Results for 'dialogical'

144 found
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  1.  50
    How Dialogic Settings Influence Evidence Use in Adolescent Students.Fabrizio Macagno & Elizabeth Mayweg-Paus - 2016 - Zeitschrift Für Padagogische Psychologie 30:121-132.
    This study examines how evidence is used differently in argumentative discourse compared to individual arguments. Applying a 1×2 crossover study design, 37 secondary school students were asked either to discuss a social issue with their partner before individually writing an essay outlining their opinion or, vice versa, first to discuss and then to write. As background information, they were provided with pieces of evidence with different levels of quality. Dialogs and essays were analyzed regarding (a) the type of evidence and (...)
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  2. The Dialogically Extended Mind: Language as Skilful Intersubjective Engagement.Riccardo Fusaroli, Nivedita Gangopadhyay & Kristian Tylén - 2013 - Cognitive Systems Research.
    A growing conceptual and empirical literature is advancing the idea that language extends our cognitive skills. One of the most influential positions holds that language – qua material symbols – facilitates individual thought processes by virtue of its material properties (Clark, 2006a). Extending upon this model, we argue that language enhances our cognitive capabilities in a much more radical way: the skilful engagement of public material symbols facilitates evolutionarily unprecedented modes of collective perception, action and reasoning (interpersonal synergies) creating dialogically (...)
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  3. The Dialogical Entailment Task.Niels Skovgaard-Olsen - 2019 - Cognition:104010.
    In this paper, a critical discussion is made of the role of entailments in the so-called New Paradigm of psychology of reasoning based on Bayesian models of rationality (Elqayam & Over, 2013). It is argued that assessments of probabilistic coherence cannot stand on their own, but that they need to be integrated with empirical studies of intuitive entailment judgments. This need is motivated not just by the requirements of probability theory itself, but also by a need to enhance the interdisciplinary (...)
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  4.  91
    The Dialogical Force of Implicit Premises. Presumptions in Enthymemes.Fabrizio Macagno & Giovanni Damele - 2013 - Informal Logic 33 (3):361-389.
    The implicit dimension of enthymemes is investigated from a pragmatic perspective to show why a premise can be left unexpressed, and how it can be used strategically. The relationship between the implicit act of taking for granted and the pattern of presumptive reasoning is shown to be the cornerstone of kairos and the fallacy of straw man. By taking a proposition for granted, the speaker shifts the burden of proving its un-acceptability onto the hearer. The resemblance of the tacit premise (...)
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  5.  61
    Dialogical Answerability and Autonomy Ascription.Ji-Young Lee - 2022 - Hypatia 37 (1):97-110.
    Ascribing autonomous status to agents is a valuable practice. As such, we ought to care about how we engage in practices of autonomy ascription. However, disagreement between first-personal experiences of an agent's autonomy and third-personal determinations of their autonomy presents challenges of ethical and epistemic concern. My view is that insights from a dialogical rather than nondialogical account of autonomy give us the resources to combat the challenges associated with autonomy ascription. I draw on Andrea Westlund's account of (...) autonomy—on which autonomy requires a dialogical disposition to hold oneself answerable to external critical perspectives—to make my case. (shrink)
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  6. Dialogical Dasein: Heidegger on "Being-with," "Discourse," and "Solicitude".Bradley Warfield - 2016 - Janus Head 15 (1):63-85.
    In this paper I shall show how Heidegger’s notions of Dasein’s “Being-with” (Mitsein), “discourse” (Rede), and “solicitude” (Fursorge) illustrate how he has a conception of the dialogical in Being and Time. There are at least three advantages to proposing that Heidegger is a dialogist in Being and Time. First, this paradigm offers an alternative, and more perspicuous, vocabulary for describing the discursive nature of Dasein’s Being-in-the-world as a Being-with others. Second, it provides a better way of recognizing and understanding (...)
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  7. Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence From Classroom Practice.Sue Lyle - 2008 - Language and Education 22 (3):222-240.
    Drawing on recent developments in dialogic approaches to learning and teaching, I examine the roots of dialogic meaning-making as a concept in classroom practices. Developments in the field of dialogic pedagogy are reviewed and the case for dialogic engagement as an approach to classroom interaction is considered. The implications of dialogic classroom approaches are discussed in the context of educational research and classroom practice. Dialogic practice is contrasted with monologic practices as evidenced by the resilient of the IRF as the (...)
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  8. Dialectical Relevance and Dialogical Context in Walton's Pragmatic Theory.Fabrizio Macagno - 2008 - Informal Logic 28 (2):102-128.
