nur die AfD kann uns davor bewahren. Also muss die AfD an die Macht kommen. Dies nenne ich das „Kernargument des Populismus“. (shrink)

What can make storytelling “evil” in the sense that the storytelling leads to accepting a view for no good reason, thus allowing ill-reasoned action? I mean the storytelling can be argumentatively evil, not trivially that (e.g.) the overt speeches of characters can include bad arguments. The storytelling can be argumentatively evil in that it purveys false premises, or purveys reasoning that is formally or informally fallacious. My main thesis is that as a rule, the shorter the fictional narrative, the greater (...) the potential for argumentative evil. Here, the notion of length is to be understood such that it is generally a proxy for more abstract features such as how complex and nuanced the piece is. In other argumentative contexts, length generally appears to make no comparable difference. This feature would put fictional narrative arguments in a special class beyond what is determined by obvious features, such as the definitional fact that they in some way(s) collapse two of the four traditional types of discourse: exposition, description, narration, and argument. The nonobvious features that distinguish this class have been a source of puzzlement and inquiry. (shrink)

Judging the warrant of conspiracy theories can be difficult, and often we rely upon what the experts tell us when it comes to assessing whether particular conspiracy theories ought to be believed. However, whereas there are recognised experts in the sciences, I argue that only are is no such associated expertise when it comes to the things we call `conspiracy theories,' but that the conspiracy theorist has good reason to be suspicious of the role of expert endorsements when it comes (...) to conspiracy theories and their rivals. The kind of expertise, then, we might associate with conspiracy theories is largely improvised—in that it lacks institutional features—and, I argue, ideally the product of a community of inquiry. (shrink)

This textbook is not a textbook in the traditional sense. Here, what we have attempted is compile a set of assignments and exercise that may be used in critical thinking courses. To that end, we have tried to make these assignments as diverse as possible while leaving flexibility in their application within the classroom. Of course these assignments and exercises could certainly be used in other classes as well. Our view is that critical thinking courses work best when they are (...) presented as skills based learning opportunities. We hope that these assignments speak to that desire and can foster the kinds of critical thinking skills that are both engaging and fun Please feel free to contact us with comments and suggestions. We will strive to correct errors when pointed out, add necessary material, and make other additional and needed changes as they arise. Please check back for the most up to date version. Rebeka Ferreira and Anthony Ferrucci. (shrink)

This document provides a brief report on initial research into how argument presentation (visual map vs. regular prose) affects people's susceptibility to confirmation bias as well as their feelings toward political opponents. Using highly polarizing stimuli, we found that argument visualization substantially reduced confirmation bias and, for participants with low CRT scores, the belief that one's political opponents are morally evil.

This article analyses letters to the editor written on or about Muslims printed in a British broadsheet newspaper. The pragma-dialectical theory of argumentation is applied as a model for explaining and understanding the arguments employed in the sampled letters. Our presentation of pragma-dialectical theory focuses on argumentative reasonableness. More specifically, we introduce the four dialectical stages through which any argument must pass and explain the ten rules of critical discussion that participants must follow throughout if they are to resolve the (...) argument. The article focuses in particular on the letter writers' use of argument schemes-that is, the manner in which these writers use arguments to support their standpoints. We conclude by highlighting the role that unreasonable arguments can play in perpetuating racialized inequalities and hence the importance of analyzing argumentation. (shrink)

A background assumption of this paper is that the repertoire of inference schemes available to humanity is not fixed, but subject to change as new schemes are invented or refined and as old ones are obsolesced or abandoned. This is particularly visible in areas like health and environmental sciences, where enormous societal investment has been made in finding ways to reach more dependable conclusions. Computational modeling of argumentation, at least for the discourse in expert fields, will require the possibility of (...) modeling change in a stock of schemes that may be applied to generate conclusions from data. We examine Randomized Clinical Trial, an inference scheme established within medical science in the mid-20th Century, and show that its successful defense by means of practical reasoning allowed for its black-boxing as an inference scheme that generates (and warrants belief in) conclusions about the effects of medical treatments. Modeling the use of a scheme is well-understood; here we focus on modeling how the scheme comes to be established so that it is available for use. (shrink)

