This argument map justifies the claim that using only deductive argument schemes in computer-supported argument visualization stimulates reflection on some of one's implicit background assumptions.

External representations play a crucial role in learning. At the same time, cognitive load theory suggests that the possibility of learning depends on limited resources of the working memory and on cognitive load imposed by instructional design and representation tools. Both these observations motivate a critical look at Computer-Supported Argument Visualization tools that are supposed to facilitate learning. This paper uses cognitive load theory to compare the cognitive efficacy of RationaleTM 2 and AGORA.

The ability to analyze arguments is critical for higher-level reasoning, yet previous research suggests that standard university education provides at best modest improvements in students’ analytical reasoning abilities. What techniques are most effective for cultivating these skills? Here we investigate the effectiveness of a 12-week undergraduate seminar in which students practice a software-based technique for visualizing the logical structures implicit in argumen- tative texts. Seminar students met weekly to analyze excerpts from contemporary analytic philosophy papers, completed argument visualization (...) problem sets, and received individualized feedback on a weekly basis. We found that Seminar students improved substantially more on LSAT Logical Reasoning test forms than Control students (d = .71, p < .001), suggesting that learning how to visualize arguments in the seminar led to large generalized improvements in students’ analytical reasoning skills. Moreover, blind scoring of final essays from Seminar students and Control students, drawn from a parallel lecture course, revealed large differences in favor of seminar students (d = 0.87, p = .005). Seminar students understood the arguments better, and their essays were more accurate and effectively structured. Taken together, these findings deepen our understanding of how visualizations support logical reasoning, and provide a model for improving analytical reasoning pedagogy. (shrink)

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE’s insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports (...) the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called “AGORA-net: Participate – Deliberate!”. The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills. (shrink)

This document provides a brief report on initial research into how argument presentation affects susceptibility to confirmation bias as well as feelings toward political opponents.

There is evidence that problem-based learning (PBL) is an effective approach to teach team and problem-solving skills, but also to acquire content knowledge. However, there is hardly any literature about using PBL in philosophy classes. One problem is that PBL is resource intensive because a facilitator is needed for each group of students to support learning efforts and monitor group dynamics. In order to establish more PBL classes, the question is whether PBL can be provided without the need for facilitators. (...) We present a combination of five strategies—among them the collaborative argument visualization software AGORA-net—to replace facilitators. Additionally, we present evidence that these strategies are sufficient to provide a PBL experience that achieves intended learning goals in an ethics class and is satisfying for students without facilitators. (shrink)

In this paper, I first present the ideas and arguments put forward by evolutionary psychologists that humans evolved certain capacities to creatively problem solve. Specifically, Steven Mithen thinks that creative problem solving is possible because the mind has evolved a conscious capacity he calls cognitive fluidity, the flexible exchange of information between and among mental modules. While I agree with Mithen that cognitive fluidity acts as a necessary condition for creative problem solving, I disagree that cognitive fluidity alone will suffice (...) for such an activity. I argue further that the flexible exchange of information between and among modules, as well as what I call scenario visualization - a conscious ability to segregate and integrate visual images in future scenarios - evolved in our species and accounts for certain kinds of creative problem solving. (shrink)

