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  1. The Logical Perspective in Pragma-dialectics.Hubert Marraud - forthcoming - Topoi:1-12.
    I argue that the logical perspective—the study of arguments as products—is not well integrated into pragma-dialectics. I show that the Validity Rule and the Argumentation Scheme Rule, despite being procedural rules, are, in a certain sense, “logical” rules. Subsequently, I distinguish and review three successive periods in the development of the logical dimension of pragma-dialectics: conventionalist, inferentialist and dualist, to reveal that none of them is completely satisfactory. I contend that, given the assumptions and conceptual apparatus of pragma-dialectics, the integration (...)
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  • Arguing in Direct Democracy: An Argument Scheme for Proposing Reasons in Debates Surrounding Public Votes.Michael A. Müller & Joannes B. Campell - 2023 - Topoi 42 (2):593-607.
    We develop a novel argument scheme tailored to debates surrounding public votes on a state action. It can be used to propose reasons for voting “yes” or “no” and allows for natural reconstructions of such debates. These reconstructions are of particular use to voters trying to weigh the pros and cons of the proposed state action. The scheme for proposing reasons helps answering two questions: What changes will the proposed state action bring with it? And are these changes good or (...)
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  • Argumentative Skills: A Systematic Framework for Teaching and Learning.David Löwenstein, Anne Burkard, Annett Wienmeister, Henning Franzen & Donata Romizi - 2021 - Journal of Didactics of Philosophy 5 (2):72-100.
    In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant (...)
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