    The notions of types of dialogue and dialectical relevance are central themes in Walton’s work and the grounds for a dialectical approach to many fallacies. After outlining the dialogue models constituting the background of Walton’s account, this article presents the concepts of dialectical relevance and dialogue shifts in their application to biased argumentation, fallacious moves, and illicit argumentative strategies. Showing the different dialectical proposals Walton advanced in several studies on argumentation as a development of a dialogical system, it has (...)
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  9. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires were (...)
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  10.  37
    Quotations and Presumptions: Dialogical Effects of Misquotations.Douglas Walton & Fabrizio Macagno - 2011 - Informal Logic 31 (1):27-55.
    Manipulation of quotation, shown to be a common tactic of argumentation in this paper, is associated with fallacies like wrenching from context, hasty generalization, equivocation, accent, the straw man fallacy, and ad hominem arguments. Several examples are presented from everyday speech, legislative debates and trials. Analysis using dialog models explains the critical defects of argumentation illustrated in each of the examples. In the formal dialog system CB, a proponent and respondent take turns in making moves in an orderly goal-directed sequence (...)
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  11.  58
    Developing Argumentation Strategies in Electronic Dialogs: Is Modeling Effective?Fabrizio Macagno, Elizabeth Mayweg-Paus & Deanna Kuhn - 2015 - Discourse Processes 53 (4):280-297.
    The study presented here examines how interacting with a more capable interlocutor influences use of argumentation strategies in electronic discourse. To address this question, 54 young adolescents participating in an intervention centered on electronic peer dialogs were randomly assigned to either an experimental or control condition. In both conditions, pairs who held the same position on a social issue engaged in a series of electronic dialogs with pairs who held an opposing position. In the experimental condition, in some dialogs, unbeknownst (...)
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  12. Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional teacher-training (...)
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  13. A DIALOGICAL NATURE OF STRUCTURE IN KEATS's ODES AS A CIRCULAR ESCAPE FROM PAIN TO PLEASURE: A BAKHTINIAN PERSPECTIVE.Bahram Kazemian - 2014 - International Journal of Linguistics and Literature (IJLL) 2 (3):63-74.
    Using Mikhail Bakhtin’s concept of dialogism as a theoretical starting point, this thesis investigates the manifestations of dialogic voice in Odes by John Keats. In fact, this study attempts to examine the dialogic reading of “Ode to a Nightingale”, “Ode on Grecian urn”, “Ode on Indolence”, “Ode to Psyche”, “To Autumn” and “Ode to Melancholy”, through structural viewpoints. A scrutiny upon Keats's odes through dialogical perspective may reveal that Keats is a social and an involved poet of his time. (...)
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  14. The Possibility of Dialogic Semantics.Sergeiy Sandler - manuscript
    This paper outlines and demonstrates the viability of a consistent dialogic approach to the semantics of utterances in natural language. Based on the philosophical picture of language as dialogue, adumbrated by Mikhail Bakhtin and incorporating work in conversation analysis and cognitive-functional linguistics, I develop a method for analyzing both the function and the content of human utterances within a unified philosophical framework. I demonstrate the viability of this method of analysis by applying it to a brief conversational exchange (in Hebrew), (...)
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  15.  73
    Game Technologies to Assist Learning of Communication Skills in Dialogic Settings for Persons with Aphasia.Ylva Backman, Viktor Gardelli & Peter Parnes - 2021 - International Journal of Emerging Technologies in Learning 16 (3):190-205.
    Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. A small strand of research indicates effec- tiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for persons (...)
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  16.  79
    Dialogic Listening: How Music May Help Us Become Better Philosophers.Pablo Muruzábal Lamberti - 2019 - Praxis y Saber 23 (10):253-272.
    This paper is about dialogic listening as a precondition for meaningful engagement in Socratic dialogues and for music. In order to arrive at a better understanding of what constitutes dialogic listening in the context of educational philosophical dialogues, I first shed light on the practice of philosophy teaching based on Nelson & Heckmann’s neo-Socratic paradigm and link this practice to Plato’s dialogues. I then argue that the activity of listening to an interlocutor during Socratic dialogues on the one hand, and (...)
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  17. Embedded Identities and Dialogic Consensus: Educational Implications From the Communitarian Theory of Bhikhu Parekh.Michael S. Merry - 2005 - Educational Philosophy and Theory 37 (4):495-517.
    In this article the author will investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. His discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. The author will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, (...)
