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  1. Reflections on Theoretical Issues in Argumentation Theory.Frans Hendrik van Eemeren & Bart Garssen (eds.) - 2015 - Cham, Switzerland: Springer.
    This volume presents a selection of papers reflecting key theoretical issues in argumentation theory. Its six sections are devoted to specific themes, including the analysis and evaluation of argumentation, argument schemes and the contextual embedding of argumentation. The section on general perspectives on argumentation discusses the trends of empiricalization, contextualization and formalization, offers descriptions of the analytical and evaluative tools of informal logic, and highlights selected principles that argumentation theorists do and do not agree upon. In turn, the section on (...)
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  • Understanding Misunderstandings. Presuppositions and Presumptions in Doctor-Patient Chronic Care Consultations.Fabrizio Macagno & Sarah Bigi - 2017 - Intercultural Pragmatics 1 (14):49–75.
    Pragmatic presupposition is analyzed in this paper as grounded on an implicit reasoning process based on a set of presumptions, which can define cultural differences. The basic condition for making a presupposition can be represented as a reasoning criterion, namely reasonableness. Presuppositions, on this view, need to be reasonable, namely as the conclusion of an underlying presumptive reasoning that does not or may not contain contradictions with other presumptions, including the ordering of the hierarchy of presumptions. Presumptions are in turn (...)
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  • Evaluating Arguments From a Play About Ethics in Science: A Study with Medical Learners.Pablo Antonio Archila - 2017 - Argumentation 32 (1):53-76.
    Developing critical thinking ability is one of the main goals of medical education, in part because it enhances clinical reasoning, a vital competence in clinical practice. However, there is limited evidence suggesting ways to effectively teach critical thinking in the classroom. Here, we describe the use of a drama-based critical thinking classroom scenario. The study used a mixed-methods approach with both quantitative and qualitative analysis of questionnaire responses. Ninety-one medical students in Colombia were asked to identify and evaluate arguments regarding (...)
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  • Using Drama to Promote Argumentation in Science Education.Pablo Antonio Archila - 2017 - Science & Education 26 (3-4):345-375.
    The purpose of this study was to use drama as a springboard for promoting argumentation among 91 first-semester undergraduate medical students in Colombia during a complete teaching–learning sequence supervised by the same teacher. The drama used was the play Should’ve, written by Nobel laureate Roald Hoffmann. The data was derived from students’ written responses, audio and video recordings, and written field notes. This investigation provides evidence that an approach combining drama and argumentation could increase students’ awareness of the relevance of (...)
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  • Evidence, Proofs, and Derivations.Andrew Aberdein - 2019 - ZDM 51 (5):825-834.
    The traditional view of evidence in mathematics is that evidence is just proof and proof is just derivation. There are good reasons for thinking that this view should be rejected: it misrepresents both historical and current mathematical practice. Nonetheless, evidence, proof, and derivation are closely intertwined. This paper seeks to tease these concepts apart. It emphasizes the role of argumentation as a context shared by evidence, proofs, and derivations. The utility of argumentation theory, in general, and argumentation schemes, in particular, (...)
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  • Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing.Hui Helen Li & Lawrence Jun Zhang - 2022 - Frontiers in Psychology 13.
    Previous studies have offered a rationale for engaging students in small-group student talk for the planning of L2 individual writing. To further investigate whether such talk effectively promotes the quality of argument in the context of Chinese tertiary EFL learners’ argumentative writing and whether such effects could be retained, the current study adopted a quasi-experimental design with a pretest, a posttest, and a delayed posttest in two intact EFL classes. The performance of the intervention group and the comparison group were (...)
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  • Students’ Argumentation in Science Lessons. Anisa, Ari Widodo, Riandi & Muslim - forthcoming - Science & Education.
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  • Classifying the Patterns of Natural Arguments.Fabrizio Macagno & Douglas Walton - 2015 - Philosophy and Rhetoric 48 (1):26-53.
    The representation and classification of the structure of natural arguments has been one of the most important aspects of Aristotelian and medieval dialectical and rhetorical theories. This traditional approach is represented nowadays in models of argumentation schemes. The purpose of this article is to show how arguments are characterized by a complex combination of two levels of abstraction, namely, semantic relations and types of reasoning, and to provide an effective and comprehensive classification system for this matrix of semantic and quasilogical (...)
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  • Classifying the Patterns of Natural Arguments.Fabrizio Macagno & Douglas Walton - 2015 - Philosophy and Rhetoric 48 (1): 26-53.
