The use of multiple means of determination to “triangulate” on the existence and character of a common phenomenon, object, or result has had a long tradition in science but has seldom been a matter of primary focus. As with many traditions, it is traceable to Aristotle, who valued having multiple explanations of a phenomenon, and it may also be involved in his distinction between special objects of sense and common sensibles. It is implicit though not emphasized in the distinction between (...) primary and secondary qualities from Galileo onward. It is arguably one of several conceptions involved in Whewell’s method of the “consilience of inductions” (Laudan 1971) and is to be found in several places in Peirce. (From M. Brewer and B. Collins, eds., (1981); Scientific Inquiry in the Social Sciences (a festschrift for Donald T. Campbell), San Francisco: Jossey-Bass, pp. 123–162.). (shrink)

Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. This paper overviews the innovation and provides a procedural approach for new teaches wanting to use argument mapping in the classroom. A brief history of argument mapping is provided at the end of this paper.

This book contains 20 essays tracing the work of David Zarefsky, a leading North American scholar of argumentation from a rhetorical perspective. The essays cohere around 4 general themes: objectives for studying argumentation rhetorically, approaches to rhetorical study of argumentation, patterns and schemes of rhetorical argumentation, and case studies illustrating the potential of studying argumentation rhetorically. These articles are drawn from across Zarefsky’s 45-year career. Many of these articles originally appeared in publications that are difficult to access today, and this (...) collection brings the reader up to date on the topic. Zarefsky’s scholarship focuses on the role of language in political argumentation, the ways in which argumentation creates public knowledge and belief, the influence of framing and context on what is said and understood, the deployment of particular patterns and schemes of argumentation in public reasoning, and the influence of debate on politics and governance. All these topics are addressed in this book. Each of the conceptual essays includes brief application to specific cases, and five extended case studies are also presented in this volume. The case studies cover different themes: two explore famous political debates, the third focuses on presidential rhetoric across the course of United States history, the fourth on the arguments for liberalism at a time of political polarization, and the fifth on the contemporary effort to engage the United States with the Muslim world. This book is of interest to scholars in the fields of philosophy, logic, law, philosophy of law, and legal history. The range of topics and concepts addressed, the interplay of concepts and cases and the unifying perspective of rhetorical argumentation make this book a valuable read for students of argumentative practice, whether rhetorically or otherwise. (shrink)

This book contains a selection of the papers presented at the Logic, Reasoning and Rationality 2010 conference in Ghent. The conference aimed at stimulating the use of formal frameworks to explicate concrete cases of human reasoning, and conversely, to challenge scholars in formal studies by presenting them with interesting new cases of actual reasoning. According to the members of the Wiener Kreis, there was a strong connection between logic, reasoning, and rationality and that human reasoning is rational in so far (...) as it is based on logic. Later, this belief came under attack and logic was deemed inadequate to explicate actual cases of human reasoning. Today, there is a growing interest in reconnecting logic, reasoning and rationality. A central motor for this change was the development of non-classical logics and non-classical formal frameworks. The book contains contributions in various non-classical formal frameworks, case studies that enhance our apprehension of concrete reasoning patterns, and studies of the philosophical implications for our understanding of the notions of rationality. (shrink)

J. Anthony Blair is a prominent international figure in argumentation studies. He is among the originators of informal logic, an author of textbooks on the informal logic approach to argument analysis and evaluation and on critical thinking, and a founder and editor of the journal Informal Logic. Blair is widely recognized among the leaders in the field for contributing formative ideas to the argumentation literature of the last few decades. This selection of key works provides insights into the history of (...) the field of argumentation theory and various related disciplines. It illuminates the central debates and presents core ideas in four main areas: Critical Thinking, Informal Logic, Argument Theory and Logic, Dialectic and Rhetoric. (shrink)