Contemporary reasoning about health is infused with the work products of experts, and expert reasoning about health itself is an active site for invention and design. Building on Toulmin’s largely undeveloped ideas on field-dependence, we argue that expert fields can develop new inference rules that, together with the backing they require, become accepted ways of drawing and defending conclusions. The new inference rules themselves function as warrants, and we introduce the term “warranting device” to refer to an assembly of the (...) rule plus whatever material, procedural, and institutional resources are required to assure its dependability. We present a case study on the Cochrane Review, a new method for synthesizing evidence across large numbers of scientific studies. After reviewing the evolution and current structure of the device, we discuss the distinctive kinds of critical questions that may be raised around Cochrane Reviews, both within the expert field and beyond. Although Toulmin’s theory of field-dependence is often criticized for its relativism, we find that, as a matter of practical fact, field-specific warrants do not enjoy immunity from external critique. On the contrary, they can be opened to evaluation and critique from any interested perspective. (shrink)

The paper explores the handling of singular analogy in quantitative inductive logics. It concentrates on two analogical patterns coextensive with the traditional argument from analogy: perfect and imperfect analogy. Each is examined within Carnap’s λ-continuum, Carnap’s and Stegmüller’s λ-η continuum, Carnap’s Basic System, Hintikka’s α-λ continuum, and Hintikka’s and Niiniluoto’s K-dimensional system. Itis argued that these logics handle perfect analogies with ease, and that imperfect analogies, while unmanageable in some logics, are quite manageable in others. The paper concludes with a (...) modification of the K-dimensional system that synthesizes independent proposals by Kuipers and Niiniluoto. (shrink)

This book is written for those who wish to learn some basic principles of formal logic but more importantly learn some easy methods to unpick arguments and assess their value for truth and validity. -/- The first section explains the ideas behind traditional logic which was formed well over two thousand years ago by the ancient Greeks. Terms such as ‘categorical syllogism’, ‘premise’, ‘deduction’ and ‘validity’ may appear at first sight to be inscrutable but will easily be understood with examples (...) bringing the subjects to life. Traditionally, Venn diagrams have been employed to test arguments. These are very useful but their application is limited and they are not open to quantification. The mid-section of this book introduces a methodology that makes the analysis of arguments accessible with the use of a new form of diagram, modified from those of the mathematician Leonhard Euler. These new diagrammatic methods will be employed to demonstrate an addition to the basic form of syllogism. This includes a refined definition of the terms ‘most’ and ‘some’ within propositions. This may seem a little obscure at the moment but one will readily apprehend these new methods and principles of a more modern logic. (shrink)

Many philosophers subscribe to the view that philosophy is a priori and in the business of discovering necessary truths from the armchair. This paper sets out to empirically test this picture. If this were the case, we would expect to see this reflected in philosophical practice. In particular, we would expect philosophers to advance mostly deductive, rather than inductive, arguments. The paper shows that the percentage of philosophy articles advancing deductive arguments is higher than those advancing inductive arguments, which is (...) what we would expect from the vantage point of the armchair philosophy picture. The results also show, however, that the percentages of articles advancing deductive arguments and those advancing inductive arguments are converging over time and that the difference between inductive and deductive ratios is declining over time. This trend suggests that deductive arguments are gradually losing their status as the dominant form of argumentation in philosophy. (shrink)

Richard Dawkins tries to establish an analogy between computer viruses and theistic belief systems, analyzing the latter in terms of his concept of the meme. The underlying thrust of Dawkins' argument is to downplay the role of truth and logic in the survival of theories and to emphasize humankind's helpless liability to incurable infection by doctrines that Dawkins regards as absurd. Dawkins supplies a list of "symptoms” of mind-infection. However, on closer investigation these characteristics are found to be either rather (...) weak protection against criticism or quite virtuous. Dawkins relies on a crude justificationism that could just as well be called a mind-virus. Applying Dawkins’ own selection of the general characteristics of a good meme protector and propagator leads to the conclusion that his particular theistic examples would actually impair copyability. -/- Scientific theories are better examples of memes with high longevity, fecundity, and fidelity. A Darwinian analysis of wishful and fearful thinking as useful to hypotheses-testing and goal-seeking organisms undermines Dawkins' attribution of absolute irrational stubbornness to theists. To counterbalance Dawkins' emphasis on the propagation of the absurd, I rehabilitate the Socratic emphasis on the importance of truth and logic in rhetoric, interpreted broadly as the theory of the successful propagation of a message. I use Popper's notion of situational analysis, and an evolutionary perspective to argue that rational standards of a message enhance its copyability. I further apply Popper’s notions of World 3, 2, and 1 to memes; this helps us see the perpetuation of a doctrine as a logical task. (shrink)

