Normative pragmatics can bridge the differences between dialectical and rhetorical theories in a way that saves the central insights of both. Normative pragmatics calls attention to how the manifest strategic design of a message produces interpretive effects and interactional consequences. Argumentative analysis of messages should begin with the manifest persuasive rationale they communicate. But not all persuasive inducements should be treated as arguments. Arguments express with a special pragmatic force propositions where those propositions stand in particular inferential relations to one (...) another. Normative pragmatics provides a framework within which varieties of propositional inference and pragmatic force may be kept straight. Normative pragmatics conceptualizes argumentative effectiveness in a way that integrates notions of rhetorical strategy and rhetorical situation with dialectical norms and procedures for reasonable deliberation. Strategic effectiveness should be seen in terms of maximizing the chances that claims and arguments will be reasonably evaluated, whether or not they are accepted. Procedural rationality should be seen in terms of adjustment to the demands of concrete circumstances. Two types of adjustment are illustrated: rhetorical strategies for framing the conditions for dialectical deliberation and rhetorical strategies for making do with limitations to dialectical deliberation. (shrink)

Deductivism is not merely a logical technique, but also a theory of normativity: it provides an objective and universal standard of evaluation. Contemporary dialectical logic rejects deductive normativity, replacing its universal standard by an intersubjective standard. It is argued in this paper that dialectical normativity does not improve upon deductive normativity. A dialogico-rhetorical alternative is proposed.

Persuasive definitions – those that convey an attitude in the act of naming – are frequently employed in discourse and are a form of strategic maneuvering. The dynamics of persuasive definition are explored through brief case studies and an extended analysis of the use of the “war” metaphor in responding to terrorism after September 11, 2001. Examining persuasive definitions enables us to notice similarities and differences between strategic maneuvering in dialectical and in rhetorical argument, as well as differences between the (...) role of strategic maneuvering in normatively ideal argument and in actually existing argument. This will avoid the double standard of comparing ideal dialectic with actual rhetoric, or vice versa. The results of the analysis suggest possibilities for a rapprochement between dialectical and rhetorical approaches to argumentation. (shrink)

As an introduction to the special issue on Perspectives on Strategic Maneuvering, this article provides a synthetic recapitulation of the various steps that were taken in developing the pragma-dialectical theory of strategic maneuvering. First, the concept of strategic maneuvering is described as a means to reconcile the simultaneous pursuit of dialectical and rhetorical aims. Second, strategic maneuvering is related to the various kinds of argumentative activity types in which it takes place. Third, the concept of dialectical profiles is discussed and (...) the parameters that are pertinent to distinguishing between different types of strategic maneuvering. Fourth, the fallacies are viewed as derailment of strategic maneuvering. Fifth, as a case in point, strategic maneuvering with inconsistency is examined. (shrink)

This paper describes the development of pragma-dialectics as a theory of argumentative discourse. First the development of the pragma-dialectical model of a critical discussion is explained, with the rules that are to be complied with in order to avoid fallacies from occurring. Then the integration is discussed of rhetorical insight in the dialectical framework. In this endeavour, the concept of strategic manoeuvring is explained that allows for a more refined and more profoundly justified analysis of argumentative discourse and a better (...) identification of fallacies. The paper ends with a brief overview of current research projects. (shrink)

Originating in the Sophistic pedagogy of Protagoras and reflecting the sceptical practice of the New Academy, Quintilian's rhetorical pedagogy places a special emphasis on the juxtaposition of multiple, competing claims. This inherently dialogical approach to argumentation is referred to here as controversia and is on full display in Quintilian's own argumentative practice. More important to this paper, however, is the role of controversia as an organizing principle for Quintilian's rhetorical curriculum. In particular, Quintilian introduces the protocols of controversia through a (...) series of progressively more complex exercises in imitation, role-playing, and declamation (now referred to as situational games). All of these exercises are open for adaptation by contemporary teachers who would promote a dialogical approach to argument, i.e. argument with its methods of inquiry, invention, and judgment based on direct interaction with opposing parties. (shrink)

Many Sides is the first full-length study of Protagorean antilogic, an argumentative practice with deep roots in rhetorical history and renewed relevance for contemporary culture. Founded on the philosophical relativism of Protagoras, antilogic is a dynamic rather than a formal approach to argument, focused principally on the dialogical interaction of opposing positions (anti-logoi) in controversy. In ancient Athens, antilogic was the cardinal feature of Sophistic rhetoric. In Rome, Cicero redefined Sophistic argument in a concrete set of dialogical procedures. In turn, (...) Quintilian inherited this dialogical tradition and made it the centrepiece of his own rhetorical practice and pedagogy. Many Sides explores the history, theory, and pedagogy of this neglected rhetorical tradition and, by appeal to recent rhetorical and philosophical theory, reconceives the enduring features of antilogical practice in a dialogical approach to argumentation especially suited to the pluralism of our own age and the diversity of modern classrooms. (shrink)