This groundbreaking, open access volume analyses and compares data practices across several fields through the analysis of specific cases of data journeys. It brings together leading scholars in the philosophy, history and social studies of science to achieve two goals: tracking the travel of data across different spaces, times and domains of research practice; and documenting how such journeys affect the use of data as evidence and the knowledge being produced. The volume captures the opportunities, challenges and concerns involved in (...) making data move from the sites in which they are originally produced to sites where they can be integrated with other data, analysed and re-used for a variety of purposes. The in-depth study of data journeys provides the necessary ground to examine disciplinary, geographical and historical differences and similarities in data management, processing and interpretation, thus identifying the key conditions of possibility for the widespread data sharing associated with Big and Open Data. The chapters are ordered in sections that broadly correspond to different stages of the journeys of data, from their generation to the legitimisation of their use for specific purposes. Additionally, the preface to the volume provides a variety of alternative “roadmaps” aimed to serve the different interests and entry points of readers; and the introduction provides a substantive overview of what data journeys can teach about the methods and epistemology of research. (shrink)

Topical Themes in Argumentation Theory brings together twenty exploratory studies on important subjects of research in contemporary argumentation theory. The essays are based on papers that were presented at the 7th Conference of the International Society for the Study of Argumentation in Amsterdam in June 2010. They give an impression of the nature and the variety of the kind of research that has recently been carried out in the study of argumentation. The volume starts with three essays that provide stimulating (...) theoretical perspectives on argumentation. Subsequently, some views are explained on the intriguing topics of ‘dissensus’ and ‘deep disagreement’. After a discussion of three different approaches to the treatment of types of argumentation some classical themes from antique argumentation theory are revisited. The new research area of visual argumentation is explored in the next part. The volume concludes with three reports of experimental studies concerning argumentative discourse. The volume starts with three essays that provide stimulating theoretical perspectives on argumentation. Subsequently, some views are explained on the intriguing topics of ‘dissensus’ and ‘deep disagreement’. After a discussion of three different approaches to the treatment of types of argumentation some classical themes from antique argumentation theory are revisited. The new research area of visual argumentation is explored in the next part. The volume concludes with three reports of experimental studies concerning argumentative discourse. The volume starts with three essays that provide stimulating theoretical perspectives on argumentation. Subsequently, some views are explained on the intriguing topics of ‘dissensus’ and ‘deep disagreement’. After a discussion of three different approaches to the treatment of types of argumentation some classical themes from antique argumentation theory are revisited. The new research area of visual argumentation is explored in the next part. The volume concludes with three reports of experimental studies concerning argumentative discourse. (shrink)

Essays on Aristotle's Sea-Battle, Lazy Argument, Argument Reaper, Diodorus' Master Argument -/- The book is devoted to the ancient logical theories, reconstruction of their semantic proprieties and possibilities of their interpretation by modern logical tools. The Ancient arguments are frequently misunderstood in modern interpretations since authors usually have tendency to ignore their historical proprieties and theoretical background what usually leads to a quite inappropriate picture of the argument’s original form and mission. Author’s primary intention was to draw attention to the (...) complexity of some historical arguments and to the theoretical context in which arguments were created, circulated, developed, and finally tuned. Four well-known ancient arguments – with a common central subject related to the future contingencies problem – are reconstructed from available historical sources: “The Sea Battle”, which is drawn from Aristotle’s treatise De Interpretatione; two arguments, usually ascribed to the Stoics, “The Lazy Argument” and “The Reaper”; “The Master Argument” of the Megarian philosopher Diodorus. Arguments are linguistically and semantically detaily analyzed, formally presented by reflecting some relevant corresponding hypotheses based on physical or logical theories of their ancient authors, and finally covered by appropriate logical tools familiar to a modern reader. Two appendices are added at the closing part of the book. One covering some assumptions relevant for understanding of rival streams in ancient theories of meaning related to the nature of names and naming; the other is devoted to the ancient understanding of logical proposition and attempts to find an adequate Latin translation of the Greek delicate philosophical term “ἀξίωμα”. (shrink)

Christian Kock’s essays show the essential interconnectedness of practical reasoning, rhetoric and deliberative democracy. They constitute a unique contribution to argumentation theory that draws on – and criticizes – the work of philosophers, rhetoricians, political scientists and other argumentation theorists. It puts rhetoric in the service of modern democracies by drawing attention to the obligations of politicians to articulate arguments and objections that citizens can weigh against each other in their deliberations about possible courses of action.