Utopia can be conceived as a possibility – a space within language, a set of principles, or the product of technological development – but it cannot be separated from questions of place, or more accurately, questions of “no place.” 1 In between the theoretically imaginable utopia and its realisation in a particular time and place, there is a space of critique, which is exploited in anti-Utopian and critical dystopian narratives. 2 In Science Fiction narratives of this kind, technology is responsible (...) for the transformation of the utopian impulse into a set of principles that are precisely stated and rigidly enforced. The critique focuses on the impossibility, due to the reductive force of instrumental reason, of any systematic realisation of a eutopia where the positive qualities of freedom, individualism and creativity are nurtured. The films Minority Report, directed by Steven Spielberg , and Gattaca, written and directed by Andrew Niccol , both examine utopian claims through speculation on the possible future use of current technologies, the tools of crime investigation and the genome project respectively. However, an examination of the plot cannot attend sufficiently to the particular properties of film and how it, as a medium, constructs utopia as a place. This article aims to address this issue by examining how technologically derived images of utopia are realised in the visual space of film, that is, on the level of the mise en scène. These images are often dystopian but the distinction between dystopia and eutopia is not crucial to the argument, because the aim is not to return utopian ism to its place at the vanguard of progressive politics, nor to reject utopianism on the basis that it is unrealisable, but rather to examine how technology and utopianism can combine in the visual language of film. My concern here is to investigate how utopia is conceived according to the specific features of the medium rather than to present an overarching narrative judgement as to the value of utopian principles. In Gattaca, the utopianism of a genetically determined future is reproduced in the mise en scène as a set of aesthetic principles, whereas in Minority Report the utopian technology itself resembles the apparatus of film. This involves two quite different approaches to the visualisation of utopia: 4 in Gattaca, utopia is embodied in a society in which there can be “no other place,” realised through the subtraction or reduction of visual difference; in Minority Report, utopia is an expression of a panoptic regime that can incorporate all visual and cultural difference such that the visible is “every place.”. (shrink)

This paper proposes an argumentation-based procedure for legal interpretation, by reinterpreting the traditional canons of textual interpretation in terms of argumentation schemes, which are then classified, formalized, and represented through argument visualization and evaluation tools. The problem of statutory interpretation is framed as one of weighing contested interpretations as pro and con arguments. The paper builds an interpretation procedure by formulating a set of argumentation schemes that can be used to comparatively evaluate the types of arguments used in (...) cases of contested statutory interpretation in law. A simplified version of the Carneades Argumentation System is applied in a case analysis showing how the procedure works. A logical model for statutory interpretation is finally presented, covering pro-tanto and all-things-considered interpretive conclusions. -/- . (shrink)

In a study of three indigenous and non-indigenous cultural groups in northwestern and northeastern Siberia, framed line tests and a landscape drawing task were used to examine the hypotheses that test-based assessments of context sensitivity and independence are correlated with the amount of contextual information contained in drawings, and with the order in which the focal and background objects are drawn. The results supported these hypotheses, and inspection of the regression relationships suggested that the intergroup variations in test performance were (...) likely to result from differences in the attention accorded to contextual information, as revealed by the drawings. Social and environmental explanations for the group differences in context sensitivity are also discussed. The conclusions support the argument that cultural differences in artistic styles and perceptual tests reflect the same underlying perceptual tendencies, and they are consistent with the argument that these tendencies reflect corresponding differences in patterns of social and environmental interaction. (shrink)

Why do we formulate arguments? Usually, things such as persuading opponents, finding consensus, and justifying knowledge are listed as functions of arguments. But arguments can also be used to stimulate reflection on one’s own reasoning. Since this cognitive function of arguments should be important to improve the quality of people’s arguments and reasoning, for learning processes, for coping with “wicked problems,” and for the resolution of conflicts, it deserves to be studied in its own right. This contribution develops first steps (...) towards a theory of reflective argumentation. It provides a definition of reflective argumentation, justifies its importance, delineates it from other cognitive functions of argumentation in a new classification of argument functions, and it discusses how reflection on one’s own reasoning can be stimulated by arguments. (shrink)

In this paper, I give an account of how our hominin ancestors evolved a conscious ability I call scenario visualization that enabled them to manufacture novel tools so as to survive and flourish in the ever-changing and complex environments in which they lived. I first present the ideas and arguments put forward by evolutionary psychologists that the mind evolved certain mental capacities as adaptive responses to environmental pressures. Specifically, Steven Mithen thinks that the mind has evolved cognitive fluidity, viz., (...) an ability to exchange information flexibly between and among mental modules. Showing the deficiency in Mithen’s view, I then argue that the flexible exchange of information between and among modules together with scenario visualization is what explains the ability to construct the novel tools needed to survive and flourish in the environments in which our hominin ancestors resided. Finally, I trace the development of the multi-purposed javelin, from its meager beginnings as a stick, in order to illustrate scenario visualization in novel tool manufacturing. (shrink)

