- Submit
-
Browse
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- More
Switch to: References
Citations of:
Add citations
You must login to add citations.
|
|
|
The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative (...) |
|
|
|
|
|
The paper outlines a conceptual framework for the critical assessment of argumentation which differs in some of its core characteristics from conventional approaches: it is resolutely semantic rather than formal in its method; it centers on obligations rather than beliefs; and its analytical focus is on the contingent necessity of conclusions, rather than on their persuasiveness or formal validity. The paper briefly illustrates the applications of this conceptual framework by reanalyzing a couple of examples taken from the argumentation analysis literature. |
|
|
|
|
|
The current dominant approach on the assessment of critical thinking takes as a starting point a conception of criticality that does not commit to any substantive view or context of meaning concerning what issues are relevant to be critical about in society or in life. Nevertheless, as a detailed examination of the identification of assumptions shows, when going from the theory of critical thinking to the praxis of producing and evaluating arguments, the critical person will inevitably make such commitments from (...) |
|
|
Which properties are characteristic of the enthymeme in Aristotle's Rhetoric? There is no consensus on this point. The present discussion centres on three properties. 1. Is there always an implicit premise? (Answer: Above all, a pragmatic level and a logical level must be distinguished.) 2. Do the premises consist by definition of probabilities and signs? (Answer: No.). 3. Are all enthymemes reducible to a syllogistic form? (Answer: The literature pertaining to this question is dominated by a false dilemma: an enthymeme (...) |
|
|
Argumentation that uses the beliefs of one’s opponents to refute them is well known. This paper proposes that there is a hitherto unnoticed counterpart to it, to be called ab homine, in which speakers/writers argue through the manner in which they deliver a message. Since the manner of delivery can never be turned into a premise or premises, this form of argumentation—although somewhat resembling Aristotle’s ethos—is much closer to the peculiar force of Socratic elenchos. |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-7674574dd6-8q2d6 uwo