Arguing that our attachment to Aristotelian modes of discourse makes a revision of their conceptual foundations long overdue, the author proposes the consideration of unacknowledged factors that play a central role in argument itself. These are in particular the subjective imprint and the dynamics of argumentation. Their inclusion in a four-dimensional framework and the focus on thesis validity allow for a more realistic view of our discourse practice. Exhaustive analyses of fascinating historical and contemporary arguments are provided. These range from (...) Columbus’s advocacy of the Western Passage to India, over the trial of King Louis XVI during the French Revolution, to today’s highly charged controversies surrounding euthanasia and embryo research. Excavating foundational issues such as the purpose of argument itself and the contested role of argument as a generator of knowledge, the book culminates in a discussion of the relationship between rationality and reasonableness and criticizes the restrictions of ‘rational’ argument relying on fixed logical, economic or cultural criteria that in reality are mutable. Here, a true, open argument requires the infusion of Paul Lorenzen’s principle of ‘transsubjectivity’, which recognizes but transcends the partiality of the individual and which can be seen in the pragmatic and expanding consensus that humanity can control itself to safeguard the future of a fragile, damaged world. (shrink)

This volume focuses on dialogue and argumentation in contexts which are marked by truculence and discord. The contributors include well known argumentation scholars who discuss the issues this raises from the point of view of a variety of disciplines and points of view. The authors seek to address theoretically challenging issues in a way that is relevant to both the theory and the practice of argument. The collection brings together selected essays from the 2006 11th Wake Forest University Biennial Argumentation (...) Conference held at Florida Atlantic University in Boca Raton, Florida and the 2012 14th Wake Forest University Biennial Argumentation Conference held at Casa Artom in Venice, Italy. (shrink)

At the Donald Berman Laboratory for Information Technology and Law, La TrobeUniversity Australia, we have been building legal decision support systems for a dozenyears. Whilst most of our energy has been devoted to conducting research in ArtificialIntelligence and Law, over the past few years we have increasingly focused uponbuilding legal decision support systems that have a commercial focus.In this paper we discuss the evolution of our systems. We begin with a discussion ofrule-based systems and discuss the transition to hybrid rule-based/case-based (...) systems.We next discuss how we have used machine learning in building legal decision supportsystems. Our focus on using machine learning led us to investigate the domains ofexplanation and argumentation. We conclude by discussing our current work onbuilding negotiation support systems and tools for constructing web-based legaldecision support systems. (shrink)

ABSTRACTThis paper analyses the discourses produced on their websites by the two organisations that conducted the official ‘leave’ and ‘remain’ campaigns in the Brexit referendum. The analysis, whi...

Although debate is a richly structured and prevalent form of discourse, it has received little scholarly attention. Logicians have focused on the structure of individual arguments—how they divide into premises and conclusions, which in turn divide into various constituents. In contrast, I focus on the structure of sets of arguments, showing how arguments are themselves constituents in high-level dialectical structures. I represent debates and positions by graphs whose vertices correspond to arguments and whose edges correspond to two inter-argument relations: “dispute” (...) and “support,” respectively. On this basis I develop a theory of the structure of debate. (shrink)

