Informal Logic 17 (2):177-188 (1995)

Authors
Daniel Cohen
Colby College
Abstract
The claim that argumentation has no proper role in either philosophy or education, and especially not in philosophical education, flies in the face of both conventional wisdom and traditional pedagogy. There is, however, something to be said for it because it is really only provocative against a certain philosophical backdrop. Our understanding of the concept "argument" is both reflected by and molded by the specific metaphor that argument-is-war, something with winners and losers, offensive and defensive moments, and an essentially adversarial structure. Such arguments may be suitable for teaching a philosophy, but not for teaching philosophy. Surely, education and philosophy do not need to be conceived as having an adversarial essence-if indeed they are thought to have any essence at all. Accordingly, philosophy and education need more pragmatic goals than even Pierce's idealized notion of truth as the end of inquiry, e.g., the simple furtherance of inquiry. For this, new metaphors for framing and understanding the concept of argumentation are needed, and some suggestions in that direction will be considered.
Keywords metaphor, argument, philosophy, education
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References found in this work BETA

Logic and Conversation.H. Paul Grice - 1975 - In Maite Ezcurdia & Robert J. Stainton (eds.), The Semantics-Pragmatics Boundary in Philosophy. Broadview Press. pp. 47.
Logic and Conversation.H. P. Grice - 1975 - In Donald Davidson & Gilbert Harman (eds.), The Logic of Grammar. Encino, CA: pp. 64-75.
What Metaphors Mean.Donald Davidson - 2010 - In Darragh Byrne & Max Kölbel (eds.), Critical Inquiry. Routledge. pp. 31.
What Metaphors Mean.Donald Davidson - 2013 - In Maite Ezcurdia & Robert J. Stainton (eds.), The Semantics-Pragmatics Boundary in Philosophy. Broadview Press. pp. 453-465.

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Citations of this work BETA

Adversariality and Argumentation.John Casey - 2020 - Informal Logic 40 (1):77-108.

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