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  18.  24
    Deduction as a Dialogical Practice. [REVIEW]Preston Stovall - forthcoming - Metascience:1-4.
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  19. The Promise of Caribbean Philosophy: How It Can Cpntribute to a "New Dialogic" in Philosophy.Jennifer Lisa Vest - 2005 - Caribbean Studies 33 (2):3-34.
    The Caribbean is a site where multiple cultures, peoples, waysof thinking and acting have come together and where new formsof philosophy are emerging. The promise of Caribbean philoso-phy lays in its ability to give shape to an intellectual tradition which is both true to and beneficial to Caribbean peoples whilesimultaneously being provocative enough to engage wisdom-seekers of various geographies and identities. I argue that onlyby pursuing a “New Dialogic” which engages the philosophicaltraditions of Africans, African Americans, and Native Ameri-cans can (...)
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  20. Dialogue as the Conditio Humana : A Critical Account of Dmitri Nikulin’s Theory of the Dialogical.Bradley S. Warfield - 2019 - Sophia (4):1-14.
    Dmitri Nikulin is one of the few contemporary philosophers to have devoted books to the topic of dialogue and the dialogical self, especially in the last fifteen years. Yet his work on dialogue and the dialogical has received scant attention by philosophers, and this neglect has hurt the ongoing development of contemporary philosophical work on dialogicality. I want to address this lacuna in contemporary philosophical scholarship on dialogicality and suggest that, although Nikulin’s account is no doubt insightful and (...)
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  21.  66
    Theaetetus Part II: A Dialogical Review.William M. Goodman - 2009 - In J. Tartaglia (ed.), Richard Rorty: Critical Assessments of Leading Philosophers. Routledge.
    After some years (or millennia) most works would no longer be considered eligible for "review." But an exception is called for, if the thrust of an older work is closely paralleled in a much more modern piece, as is the case between Plato's Theaetetus and Richard Rorty's acclaimed, and more recent volume, Philosophy and the Mirror of Nature. To fully understand and appreciate Rorty 's contribution to the subjects he raises, one must study his book in conjunction with Plato's Theaetetus-where (...)
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  22. Necessity, a Leibnizian Thesis, and a Dialogical Semantics.Mohammad Shafiei - 2017 - South American Journal of Logic 3 (1):1-23.
    In this paper, an interpretation of "necessity", inspired by a Leibnizian idea and based on the method of dialogical logic, is introduced. The semantic rules corresponding to such an account of necessity are developed, and then some peculiarities, and some potential advantages, of the introduced dialogical explanation, in comparison with the customary explanation offered by the possible worlds semantics, are briefly discussed.
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  23. Cultivating Creativity and Self-Reflective Thinking Through Dialogic Teacher Education.Arie Kizel - 2012 - US-China Education Review 2 (2):237 – 249.
    A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective (...)
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  24.  81
    A Seminar on Philosophy for/with Children as a Dialogical Space Between Jews and Arabs at the University of Haifa.Arie Kizel - 2021 - In International Association for Teachers of Philosophy at Schools and Universities Yearbook. Zürich: pp. 176-184.
    In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national and (...)
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  25. Conscious Behavior Through Reflexive Dialogs.Pierre Bonzon - 2003 - In A. Günter, R. Kruse & B. Neumann (eds.), Lectures Notes in Artificial Intelligence. Springer.
    We consider the problem of executing conscious behavior i.e., of driving an agent’s actions and of allowing it, at the same time, to run concurrent processes reflecting on these actions. Toward this end, we express a single agent’s plans as reflexive dialogs in a multi-agent system defined by a virtual machine. We extend this machine’s planning language by introducing two specific operators for reflexive dialogs i.e., conscious and caught for monitoring beliefs and actions, respectively. The possibility to use the same (...)
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  26. Spirituality, Economics, and Education A Dialogic Critique of Spiritual Capital.J. Gregory Keller & Robert J. Helfenbein - 2008 - Nebula 5 (4):109-128.
    This paper consists of a conversation between a philosopher specialising in ethics and religion and an educational researcher with an interest in cultural studies and contemporary social theory. Dialogic in form, this paper employs an interdisciplinary response to an interdisciplinary project and offers the following components: a dialogic theorizing of the implications for education of a research project on spiritual capital; a continuation of the project of analyzing moral thinking in various cultural and societal settings; a continuation of the project (...)
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  27. The Nietzschean Precedent for Anti-Reflective, Dialogical Agency.Alfano Mark - 2018 - Behavioral and Brain Sciences 41.