Both the sociology of knowledge and the philosophy of science are centrally concerned with the succession of scientific beliefs. In case studies of scientific debates, however, the emphasis tends to be placed on the outcome of disputes. This paper proposes that attention should instead be focused on the process of debate: that is, on scientific argumentation. It is shown how such a focus circumvents many traditional epistemological problems concerning the truth-status of scientific knowledge. By reference to the consensus conception of (...) truth, it is claimed that scientific arguments can be studied naturalistically whilst still honouring the orientation towards truth exhibited by scientists. Finally, the paper offers a brief résumé of recent studies indicating how this naturalistic study of scientific argumentation can be developed through the sociology of language. (shrink)

Current formal dialectical models postulate normative rules that enable discussants to conduct dialogical interactions without committing fallacies. Though the rules for conducting a dialogue are supposed to apply to interactions between actual arguers, they are without exception theoretically motivated. This creates a gap between model and reality, because dialogue participants typically leave important content-related elements implicit. Therefore, analysts cannot readily relate normative rules to actual debates in ways that will be empirically confirmable. This paper details a new, data-driven method for (...) describing discussants’ actual reply structures, wherein corpus studies serve to acknowledge the complexity of natural argumentation. Rather than refer exclusively to propositional content as an indicator of arguing pro/contra a given claim, the proposed approach to dialogue structure tracks the sequence of dialogical moves itself. This arguably improves the applicability of theoretical dialectical models to empirical data, and thus advances the study of dialogue systems. (shrink)

Arguments with what are called "independent" or "convergent" premises are typically diagrammed by using an arrow between each premise and the conclusion. This makes diagramming objections to the reasoning difficult. It also obscures differences in argument structure. I suggest that a single arrow should be used for such arguments and that this is so even in the extreme form of independent premises when the argument is entirely unstructured. I then discuss the diagramming of objections.

The claim that 'learning how to learn' is the central ability required for young people to be effective 'lifelong learners' is examined for various plausible interpretations. It is vacuous if taken to mean that we need to acquire a capacity to learn, since we necessarily have this if we are to learn anything. The claim that it is a specific ability is then looked at. Once again, if we acquire an ability to learn we do not need the ability to (...) learn how to learn. After noting the implausibility of any such general ability, the paper goes on to examine the claim that certain specific but transferable abilities might satisfy the description 'learning how to learn'. Various candidates are considered: forming and testing hypotheses and abduction are two promising ones, but each has significant weaknesses. Numeracy and literacy are thought to be more promising, but achievements at the national level leave a lot to be desired, despite the clear advantages for learning of being able to read, write and count. If we needed to learn how to learn before we learned how to read, write and count, it is unlikely that we would get anywhere. Finally, certain non-cognitive dispositions and character traits rather than cognitive attributes are considered and, drawing on the work of Robert Dearden and others, it is suggested that the development of these aretaic (virtue-based) and personal qualities rather than cognitive ones may be most decisive for developing independent learning in a range of subject matters. (shrink)

The development of a conception of critical pedagogy is itself an aspect of the development of critical rationality within late modern societies, closely connected with the role of education in developing critical rationality. The role of critique pervades all aspects of life: for people as citizens, workers and self-determining private individuals. Late modern societies depend on a critically minded population for their viability, for the democratic management of a competing balance of interests and for a capacity for rapid renewal. These (...) requirements put a demand on the education system for the development of critical rationality. However, its development contains within itself the seeds, not just of renewal, but of transformation or even anarchy. This is discussed in relation to three major aspects of education—liberal, civic and vocational—and it is argued that there is a tension within each that arises from the requirement of critique for their successful functioning as educational practices in liberal societies and from the implausibility of developing forms of critique that are inherently self-limiting. Societies that espouse the development of critical rationality as a key educational aim exist in a state of tension and of uncertainty as to the extent to which it can be developed. Attempts to limit critique to consideration only of what is worthwhile are bound to be futile. On the other hand, education must be concerned with preparation for the worthwhile. Critique thus performs the important function of ensuring that our conception of the worthwhile does not remain fixed, but is itself an agent of social change. This paper explores this issue and argues that the problem of reconciling preparation for social participation with preparation for critical engagement exists in all three spheres. The problems may not be resolvable ones but should encourage continual awareness of the scope and limits of educational critique in liberal societies. (shrink)

Christopher Winch; Ability, Intelligence and Practical Education, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 35–45, https://doi.

