ISSA Proceedings 1998 – The Final Days: The Development Of Argumentative Discourse In The Soviet Union

ISSAlogo1998The value of argument in the public sphere and its relation to social change is a concept that is shared by most communication scholars: the idea that argument in some form is an intrinsic part of democracy or at least that it is a necessary concomitant to democracy. In Johnstone’s words, “[d]emocracy rests upon the use of discourse as an instrument of political change” (1974:320). Indeed, the very attempt “to marshal public opinion or public support for some policy” implies acceptance of “forms of political action that prevail in a democratic society” (Johnstone, 1974:318). Perelman and Olbrechts-Tyteca (1969:55) take this position a step further: “[t]he use of argument implies . . . that value is attached to gaining the adherence of one’s interlocutor by means of reasoned persuasion.” We suggest that the Western tradition of democracy entails the notion of doing the public’s business in public. This is an important concept, one that marks a fundamental distinction among societies. While recognizing that even in the most stable democracies little of what is considered the public business actually is conducted in the open, one must nevertheless keep in mind the fact that in many authoritarian or totalitarian states there has existed no concept of the public’s business apart from the government’s affairs, so there is no thought of addressing concerns in the open.
This notion [i] that some essential portion of civic business should be played out in public is the concept that provides the philosophical ground upon which policy argument may occur: in a real sense it creates space for policy argument to exist. Argument, then, may be seen as a necessary part of the process of doing the public’s business; where the ground for that argument does not exist, it must somehow be created.[ii] But where there is no history of such a process, how does the concept develop, how does the tradition take root?

Many of the observations made in reference to Western pluralist societies assume even greater significance when applied to the role argument has played in the socio-political changes that have in  recent years transformed the former Soviet Union. In this paper we intend to explore some of the ways in which social change and argumentation interact: in particular, we will consider the way governmental information policies, accepted argumentative structures, and the whole notion of public discourse develop as society undergoes fundamental transition.
By way of background we shall review the beginnings of pluralist public policy argumentation in a specific society where none had existed previously: the Soviet Union of the pre-disintegration period. Before turning to more contemporary events, we will concentrate on two critical media incidents: the 1983 downing of the Korean airliner and the 1986 Chernobyl explosion. One must keep in mind that, all other differences notwithstanding, most political communication in the former USSR, as in the USA, was and is a mediated phenomenon that relies on mass dissemination. For that reason we will focus on the media as the purveyor of the readily available accounts of the transmission of information and opinion formation. Our methodology is historical/critical, and our corpus is drawn primarily from official print media during the period 1983 through 1991.
Of particular relevance to this discussion is the process whereby public argumentative space comes to be created. In this presentation, we explore at least one of the ways this may happen: in the movement from an authoritarian to a pluralist form of government, the space for public argument arises from the citizens’ loss of faith in the existing governmental structure.[iii] As this loss of faith intensifies, the ground for argument begins to expand and continues expanding until the process becomes self-sustaining. At this point, every incremental change in the amount of public argument intensifies the loss of faith that initiated the process, because groups and individuals begin seriously questioning the ability of their government to secure the welfare of the people. The process is recursive: opposition becomes more influential as it becomes more frequent, providing ever greater opportunities for the continued extension of argumentative ground. Read more

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ISSA Proceedings 1998 – From Topos To Locus To Topos: Between Aristotle And Ducrot

ISSAlogo1998You may know – or you may not know – that the basic thesis of Ducrot’s theory of argumentation in the language-system (TAL) is that certain argumentative features are inherent to the language as a system. That means that language as a system, as an abstract, general structure (as defined by de Saussure), in itself possesses or contains some argumentative potential, some argumentative force and certain argumentative orientations, and not only language in action, its use in discourse and as a discourse. For example, there are certain language structures that (restrictively) impose certain argumentative orientation on the discourse, or in other words, language as an abstract system (at least partly) controls what discourse can say, and sets its limits. If that sounds too obvious (language controling what discourse can say), let me illustrate what I mean with a few examples. Suppose someone says to us (one of Ducrot’s favourite examples)

(1) It is 8 o’clock.

Is this an argument? Why would anybody be telling us that it is 8 o’clock? Just to let us know what time it is? Not likely, unless we wanted to know what time it was. But suppose we didn’t want to know what time it was, suppose somebody just said to us (1). Why would anybody want to do that? Obviously, because he or she, by saying (1), wanted to tell us something else. But, what possible follow-up(s), what possible conclusion(s) could such an utterance lead to? In a situation where we don’t know what the exact co(n)text is, there are many possibilities:

(1a) It is 8 o’clock Hurry up!
Take your time!
Turn on the radio!
Go brush your teeth!

Now, let us see what happens if we introduce two modifiers to (1), already and only respectively, as in

(1’) It is already 8 o’clock


(1’’) It is only 8 o’clock..