A large body of research in cognitive science differentiates human reasoning into two types: fast, intuitive, and emotional “System 1” thinking, and slower, more reflective “System 2” reasoning. According to this research, human reasoning is by default fast and intuitive, but that means that it is prone to error and biases that cloud our judgments and decision making. To improve the quality of reasoning, critical thinking education should develop strategies to slow it down and to become more reflective. The goal (...) of such education should be to enable and motivate students to identify weaknesses, gaps, biases, and limiting perspectives in their own reasoning and to correct them. This contribution discusses how this goal could be achieved with regard to reasoning that involves the construction of arguments; or more precisely: how computer-supported argument visualization tools could be designed that support reflection on the quality of arguments and their improvement. Three types of CSAV approaches are distinguished that focus on reflection and self-correcting reasoning. The first one is to trigger reflection by confronting the user with specific questions that direct attention to critical points. The second approach uses templates that, on the one hand, provide a particular structure to reason about an issue by means of arguments and, on the other, include prompts to enter specific items. And a third approach is realized in specifically designed user guidance that attempts to trigger reflection and self-correction. These types of approaches are currently realized only in very few CSAV tools. In order to inform the future development of what I call reflection tools, this article discusses the potential and limitations of these types and tools with regard to five explanations of the observation that students hardly ever engage in substantial revisions of what they wrote: a lack of strategies how to do it; cognitive overload; certain epistemic beliefs; myside bias; and over-confidence in the quality of one’s own reasoning. The question is: To what degree can each of the CSAV approaches and tools address these five potential obstacles to reflection and self-correction? (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)

Bipolar argument graphs represent the structure of complex pro and contra arguments for one or more standpoints. In this article, ampliative and exclusionary principles of evaluating argument strength in bipolar acyclic argumentation graphs are laid out and compared to each other. Argument chains, linked arguments, link attackers and supporters, and convergent arguments are discussed. The strength of conductive arguments is also addressed but it is argued that more work on this type of argument is needed to (...) properly distinguish argument strength from more general value-based components of such arguments. The overall conclusion of the article is that there is no justifiably unique solution to the problem of argument strength outside of a particular epistemological framework. (shrink)

An accessible introduction to critical thinking and argument mapping with over 30 exercises per chapter, authentic examples, and examples drawn from diverse philosophical sources. Integration with the Argumentation argument mapping app allows readers to fully engage with argument maps with screen readers and key commands. Argumentation's inference boxes make possible novel explanations of inference objections, arguments for and against analogical arguments, inference rules, and the distinction between co-premises and independent arguments.

Technology is not only an object of philosophical reflection but also something that can change this reflection. This paper discusses the potential of computer-supported argument visualization tools for coping with the complexity of philosophical arguments. I will show, in particular, how the interactive and web-based argument mapping software “AGORA-net” can change the practice of philosophical reflection, communication, and collaboration. AGORA-net allows the graphical representation of complex argumentations in logical form and the synchronous and asynchronous collaboration on those (...) “argument maps” on the internet. Web-based argument mapping can overcome limits of space, time, and access, and it can empower users from all over the world to clarify their reasoning and to participate in deliberation and debate. Collaborative and web-based argument mapping tools such as AGORA-net can change the practice of arguing in two dimensions. First, arguing on web-based argument maps in both collaborative and adversarial form can lead to a fundamental shift in the way arguments are produced and debated. It can provide an alternative to the traditional four-step process of writing, publishing, debating, and responding in new writing with its clear distinction between individual and social activities by a process in which these four steps happen virtually simultaneously, and individual and social activities become more closely intertwined. Second, by replacing the linear form of arguments through graphical representations of networks of inferential relations which can grow over time in an infinite space, these tools do not only allow a clear visualization of structures and relations, but also forms of collaboration in which, for example, participants work on different “construction zones” of larger argument maps, or debates are performed at specific points of disagreement on those maps. I introduce the term synergetic logosymphysis to describe a practice that combines these two dimensions of collaborative- and web-based argument mapping. (shrink)