Expert probability forecasts can be useful for decision making . But levels of uncertainty escalate: however the forecaster expresses the uncertainty that attaches to a forecast, there are good reasons for her to express a further level of uncertainty, in the shape of either imprecision or higher order uncertainty . Bayesian epistemology provides the means to halt this escalator, by tying expressions of uncertainty to the propositions expressible in an agent’s language . But Bayesian epistemology comes in three main varieties. (...) Strictly subjective Bayesianism and empirically-based subjective Bayesianism have difficulty in justifying the use of a forecaster’s probabilities for decision making . On the other hand, objective Bayesianism can justify the use of these probabilities, at least when the probabilities are consistent with the agent’s evidence . Hence objective Bayesianism offers the most promise overall for explaining how testimony of uncertainty can be useful for decision making. Interestingly, the objective Bayesian analysis provided in Sect. 5 can also be used to justify a version of the Principle of Reflection. (shrink)

Recent proposals for computer-assisted argumentation have drawn on dialectical models of argumentation. When used to assist public policy planning, such systems also raise questions of political legitimacy. Drawing on deliberative democratic theory, we elaborate normative criteria for deliberative legitimacy and illustrate their use for assessing two argumentation systems. Full assessment of such systems requires experiments in which system designers draw on expertise from the social sciences and enter into the policy deliberation itself at the level of participants.

In this article it is argued that a complex model that includes Toulmin's functional account of argument, the pragma-dialectical stage analysis of argumentation offered by the Amsterdam School, and criteria developed in critical thinking theory, can be used to account for the normativity and field-dependence of argumentation in science. A pragma-dialectical interpretation of the four main elements of Toulmin's model, and a revised account of the double role of warrants, illuminates the domain specificity of scientific argumentation and the restrictions to (...) which the confrontation and opening stages of scientific critical discussions are subjected. In regard to the argumentation stage, examples are given to show that a general account of argumentation, as advocated by informal logicians, is not applicable to arguments in science. Furthermore, although patterns of inference differ in various scientific practices, deductive validity is argued to be a crucial notion in the assessment of scientific arguments. Finally, some remarks are made concerning the burden of proof and the concluding stage of scientific argumentation. (shrink)

Much psychological research on argumentation focuses on persuasion and pragmatics. However, one strand investigates how average people understand the nature of knowledge and knowing, and how these epistemological orientations underlie skilled argumentation. The research reviewed addresses the question whether the normative emphasis of the philosophical epistemological approach to argumentation matches psychological findings. The empirical research reviewed concerns the relationship between personal episte- mological understanding and three aspects of argument: argument construction, identification of informal reasoning fallacies, and orientation toward explanation or (...) evidence. Findings suggest that people develop an epistemological approach toward argumentation in which beliefs about knowledge justification requirements are related with skilled argumentation. (shrink)

The purpose of this article is to investigate appropriate methods for educating students into citizenship within a pluralistic state and to explain why civic education is itself important. In this discussion, I will offer suggestions as to how students might be best prepared for their future political roles as participants in a democracy, and how we, as theorists, ought to structure institutions and curricula in order to ensure that students are adequately trained for political decision making. The paper is divided (...) into six sections. In the first two sections, I argue that community is a learned understanding and that such education,even when it supports liberal commitments,cannot be neutral. I use the social contract tradition as an entrance into the perpetual nature of conflict within a pluralist society. In the third and fourth sections, I develop a pedagogy geared towards educating students into what I call cognitive conflict, and argue that the arts, widely understood, should be privileged over other disciplines. In the fifth section, I examine two difficulties inherent inmy pedagogy — first that it seems to demandthat all perspectives be taught, and second that it seems to promote anxiety among students. In the final section, I ask that political theory reexamine the role of harmony in justice. I conclude that a managed conflictis a more acceptable organizational description of liberal political structures. (shrink)