    John Doris and Friedrich Nietzsche have a lot in common. In addition to being provocative and humorous writers in their native idioms, they share a conception of human agency. It can be tiresome to point out the priority claims of an earlier philosopher, so I should say at the outset that I do so not to smugly insist that my guy got there first but to showcase a closely-allied perspective that may shed additional light and offer glimpses around blind corners. (...)
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  28. Analisi del discorso politico. Dalla dittatura alla pace. Review of Analisi del discorso politico. Dalla dittatura alla pace of Luisa Messina Fajardo. Dialogi Recensioni. [REVIEW]Ruth Castillo - 2019 - Dialogi 6:170-171.
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  29. Never the Twain Shall Meet? How Narrativism and Experience Can Be Reconciled by Dialogical Ethics.Anton Froeyman - 2015 - History and Theory 54 (2):162-177.
    In this article, I question the unspoken assumption in historical theory that there is a trade-off between language or narrative, on the one hand, and experience or presence, on the other. Both critics and proponents of historical experience seem to presuppose that this is indeed the case. I argue that this is not necessarily true, and I analyze how the opposition between language and experience in historical theory can be overcome. More specifically, I identify the necessary conditions for a philosophy (...)
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  30. (2014) Kunst als ästhetische Strategie. Differenz von Hingabe und Distanz als Bruch und Voraussetzung für eine neue Form des Dialogs.Martina Sauer - 2014 - In Stoellger Phillip & Gutjahr Marco (eds.), An den Grenzen des Bildes. Zur visuellen Anthropologie (Interpretation Interdisziplinär, 15). Würzburg: Könighausen & Neumann. pp. 115-130.
    By observing processes of art perception two contradicting phenomena come to the fore: a feeling of closeness and distance at the same time. The phenomenologists Martin Heidegger and Bernhard Waldenfels describe this connection as a matter of being ("Seinsweise") of images, that allows new views of the world whereas the two cultural anthropologists Ernst Cassirer and Hartmut Böhme note that the connection between both can be seen as the basis of experience ("Erlebnisweise") of images and therefore serves for communication. Here (...)
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  31.  19
    Nachweise aus Jacob Bernays, Die Dialoge des Aristoteles in ihrem Verhältniss zu seinen übrigen Werken.Jing Huang - 2015 - Nietzsche Studien 44 (1).
    Name der Zeitschrift: Nietzsche-Studien Jahrgang: 44 Heft: 1 Seiten: 490-493.
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  32.  96
    Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy Amidst the Post-Truth Noise. [REVIEW]Aireen Grace Andal - 2019 - Dialogic Pedagogy: An International Online Journal 7:C1-C5.
    Commentary on DPJ Editorial by Robin Alexander (2019), Whose discourse? Dialogic Pedagogy for a post-truth world. This commentary adds emphasis on the importance of the four areas of dialogic pedagogy--language, voice, argument and truth-- that Alexander proposes to be invested in and prioritized more. It is argued that dialogic pedagogy will benefit from the development of the current approach to respond to the post-truth era, rather than from looking for new ways to do dialogue. Finally, it is suggested that practitioners (...)
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  33. Linguistic Communication Versus Understanding.Xinli Wang - 2009 - Philosophia: International Journal of Philosophy (Philippine e-journal) 78 (1):71-84.
    It is a common wisdom that linguistic communication is different from linguistic understanding. However, the distinction between communication and understanding is not as clear as it seems to be. It is argued that the relationship between linguistic communication and understanding depends upon the notions of understanding and communication involved. Thinking along the line of propositional understanding and informative communication, communication can be reduced to mutual understanding. In contrast, operating along the line of hermeneutic understanding and dialogical communication, the process (...)
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  34. La visión pragmatista de C.S. Peirce sobre la aserción.Jaime Alfaro Iglesias - 2017 - Daimon: Revista Internacional de Filosofía 71:123-136.
    C.S. Peirce defended a pragmatist view of assertion in terms of its normative effect. This paper has two goals. First, to reconstruct and assess Peirce’s argument for the thesis that to assert a proposition is to make oneself responsible for its truth. Second, to argue that Peirce interpreted “responsibility for truth” as the acquisition of a dialogical commitment, namely, the duty to defend the proposition asserted by giving reasons upon challenge.
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  35.  61
    Polemika s Hillovým Pojetím „Nového Huma“.Zuzana Parusniková - 2013 - Teorie Vědy / Theory of Science 35 (1):127-138.
