Abstract

More than current scholarship in argumentation suggests, successful defense of standpoints depends on learning. As long as arguers comply with a minimum co-operativity, argumentation has genuinely an epistemic interest insofar as any position agreed upon becomes agreeable, i.e., intersubjectively shared because those who did not share it have learned why it is agreeable. Since the epistemic interest of argumentation is absent from most of current scholarship, `intersubjectification' is basically treated as being always possible. In this paper I argue that `intersubjectification' – the `matching of the arguers' communicative backgrounds,' as I will term it – is not a given, but a communicative activity which may or may not succeed. Hence, different types of arguing come into being, depending on how and what arguers are prepared to learn. In the paper, examples are given for unproblematic `intersubjectification,' for `intersubjectification' that requires considerable argumentative co-operation, and for `intersubjectification' that fails utterly. From the analyses, a continuous scale of types of communicative processes of arguing is presented that ranges from one extreme case, termed `dogmatic arguing,' to another extreme case, termed `emergent arguing.'