The paper introduces a new model of argumentation, the Mixed Game Model, that no longer separates rule-governed competence from actual performance but starts from human beings and their ability of competence-in-performance. Human beings are able to orientate themselves in ever-changing surroundings and to negotiate diverging views in argumentative action games. Argumentation is thus described as a mixed game played by human beings according to principles of probability. These principles include constitutive, regulative and executive principles. Constitutive Principles focus on the basic (...) components of the game, that is, action, dialogue, and coherence as the interplay of different communicative means. Regulative Principles mediate between correlated human abilities and interests. Executive Principles guide the sequencing of action according to cognitive strategies. The mixed game no longer rests on pre-established harmony but describes performance as a non-equilibrial process of negotiation that mediates between order and disorder and is based on the integration of various parameters such as rationality, reason, persuasion and emotion. How the model works is exemplified by an analysis of part of a debate in the European Parliament. (shrink)

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 (...) (b) the way evidence was used. Results showed that in their essays students referred more often to the pieces of evidence provided to them (shared evidence). In contrast, they used evidence more often to address the opposing viewpoint in dialogs by incorporating it in a more elaborated (clearer) line of reasoning. Findings suggest that dialogues are a more effective tool than individual writing production, and the study provides first hints regarding how to design curricula that will encourage students to use evidence in a more sophisticated way in their argumentation. (shrink)

A rapidly growing body of scholarship shows that we can gain new insights into theories and policies by understanding and increasing their systemic structure. This paper will present an overview of this expanding field and discuss how concepts of structure are being applied in a variety of contexts to support collaboration, decision making, learning, prediction, and results. Next, it will delve into the underlying structures of logic that may be found within those theories and policies. Here, we will go beyond (...) Toulmin’s logics of claim and proof that have not proven useful for advancing the social sciences and focus on five structures of “causal logic.” The results suggest a useful and more comprehensive approach to developing deeper understanding of our conceptual systems such as theory and policy. (shrink)

This paper takes an argumentation approach to find the place of trust in a method for evaluating arguments from expert opinion. The method uses the argumentation scheme for argument from expert opinion along with its matching set of critical questions. It shows how to use this scheme in three formal computational argumentation models that provide tools to analyse and evaluate instances of argument from expert opinion. The paper uses several examples to illustrate the use of these tools. A conclusion of (...) the paper is that from an argumentation point of view, it is better to critically question arguments from expert opinion than to accept or reject them based solely on trust. (shrink)

This paper addresses the problem posed by the current split between the two opposed hypotheses in the growing literature on the fallacy of begging the question the epistemic hypothesis, based on knowledge and belief, and the dialectical one, based on formal dialogue systems. In the first section, the nature of split is explained, and it is shown how each hypothesis has developed. To get the beginning reader up to speed in the literature, a number of key problematic examples are analyzed (...) illustrating how both approaches can be applied. Useful tools are brought to bear on them, including the automated argument diagramming system Araucaria, and profiles of dialogue used to represent circular argumentation in a dialogue tableau format. These tools are used to both to model circular reasoning and to provide the contextual evidence needed to properly determine whether the circular reasoning in a given case is better judged fallacious or not. A number of technical problems that have impeded the development of both hypotheses are studied. One central problem is the distinction between argument and explanation. It is concluded that the best way to move forward and solve these problems is to reformulate the two hypotheses in such a way that they might be able to co-exist. On this basis, a unified methodology is proposed that allows each hypothesis to move forward as a legitimate avenue for research using the same tools. (shrink)