    Debata o tzv. „Novém Humovi“ byla v posledních desetiletích dominantním tématem humovské interpretace. James Hill ve svém příspěvku v tomto časopise podporuje hlavní požadavek „novohumovců“, který vymezuje Huma jako epistemologického skeptika a ontologického realistu. Vůči tomuto pojetí máme několik výhrad. Některé se týkají nejasností v definici realismu a celkově i smysluplnosti projektu „Nový Hume“. Některé se týkají konkrétních Hillových argumentů zaměřených na Humovy Dialogy a především jeho tvrzení, že v tomto díle lze nalézt další důkaz Humova realismu.
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  36. Peirce's Account of Assertion.Jaime Alfaro Iglesias - 2016 - Dissertation, University of São Paulo
    One usually makes assertions by means of uttering indicative sentences like “It is raining”. However, not every utterance of an indicative sentence is an assertion. For example, in uttering “I will be back tomorrow”, one might be making a promise. What is to make an assertion? C.S. Peirce held the view that “to assert a proposition is to make oneself responsible for its truth” (CP 5.543). In this thesis, I interpret Peirce’s view of assertion and I evaluate Peirce’s reasons for (...)
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  37. Enacting Dialogue: The Impact of Promoting Philosophy for Children on the Literate Thinking of Identified Poor Readers, Aged 10.Philip Jenkins - 2010 - Language and Education 24 (6):459-472.
    The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of you children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they had formulated themselves in response to a series of texts in preparation for a community of (...)
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  38.  72
    Look Who’s Talking: Responsible Innovation, the Paradox of Dialogue and the Voice of the Other in Communication and Negotiation Processes.Vincent Blok - 2014 - Journal of Responsible Innovation 1 (2):171-190.
    In this article, we develop a concept of stakeholder dialogue in responsible innovation (RI) processes. The problem with most concepts of communication is that they rely on ideals of openness, alignment and harmony, even while these ideals are rarely realized in practice. Based on the work of Burke, Habermas, Deetz and Levinas, we develop a concept of stakeholder dialogue that is able to deal with fundamentally different interests and value frames of actors involved in RI processes. We distinguish four main (...)
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  39.  46
    Analyzing the Pragmatic Structure of Dialogues.Sarah Bigi & Fabrizio Macagno - 2017 - Discourse Studies 19 (2):148-168.
    In this article, we describe the notion of dialogue move intended as the minimal unit for the analysis of dialogues. We propose an approach to discourse analysis based on the pragmatic idea that the joint dialogical intentions are also co-constructed through the individual moves and the higher-order communicative intentions that the interlocutors pursue. In this view, our goal is to bring to light the pragmatic structure of a dialogue as a complex net of dialogical goals, which represent the (...)
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  40. Interpreting Straw Man Argumentation.Fabrizio Macagno & Douglas Walton - 2017 - Amsterdam: Springer.
    This book shows how research in linguistic pragmatics, philosophy of language, and rhetoric can be connected through argumentation to analyze a recognizably common strategy used in political and everyday conversation, namely the distortion of another’s words in an argumentative exchange. Straw man argumentation refers to the modification of a position by misquoting, misreporting or wrenching the original speaker’s statements from their context in order to attack them more easily or more effectively. Through 63 examples taken from different contexts (including political (...)
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  41. Fenomenología de la polis y torsión del Dasein: dialéctica y hermenéutica en la temprana interpretación gadameriana de la ética platónica.Facundo Norberto Bey - 2021 - Daimon: Revista Internacional de Filosofía 1 (82):63-80.
    English title: Phenomenology of the pólis and torsion of Dasein: dialectic and hermeneutics in the early Gadamerian interpretation of Plato's ethics. Abstract: The aim of this paper is to present and analyse the main hypotheses of Hans-Georg Gadamer in his 1931 book Platos dialektische Ethik. Phänomenologische Interpretationen zum Philebos regarding the notions of pólis, aretḗ, tó agathṓn y Dasein. Then, it will be attempted to show that in this early book of Gadamer is his first relevant philosophical-political work, expressed in (...)
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  42. Assessing Relevance.Fabrizio Macagno - 2018 - Lingua 210:42-64.
    This paper advances an approach to relevance grounded on patterns of material inference called argumentation schemes, which can account for the reconstruction and the evaluation of relevance relations. In order to account for relevance in different types of dialogical contexts, pursuing also non-cognitive goals, and measuring the scalar strength of relevance, communicative acts are conceived as dialogue moves, whose coherence with the previous ones or the context is represented as the conclusion of steps of material inferences. Such inferences are (...)