This paper engages with Svavar Svavarsson’s recent essay, “Sextus Empiricus on Persuasiveness and Equipollence,” arguing against both (i) his interpretation of whether two rival arguments appear equipollent to the Pyrrhonist because he himself is equally persuaded by both of them, and (ii) his interpretation of the way in which the argument from possible disagreement is supposed to induce suspension of judgment in the Pyrrhonist. In so doing, I aim to dispel some serious misunderstandings regarding key aspects of the Pyrrhonist’s skeptical (...) outlook and argumentative practice. (shrink)

What’s wrong with begging the question? Some philosophers believe that question-begging arguments are inevitably fallacious and that their fallaciousness stems from a shared “formal” deficiency. In contrast, some philosophers, like Robinson deny that begging the question is fallacious at all. And others characterize begging the question as an “informal” fallacy of reasoning that can only be understood with the aid of epistemic notions. Sorensen joins this last camp by offering a powerful argument against both Robinson’s skepticism and fully formal approaches (...) to the phenomenon. According to Sorensen’s view, question-begging is fallacious because it compromises the rationality of the question-beggar’s position. Though his argument forces Robinson into a peculiar dialectical position, it does little to elucidate the reasons why Robinson’s position is unstable and it fails to embody Sorensen’s own conception of rationally persuasive argumentation. I utilize this conception to show how Robinson is left with no easily identifiable grounds on which to deny the fallaciousness of begging the question. By advancing the dialectic between Sorensen and Robinson, I aim to show that our argumentative practices must take the perspectives of others seriously, whether or not those perspectives are rational. (shrink)

This paper offers a probabilistic treatment of the conditions for argument cogency as endorsed in informal logic: acceptability, relevance, and sufficiency. Treating a natural language argument as a reason-claim-complex, our analysis identifies content features of defeasible argument on which the RSA conditions depend, namely: change in the commitment to the reason, the reason’s sensitivity and selectivity to the claim, one’s prior commitment to the claim, and the contextually determined thresholds of acceptability for reasons and for claims. Results contrast with, and (...) may indeed serve to correct, the informal understanding and applications of the RSA criteria concerning their conceptual dependence, their function as update-thresholds, and their status as obligatory rather than permissive norms, but also show how these formal and informal normative approachs can in fact align. (shrink)

One of the central tasks of a theory of argumentation is to supply a theory of appraisal: a set of standards and norms according to which argumentation, and the reasoning involved in it, is properly evaluated. In their most general form, these can be understood as rational norms, where the core idea of rationality is that we rightly respond to reasons by according the credence we attach to our doxastic and conversational commitments with the probative strength of the reasons we (...) have for them. Certain kinds of rational failings are so because they are manifestly illogical – for example, maintaining overtly contradictory commitments, violating deductive closure by refusing to accept the logical consequences of one’s present commitments, or failing to track basing relations by not updating one’s commitments in view of new, defeating information. Yet, according to the internal and empirical critiques, logic and probability theory fail to supply a fit set of norms for human reasoning and argument. Particularly, theories of bounded rationality have put pressure on argumentation theory to lower the normative standards of rationality for reasoners and arguers on the grounds that we are bounded, finite, and fallible agents incapable of meeting idealized standards. This paper explores the idea that argumentation, as a set of practices, together with the procedures and technologies of argumentation theory, is able to extend cognition such that we are better able to meet these idealized logical standards, thereby extending our responsibilities to adhere to idealized rational norms. (shrink)