SummaryThis paper studies some classic cases of the fallacy of begging the question based on appeals to testimony containing circular reasoning. For example, suppose agents a, b and c vouch for d’s credentials, and agents b, d, and e vouch for a’s credentials. Such a sequence of reasoning is circular because a is offering testimony for d but d is offering testimony for a. The paper formulates and evaluates restrictions on the use of testimonial evidence that might be used to (...) deal with such problematic arguments. One is called the Non-repeater Rule: in an extended sequence of argumentation based on testimony, once a source x has been appealed to at any given point in the sequence, that same source x must never be appealed to again at any next point in the same sequence. (shrink)

Abstract This paper addresses the role that argumentation schemes and argument visualization software tools can play in helping to find and counter objections to a given argument one is confronted with. Based on extensive analysis of features of the argumentation in these two examples, a practical four-step method of finding objections to an argument is set out. The study also applies the Carneades Argumentation System to the task of finding objections to an argument, and shows how this system has some (...) capabilities that are especially useful. Content Type Journal Article Pages 1-23 DOI 10.1007/s10503-012-9261-z Authors Douglas Walton, Centre for Research in Reasoning, Argumentation and Rhetoric (CRRAR), University of Windsor, 2500 University Ave. W., Windsor, ON N9B 3Y1, Canada Journal Argumentation Online ISSN 1572-8374 Print ISSN 0920-427X. (shrink)

The recent redefinition of 'planet' that excludes Pluto as a planet led to controversy that provides a case study of how competing scientific definitions can be supported by characteristic types of evidence. An argumentation scheme from Hastings is used to analyze argument from verbal classification as a form of inference used in rational argumentation. The Toulmin-style format is compared to more recently developed ways of modeling such cases that stem from advances in argumentation technology in artificial intelligence. Using these tools, (...) it is shown how argumentation schemes, in particular argument from verbal classification and argument from definition to verbal classification, apply to cases of scientific argumentation. (shrink)

In this contribution, I will develop a comprehensive tool for the reconstruction and evaluation of argumentation from expert opinion. This is done by analyzing and then combining two dialectical accounts of this type of argumentation. Walton’s account of the ‘appeal to expert opinion’ provides a number of useful, but fairly unsystematic suggestions for critical questions pertaining to argumentation from expert opinion. The pragma-dialectical account of ‘argumentation from authority’ offers a clear and systematic, but fairly general framework for the reconstruction and (...) evaluation of this type of argumentation. The tool is developed by incorporating Walton’s critical questions into a pragma-dialectical framework. (shrink)

Dispute types can roughly be divided in two classes. One class in whichthe notion of justification is fundamental, and one in which thenotion of opposition is fundamental. Further, for every singledispute type there exist various types of protocols to conduct such adispute. Some protocols permit local search (a process in which oneis allowed to justify claims partially, with the possibility to extendjustifications on request later), while other protocols rely on globalsearch (a process in which only entire arguments count as justifications).This (...) paper integrates the two above-mentioned types of dispute withthe use of a protocol that permits local search. The locality aspect isrelatively new to computer scientists, while the detailed computationalelaboration of the approach is relatively new to philosophical logicians.The proposed protocol is demonstrated with the help of eight benchmarks.These benchmarks are centered around the problem that co-concludingarguments sometimes accrue, and sometimes do not. (shrink)

Toulmin’s (1958) model of argument was employed in the analysis of verbal protocols obtained during the solving of ill-structured problems. The participants were experts in the domain under study. For the analysis the Toulmin model was extended in order to enable description of lines of argument found in protocols as long as 10 paragraphs. Results included: (1) That while the protocol was comprised of a large number of specific arguments, the analysis provided for tracing a solver’s line of argument. (2) (...) On occasion datum and backing were difficult to distinguish. (3) Warrants essentially were not stated, although substantial backing was provided. However, as perhaps would be expected, the Toulmin model did not provide for delineation of components of the problem-solving process. A second analysis assuming a “higher level” problem-solving structure and a “lower level” argument structure produced an integrated problem-solving – argumentation structure depicting how reasoning is used in relation to particular task goals. Finally, at a more general level, problem solving was considered as a classical rhetorical structure. (shrink)