Abstract

Calling an argument “merely academic” impugns its seriousness, belittles its substance, dis-misses its importance, and deflates hope of resolution, while ruling out negotiation and compromise. How-ever, “purely academic” argumentation, as an idealized limit case, is a valuable analytical tool for argumen-tation theorists because while the telos of academic argumentation may be cognitive, it is cognitive in the service of a community, which, in turn, is a community in the service of the cognitive.