Although in some contexts the notions of an ordinary argument’s presumption, assumption, and presupposition appear to merge into the one concept of an implicit premise, there are important differences between these three notions. It is argued that assumption and presupposition, but not presumption, are basic logical notions. A presupposition of an argument is best understood as pertaining to a propositional element (a premise or the conclusion) e of the argument, such that the presupposition is a necessary condition for the truth (...) of e or for a term in e to have a referent. In contrast, an assumption of an argument pertains to the argument as a whole in that it is integral to the reasoning or inferential structure of the argument. A logical assumption of an argument is essentially a proposition that must be true in order for the argument aside from that proposition to be fully cogent. Nothing that is both comparable and distinguishing can be said about presumptions of arguments. Rather, presumptions of arguments are distinctively conventional; they are introduced through conventional rules (e.g., those that concern how to treat promises). So not all assumptions and not all presuppositions of arguments are presumptions of those arguments, although all presumptions of arguments are either assumptions or presuppositions of those arguments. This account avoids making the (monological) notion of presumption vacuous and dissolving the distinction between assumption and presumption, which is a vulnerability of alternative views such as Hansen’s and Bermejo-Luque’s, as is shown. (shrink)

Despite the effort educators put into developing in students the critical writing and thinking skills needed to compose effective arguments, undergraduate college students are often accused of churning out essays lacking in creative and critical thought, arguments too obviously formulated and with sides too sharply drawn. Theories abound as to why these deficiencies are rampant. Some blame students’ immature cognitive and emotional development for these lacks. Others put the blame of lackadaisical output on the assigning of shopworn writing subjects, assigned (...) topics such as on American laws and attitudes about capital punishment and abortion. Although these factors might contribute to faulty written output in some cases, the prevailing hindrance is our very pedagogy, a system in which students are rewarded for composing the very type of argument we wish to avoid — the eristic, in which the goal is not truth seeking, but successfully disputing another’s argument. Certainly the eristic argument is the intended solution in cases when a clear‑cut outcome is needed, such as in legal battles and political campaigns when there can only be one winner. However, teaching mainly or exclusively the eristic, as is done in most composition classrooms today, halts the advancement of these higher‑order inquiry skills we try developing in our students. (shrink)

Abstract Argument is seen as central to philosophy, especially epistemology. It is often said that philosophy teaches you to argue for any position. Arguments are used to justify beliefs and many people suppose that for a belief to be counted for knowledge it must be justified. In science, scientific theories must be backed by the evidence and it has been proposed that the relationship of evidence to theory is that of argument to conclusion. But is argument really so important? Arguments (...) in practice are hardly ever persuasive, and a deductive argument adds no new information. Knowledge and wisdom of the philosophical kind can be garnered and created through observation, exploration, experiment, collaboration, narrative and sharing. None of these ways of knowing necessarily involve argument, and can actually in some cases be harmed by argument. It is fairly uncontroversial to say that argument has a central role in contemporary English speaking philosophy. But if argument is a form of combat then this emphasis on argument could be a source of gender bias in philosophy and in certain sciences. Men are physiologically attracted to combat through the mechanism of testosterone fluctuations in response to competitive situations. But apart from being attractive to some men, arguments do not create good philosophy. Good philosophy aims at the love of wisdom and knowledge. Two principle goods in philosophy are the creation of knowledge and the spreading of knowledge. Arguments neither create knowledge nor are persuasive. On the contrary, arguments create divisions and cognitive biases. As such philosophy may be better with less of an emphasis on argument, and more emphasis on non-violence, sharing and love. (shrink)

One claim reiterated with increasing boldness by the “analytic” tradition in philosophy is that what sets it apart from long-time rivals is a shared adherence to proper norms of argumentation. Gradated deviancy from this canon by English-speaking practitioners has therefore raised important questions about who can repair under the banner “professional philosopher.” We will portray as deeply worrisome the idea that argumentation should secure not just conclusions, but disciplinary membership as well.