Thought experiments by ancient philosophers are often open to debate: in what sense did their reasoning really concern thought experimentation? For instance, in Plato's Republic, Glaucon uses the myth of Gyges to demonstrate why people who practice justice do so unwillingly. A challenge, posed to Socrates and provided through some sort of thought experiment by imagining the effects of using the ring of invisibility, was intended to answer the question of human nature and our basis for the inclination towards justice (...) or injustice. This collection expands the current, but rare, topic of whether it is possible to articulate a discussion about thought experiments and their arguments from the historical perspective of philosophy and science. It may sometimes seem that, in a loose sense, any philosophical reflection can already be interpreted as some form of thought experiment. Although the functions of it are very diverse and complex, and often closely linked to other cognitive tools, such as visualization, imagination or idealization, the contributions in this book provide new insights into how the concept of a thought experiment coincides with more modern perceptions. The purpose of the book is to show how philosophers, already in antiquity, began to use thought experiments and argumentation to convey theories in an accessible manner and how philosophical hypotheses, often being subjective and impossible to prove through empirical evidence, helped to promote scientific knowledge and discoveries. Different authors develop several lines of argumentation, claiming that philosophical thinking can be understood by comparing it to scientific experimenting, or vice versa: if empirical evidence is usually necessary for science, thought experiments may be used to develop a hypothesis or to prepare for experimentation. The analysis of historical examples of thought experiments might also contribute to a better understanding of philosophical endeavour in antiquity as a whole. (shrink)

. A heuristic search procedure for inventing legal arguments is built on two tools already widely in use in argumentation. Argumentation schemes are forms of argument representing premise‐conclusion and inference structures of common types of arguments. Schemes especially useful in law represent defeasible arguments, like argument from expert opinion. Argument diagramming is a visualization tool used to display a chain of connected arguments linked together. One such tool, Araucaria, available free at , helps a user display (...) an argument on the computer screen as an inverted tree structure with an ultimate conclusion as the root of the tree. These argumentation tools are applicable to analyzing a mass of evidence in a case at trial, in a manner already known in law using heuristic methods and Wigmore diagrams . In this paper it is shown how they can be automated and applied to the task of inventing legal arguments. One important application is to proof construction in trial preparation. (shrink)

Many public issues, such as environmental actions, involve a large number of diverse stakeholders such as governments, corporations, organizations, and concerned citizens. Discussions frequently become contentious as the stakeholders defend their potentially conflicting goals with various assumptions, views, and expert testimony. These issues also tend to involve a range of fields. For example, the disposition of nuclear waste includes issues of economics, science, engineering, politics, and intergenerational justice, each with large uncertainties due to dependences on indirect estimations and the long (...) time periods involved. At the same time that these complex issues might increase in number, due to applications of new technologies, tools are being developed on the Internet to enable flexible learning, visualization, collaborative conferencing, distributed computing, and meaning‐based context. These tools might enable improved techniques for debating and discussing these complex issues. A technique that might facilitate orderly discussion of various arguments would include explicit recording and visualization of the evidence, its assumptions and uncertainties, their relationships in constructing the overall argument, and the ways the evidence needs to be generalized to support the argument. A simple argument visualization approach is explored based on a combination of an argument logic framework and techniques for fusing generalized data that are similar to kriging in spatial analysis. This approach is then applied to a recently contested risk analysis of nuclear waste disposition that was debated in a peer‐reviewed journal, involving concerns about uses of data, complex computational models, uncertainty analysis, and expert judgment. The need for wider understanding of such complex issues might be addressed by a convergence of techniques to facilitate greater understanding and the advanced Internet technologies to lower barriers to their adoption. (shrink)