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  43.  17
    P4C and “Self-Education”: How Can Philosophical Dialogue Best Solicit Selves?Susan T. Gardner - 2022 - In Dina Mendonça & F. Franken Figueiredo (eds.), Conceptions of Childhood and Moral Education in Philosophy for Children. Stuttgart: Metzler. pp. 113-126.
    Though central to metaphysics, and exciting for entertainment, the fact that selves are invisible, has received insufficient attention in the field of P4C, and virtually none in the field of education in general. This may not be surprising as the enthusiasm to enrich “minds” both with essential information as well as with critical, creative, and cooperative inquiry skills, may blind educators to the fact that their initiatives (even those that are dialogical) may not touch how children view themselves, nor (...)
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  44.  93
    Group Argumentation Development Through Philosophical Dialogues for Persons with Acquired Brain Injuries.Ylva Backman, Teodor Gardelli, Viktor Gardelli & Caroline Strömberg - 2020 - International Journal of Disability, Development and Education 67 (1):107-123.
    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for (...)
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  45.  32
    Analyzing Dialogue Moves in Chronic Care Communication.Fabrizio Macagno & Sarah Bigi - 2020 - Journal of Argumentation in Context 9 (2):167-198.
    Dialogue moves are a pragmatic instrument that captures the most important categories of “dialogical intentions.” This paper adapts this tool to the conversational setting of chronic care communication, characterized by the general goal of making reasoned decisions concerning patients’ conditions, shared by the latter. Seven mutually exclusive and comprehensive categories were identified, whose reliability was tested on an Italian corpus of provider-patient encounters in diabetes care. The application of this method was illustrated through explorative analyses identifying possible correlations between (...)
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  46. Presumptive Reasoning in Interpretation. Implicatures and Conflicts of Presumptions.Fabrizio Macagno - 2012 - Argumentation 26 (2):233-265.
    This paper shows how reasoning from best explanation combines with linguistic and factual presumptions during the process of retrieving a speaker’s intention. It is shown how differences between presumptions need to be used to pick the best explanation of a pragmatic manifestation of a dialogical intention. It is shown why we cannot simply jump to an interpretative conclusion based on what we presume to be the most common purpose of a speech act, and why, in cases of indirect speech (...)
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  47.  63
    Interpretative Disputes, Explicatures, and Argumentative Reasoning.Fabrizio Macagno & Alessandro Capone - 2016 - Argumentation 30 (4):399-422.
    The problem of establishing the best interpretation of a speech act is of fundamental importance in argumentation and communication in general. A party in a dialogue can interpret another’s or his own speech acts in the most convenient ways to achieve his dialogical goals. In defamation law this phenomenon becomes particularly important, as the dialogical effects of a communicative move may result in legal consequences. The purpose of this paper is to combine the instruments provided by argumentation theory (...)
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  48. The Presumptions of Meaning. Hamblin and Equivocation.Fabrizio Macagno - 2011 - Informal Logic 31 (4):367-393.
    When we use a word, we face a crucial epistemic gap: we ground our move on the fact that our interlocutor knows the meaning of the word we used, and therefore he can interpret our dialogical intention. However, how is it possible to know the other’s mind? Hamblin explained this dialogical problem advancing the idea of dialectical meaning: on his view, the use of a word is based on a set of presumptions. Building on this approach, the use (...)
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  49.  65
    Argument Relevance and Structure. Assessing and Developing Students’ Uses of Evidence.Fabrizio Macagno - 2016 - International Journal of Educational Research 79:180–194.
    The purpose of this paper is to show whether the two crucial dimensions used for assessing the quality of argumentation, argument-as-a-product (argument structure) and argument-as-a-process (relevance), are interrelated, and how they can be used to assess the effect of argumentative mode on students’ arguments. To this purpose, a twofold coding scheme will be developed, aimed at capturing: a) the argumentative function of evidence use and b) the dialogical relevance of evidence use. A study will be described in which students’ (...)
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  50. Max Weber’s Disciples: Theorizing the Charismatic Aristocracy.Paul Joosse - 2017 - Sociological Theory 35 (4):334-358.
    While several studies have explored the interactional dynamics of charismatic power, most have neglected the role of what Weber termed the charismatic aristocracy. This article revives the classical concept to respond to contemporary calls for performative, followercentric approaches to charisma. Specifically, the charismatic aristocracy is placed at the center of an analysis of a reiterative moment in charismatization: when influential followers generate content for the emerging charismatic persona. In these germinal moments, the dialogical nature of charisma is most clear, (...)
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