This book is invaluable as a synopsis of some of the work of one the greatest philosophers of recent times. There is much value in analyzing his responses to the basic confusions of philosophy, and in the generally excellent attempts to connect classical Chinese thought to modern philosophy. I take a modern Wittgensteinian view to place it in perspective. -/- Those wishing a comprehensive up to date account of Wittgenstein, Searle and their analysis of behavior from the modern two systems (...) view may consult my article The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in Wittgenstein and Searle (2016). Those interested in all my writings in their most recent versions may download from this site my e-book ‘Philosophy, Human Nature and the Collapse of Civilization Michael Starks (2016)- Articles and Reviews 2006-2016’ by Michael Starks First Ed. 662p (2016). -/- All of my papers and books have now been published in revised versions both in ebooks and in printed books. -/- Talking Monkeys: Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet - Articles and Reviews 2006-2017 (2017) https://www.amazon.com/dp/B071HVC7YP. -/- The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle--Articles and Reviews 2006-2016 (2017) https://www.amazon.com/dp/B071P1RP1B. -/- Suicidal Utopian Delusions in the 21st century: Philosophy, Human Nature and the Collapse of Civilization - Articles and Reviews 2006-2017 (2017) https://www.amazon.com/dp/B0711R5LGX -/- . (shrink)

If novels can be arguments, that fact should shape logic or argumentation studies as well as literary studies. Two senses the term ‘narrative argument’ might have are (a) a story that offers an argument, or (b) a distinctive argument form. I consider whether there is a principled way of extracting a novel’s argument in sense (a). Regarding the possibility of (b), Hunt’s view is evaluated that many fables and much fabulist literature inherently, and as wholes, have an analogical argument structure. (...) I argue that a better account is that some novels inherently exhibit a transcendental argument structure. (shrink)

The common view is that no novel IS an argument, though it might be reconstructed as one. This is curious, for we almost always feel the need to reconstruct arguments even when they are uncontroversially given as arguments, as in a philosophical text. We make the points as explicit, orderly, and (often) brief as possible, which is what we do in reconstructing a novel’s argument. The reverse is also true. Given a text that is uncontroversially an explicit, orderly, and brief (...) argument, in order to enhance plausibility, our first instinct is to flesh it out with illustrations and relationships to everyday life. If this process is fictive (e.g., with “thought experiments”) and orderly, it is story-telling. This paper investigates whether there is a principled way of determining a novel’s argument, which should contribute as much to understanding arguments as to understanding novels. (shrink)

On occasion, someone will ask you why you’re a philosopher and not a scientist or some other, more obviously respectable, intellectual. Or a high and mighty philosopher will dismiss all of philosophy with the exception of the history of philosophy. Others will restrict philosophy’s importance to applied philosophy or philosophy with obvious interdisciplinary features. Or someone from a different discipline might be respectful of the philosophical profession but in need of an explanation of why research in philosophy that is not (...) applied, is not interdisciplinary, and does not fall under the heading of the history of philosophy is thought to be important. A university dean or other university official or professor might have just that question. In fact, your cousin might have that question. (shrink)

In this paper, the political pamphlet “Der Hessische Landbote” by the eminent German author, Georg Büchner (1813–1837), will be positioned within the context of its political and historical background, analyzed as to its argumentative and stylistic structure, and critically evaluated. It will be argued that propaganda texts such as this should be evaluated by taking into account both rhetorical perspectives and standards of rational discussion. As far as argumentative structure is concerned, a modified version of the Toulmin scheme will be (...) used for the description of three passages of the “Landbote”. As far as stylistic techniques are concerned, Büchner’s strategic use of some figures of speech, especially parallelism, metaphor and metonymy will be examined. As to the critical evaluation, the recently developed concept of “strategic maneuvering” within Pragma-Dialectics, the typology of argumentative dialogues established by D. Walton, and sets of critical questions will be used to assess the status of the arguments within the “Landbote” as potentially fallacious ones. (shrink)

In this paper, I sketch an answer to the question “Why be an intellectually humble philosopher?” I argue that, as far as philosophical argumentation is concerned, the historical record of Western Philosophy provides a straightforward answer to this question. That is, the historical record of philosophical argumentation, which is a track record that is marked by an abundance of alternative theories and serious problems for those theories, can teach us important lessons about the limits of philosophical argumentation. These lessons, in (...) turn, show why philosophers should argue with humility. (shrink)