    The representation and classification of the structure of natural arguments has been one of the most important aspects of Aristotelian and medieval dialectical and rhetorical theories. This traditional approach is represented nowadays in models of argumentation schemes. The purpose of this article is to show how arguments are characterized by a complex combination of two levels of abstraction, namely, semantic relations and types of reasoning, and to provide an effective and comprehensive classification system for this matrix of semantic and quasilogical (...)
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  • Argumentation Profiles and the Manipulation of Common Ground. The Arguments of Populist Leaders on Twitter.Fabrizio Macagno - 2022 - Journal of Pragmatics 191:67-82.
    The detection of hate speech and fake news in political discourse is at the same time a crucial necessity for democratic societies and a challenge for several areas of study. However, most of the studies have focused on what is explicitly stated: false article information, language that expresses hatred, derogatory expressions. This paper argues that the explicit dimension of manipulation is only one – and the least problematic – of the risks of political discourse. The language of the unsaid is (...)
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  • A Means-End Classification of Argumentation Schemes.Fabrizio Macagno - 2015 - In Frans van Eemeren & Bart Garssen (eds.), Reflections on theoretical issues in argumentation theory. Cham, Switzerland: pp. 183-201.
    One of the crucial problems of argumentation schemes as illustrated in (Walton, Reed & Macagno 2008) is their practical use for the purpose of analyzing texts and producing arguments. The high number and the lack of a classification criterion make this instrument extremely difficult to apply practically. The purpose of this paper is to analyze the structure of argumentation schemes and outline a possible criterion of classification based on alternative and mutually-exclusive possibilities. Such a criterion is based not on what (...)
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  • Analizzare l’argomentazione sui social media. Il caso dei tweet di Salvini.Fabrizio Macagno - 2019 - Sistemi Intelligenti 3 (31):601-632.
    Twitter is an instrument used not only for sharing public or personal information, but also for persuading the audience. While specific platforms and software have been developed for analyzing macro-analytical data, and specific studies have focused on the linguistic dimension of the tweets, the argumentative dimension of the latter is unexplored to this date. This paper intends to propose a method grounded on the tools advanced in argumentation theory for capturing, coding, and assessing the different argumentative dimensions of the messages (...)
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  • Challenges and Remedies for Identifying and Classifying Argumentation Schemes.Robert Anthony & Mijung Kim - 2015 - Argumentation 29 (1):81-113.
    The development of a framework for coding argumentations schemes in the transcripts of classroom dialogical deliberations on controversial, socioscientific topics is described. Arriving at a coding framework involved resolving a number of complex issues and challenges that are discussed in order to create practical remedies. The description of the development process is based on audio recordings and written exchanges between the authors as they attempted to resolve differences in the interpretation and application of argumentation schemes . These deliberations address theoretical (...)
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  • The Dimensions of Argumentative Texts and Their Assessment.Fabrizio Macagno & Chrysi Rapanta - 2019 - Studia Paedagogica 24 (4):11-44.
    The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in (...)
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  • The Analysis of Implicit Premises Within Children’s Argumentative Inferences.Sara Greco, Anne-Nelly Perret-Clermont, Antonio Iannaccone, Andrea Rocci, Josephine Convertini & Rebecca Gabriela Schär - 2018 - Informal Logic 38 (4):438-470.
    This paper presents preliminary findings of the project [name omitted for anonymity]. This interdisciplinary project builds on Argumentation theory and developmental sociocultural psychology for the study of children’s argumentation. We reconstruct children’s inferences in adult-child and child-child dialogical interaction in conversation in different settings. We focus in particular on implicit premises using the Argumentum Model of Topics for the reconstruction of the inferential configuration of arguments. Our findings reveal that sources of misunderstandings are more often than not due to misalignments (...)
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  • Using History and Philosophy of Science to Promote Students’ Argumentation.Pablo Antonio Archila - 2015 - Science & Education 24 (9-10):1201-1226.
    This article describes the effect of a teaching–learning sequence based on the discovery of oxygen in promoting students’ argumentation. It examines the written and oral arguments produced by 63 high school students in France during a complete TLS supervised by the same teacher. The data used in this analysis was derived from students’ written responses, audio and video recordings, and written field notes. The first goal of this investigation was to provide evidence that an approach combining history and philosophy of (...)
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  • Teaching as Abductive Reasoning: The Role of Argumentation.Chrysi Rapanta - 2018 - Informal Logic 38 (2):293-311.
    The view that argumentation is a desired reasoning practice in the classroom is well reported in the literature. Nonetheless, it is still not clear what type of reasoning supports classroom argumentation. The paper discusses abductive reasoning as the most adequate for students’ arguments to emerge in a classroom discussion. Abductive reasoning embraces the idea of plausibility and defeasibility of both the premises and the conclusion. As such, teachers’ role becomes the one of guiding students through formulating relevant hypotheses and selecting (...)
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