Mathematics educators suggest that students of all ages need to participate in productive forms of mathematical argument (NCTM, 2000). Accordingly, we developed two complementary frameworks for analyzing the emergence of mathematical argumentation in one second‐grade classroom. Children attempted to resolve contesting claims about the “space covered” by three different‐looking rectangles of equal area measure. Our first analysis renders the topology of the semantic structure of the classroom conversation as a directed graph. The graph affords clear “at a glance” (...) class='Hi'>visualization of how various senses of mathematics—as imagined, as performed, and as historically rooted—were interrelated. The graph represents the emergence and intercoordination between conceptual and procedural knowledge in the ebb and flow of classroom conversation. The graph has not just descriptive, but also predictive power: Interconnectedness among the nodes of the graph representing the first 40 min of conversation predicted the structure of recall in the final ten minutes by children who had played little overt role in the conversation up to that point. The second, complementary framework draws upon Goffman's expanded repertoire of roles in speech to demonstrate how the teacher orchestrated this classroom conversation to establish coherent argument. In this second analysis, we establish how the teacher mediated between the everyday talk of her students and the discourse of mathematics. Her revoicing of student talk created interstices for identity and participation in the formation of the argument. Together, the two forms of analysis illuminate the emergence of mathematical argument at two levels: as collective structure and concurrently, as individual activity. (shrink)

In this study, we propose a way to link the scholarly contents of scientific papers by constructing a knowledge graph based on the semantic organization of argumentation units and relations in scientific papers. We carried out an argumentation graph data model aimed at linking multiple discourses, and also developed a semantic annotation platform for scientific papers and an argumentation graph visualization system. A construction experiment was performed using 12 articles. The final argumentation graph has 1,262 nodes and 1,628 edges, (...) including 1,628 intra-article relations and 190 inter-article relations. Knowledge evolution representation, strategic reading, and automatic abstracting use cases are presented to demonstrate the application of the argumentation graph. In contrast to existing knowledge graphs used in academic fields, the argumentation graph better supports the organization and representation of scientific paper content and can be used as data infrastructure in scientific knowledge retrieval, reorganization, reasoning, and evolution. Moreover, it supports automatic abstract and strategic reading. (shrink)

Để xem bóng đá và phát sóng video trực tiếp tốc độ cao, Xoilac là trang web lý tưởng. Đặc biệt, Xoilac không có bất cứ quảng cáo nào, vì vậy người xem vẫn thoải mái thưởng thức trận bóng đá mà không lo bị phân tâm vì bất cứ vấn đề gì. Ngoài ra, Xoilac có đội ngũ dày dặn chuyên môn, luôn đưa ra những nhận định chuẩn xác cho từng trận đấu bóng đá. Với đồ hoạ sinh (...) động, âm thanh lôi cuốn và sống động, Xoilac sẽ lưu lại dấu ấn sâu đậm trong tâm trí người xem bóng đá. (shrink)

This essay explores a series of issues which have emerged around the term ‘visualisation’ asa result of materials generated out of the international Lord of the Rings audience project.‘Visualisation’ is quite widely used as a term in film studies, but not much considered. In this essay I begin from someelements of empirical evidence, and through some unlikely encounters that these spurredwith bodies of work from outside film studies, I develop an argument for a new approach tothinking about ‘visualisation’. This (...) approach would reach a long way and have wideimplications, not least for the ways we think about and research film audiences, and for theways we approach adaptation studies. Therefore the essay is as much a report on a journeyof ideas, and a set of proposals, asit is a claim to a demonstration. (shrink)

In this paper, I take up the conciliatory-steadfast debate occurring within social epistemology in regards to the phenomenon of peer disagreement. I will argue, because the conciliatory perspective al-lows us to understand argumentation pragmatically—as a method of problem-solving within a community rather than as a method for obtaining the truth—that in most cases, we should not simply agree to disagree.