Argumentation theory underwent a significant development in the Fifties and Sixties: its revival is usually connected to Perelman's criticism of formal logic and the development of informal logic. Interestingly enough it was during this period that Artificial Intelligence was developed, which defended the following thesis (from now on referred to as the AI-thesis): human reasoning can be emulated by machines. The paper suggests a reconstruction of the opposition between formal and informal logic as a move against a premise of an (...) argument for the AI-thesis, and suggests making a distinction between a broad and a narrow notion of algorithm that might be used to reformulate the question as a foundational problem for argumentation theory. (shrink)

In this paper I begin by examining Fogelin’s account of deep disagreement. My contention is that this account is so deeply flawed as to cast doubt on the possibility that such deep disagreements actually happen. Nevertheless, I contend that the notion of deep disagreement itself is a useful theoretical foil for thinking about argumentation. The second part of this paper makes this case by showing how thinking about deep disagreements from the perspective of rhetoric, Walton-style argumentation theory, computation, and normative (...) pragmatics can all yield insights that are useful no matter what one’s orientation within the study of argument. Thus, I conclude that deep disagreement –even if it were to turn out that there are no real-world occurrences of it to which we can point–is useful for theorists of argumentation. In this wise, deep disagreement poses a theoretical challenge for argumentation theory not unlike that posed by radical skepticism for traditional epistemology. (shrink)

The issue of whether or not there are visual arguments has been an issue in informal logic and argumentation theory at least since 1996. In recent years, books, sections of prominent conferences and special journals issues have been devoted to it, thus significantly raising the profile of the debate. In this paper I will attempt to show how the views of the later Wittgenstein, particularly his views on images and the no- tion of “picturing”, can be brought to bear on (...) the question of whether there are such things as “purely visual” arguments. I shall draw on Wittgenstein’s remarks in the Blue and Brown Books and in Philosophical Investigations in order to argue that al- though visual images may occur as elements of argumentation, broadly conceived, it is a mistake to think that there are purely visual arguments, in the sense of illative moves from premises to conclusions that are conveyed by images alone, without the support or framing of words. (shrink)

In her 2007 paper, “Argument Has No Function” Jean Goodwin takes exception with what she calls the “explicit function claims”, arguing that not only are function-based accounts of argumentation insufficiently motivated, but they fail to ground claims to normativity. In this paper I stake out the beginnings of a functionalist answer to Goodwin.

In this chapter, we outline the range of argument forms involving causation that can be found in everyday discourse. We also survey empirical work concerned with the generation and evaluation of such arguments. This survey makes clear that there is presently no unified body of research concerned with causal argument. We highlight the benefits of a unified treatment both for those interested in causal cognition and those interested in argumentation, and identify the key challenges that must be met for a (...) full understanding of causal argumentation. (shrink)

I provide a critical survey of some of the major findings of Wittgenstein and Searle on the logical structure of intentionality (mind, language, behavior), taking as my starting point Wittgenstein’s fundamental discovery –that all truly ‘philosophical’ problems are the same—confusions about how to use language in a particular context, and so all solutions are the same—looking at how language can be used in the context at issue so that its truth conditions (Conditions of Satisfaction or COS) are clear. The basic (...) problem is that one can say anything but one cannot mean (state clear COS for) any arbitrary utterance and meaning is only possible in a very specific context. I begin with ‘On Certainty’ and continue the analysis of recent writings by and about them from the perspective of the two systems of thought, employing a new table of intentionality and dual systems nomenclature. (shrink)

Descartes and Architecture -/- The article analyses the architectural metaphor in Descartes' Discourse on Method and The Seventh replies. The idea of Descartes' project, introduced to the reader as a construction of a building and planning of a city, is much more indebted to its architectural imagery than, or so its critics say, is "sound" for a philosophical theory. Architecture is an analogon of philosophy in Descartes' texts. By producing a figure of philosopher-architect, Descartes tries to legitimate his philosophical theory (...) using architectural discourse. Descartes always uses the examples of architecture and urban planning when he intends to introduce his great project of a new beginning in philosophy. This new beginning is manifest in two levels: first, as a denial of traditional metaphysics of the Schools in the Discourse, and second, as a denial of one’s own beliefs in the Meditations using methodical doubt. In the conclusion, the article emphasises through Derrida's analysis of metaphor that, given the metaphysical nature of any metaphor, Descartes’ metaphor also cannot appear as a mere rhetorical figure. (shrink)