All things equal, from (1’) we can no longer conclude, “Take your time” (as we could from (1)), but only, “Hurry up”; on the other hand, from (1’’) we can no longer conclude, “Hurry up”, but only, “Take your time”. And why is that supposed to be so surprising? Because (1), (1’), and (1’’) refer to the very same (chronological) fact, namely, that it is 8 o’clock: while (1) allows a multitude of conclusions, (1’) only allows conclusions oriented in the direction of lateness, and (1’’) the conclusions oriented in the direction of earliness. How is that possible if (1), (1’) and (1’’) refer to the same chronological fact, if the basis of (1), (1’), and (1’’) is the same state of affairs? Well, this “same state of affairs” is viewed from different angles: in one case, (1’), 8 o’clock is viewed (and represented) as late, in the other, (1’’), 8 o’clock is viewed (and represented) as early. Read more

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ISSA Proceedings 1998 – Linguistically Sound Arguments

ISSAlogo1998The centuries-long discussion as to what constitutes “good” argument has often found supporters and opponents on the basis of the standards selected to evaluate argument. Ancient standards of technical validity have been the subject of some twentieth-century scrutiny. No issue is more fundamental to the study of argumentation than the question of what constitutes good argument. Our legitimacy as critics, practitioners and teachers of argumentation rests upon our ability to evaluate, construct and describe good arguments. Historically, argument scholars have relied primarily upon formal standards borrowed from the field of logic to provide necessary evaluative criteria. In the latter half of this century, however, those criteria have increasingly been attacked as being inappropriate or, at least, insufficient for the study of both public and personal argumentative discourse. Stephen Toulmin has suggested we replace the mathematical model of argument with one from jurisprudence, thus focusing on the soundness of the claims we make, especially as we use argument in “garden variety discourse.”(Toulmin, 1958). Other theorists quickly followed Toulmin’s lead.

1. Recent Interpretations of Good Argument
While a few theorists (Willard, 1979) have gone so far as to reject logical standards, most others continue to recognize their usefulness as a part of broader schemas for evaluation of argument. Toulmin’s dissatisfaction with the rigidity and formalism of logic led him to propose a more open and flexible model of argument and to suggest that the evaluation of arguments involves the application of both traditional field invariant standards and previously overlooked field specific standards (Toulmin, 1958). Perelman and Olbrechts-Tyteca have advanced the concept of the universal audience composed of critical listeners, which presumably restrains advocates from making spurious arguments. At the same time, they suggest we consider adherence as the goal of argument, a focus on the intersection of psychological effects and logical strength (Perelman and Olbrechts-Tyteca, 1969). Drawing on the work of earlier scholars, McKerrow describes a good argument as one  which provides “pragmatic justification (McKerrow, 1977). This interpretation places emphasis on the “rational perusal of arguments” by an audience in a dialectic-like relationship. Farrell interprets validity in terms of “soundness” of a rhetorical argument. An argument is sound if it conforms to three conditions:
1. is addressed to an empowered and involved audience,
2. conforms to the consensual standards of the specific field, and
3. is consistent with social knowledge (Farrell, 1977).

Zarefsky defines good argument as one that is “reasonable,” and one is reasonable if “the form of inference is free of obvious defects, and the underlying assumptions of the argument are shared by the audience” (Zarefsky,1981:88).

Collectively, these authors and others suggest that good arguments are ones that have, at least, some claim to rationality and are based upon premises and standards acceptable to the specific audiences being addressed. While these conditions serve as minimal standards for good argument, they are, in our judgment, incomplete and lacking in explanatory power. What is missing from current analyses is a consideration of the role of language. Careful language usage is necessary for the construction of sound arguments, and effective language is the key to persuasive argumentation. We define a good argument as one that is linguistically sound. The term “linguistically sound” is intended to encompass three conditions. A linguistically sound argument:
1. conforms to the traditional field invariant standards of inductive and deductive argument,
2. is based upon data appropriate to the audience and field, and
3. is expressed in language that enhances the evocative and ethical force of argument.

In the sections that follow, we will demonstrate how each of these conditions is linguistically based and how a linguistic perspective helps to explain the strength of the argument. Read more

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ISSA Proceedings 2014 ~ A Study Of Undergraduate And Graduate Students’ Argumentation In Learning Contexts Of Higher Education

Abstract: This study sets out to examine to what extent the arguments used by undergraduate and graduate students refer to scientific notions and theories related to the discipline taught in the course. The results of this study indicate that only graduate students advance arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course, whereas undergraduate students typically advance arguments based on common-sense knowledge and previous personal experience.

Keywords: Argumentative Strategies, Higher Education, Pragma-Dialectical Approach, Qualitative Research, Student-Teacher Interaction

1. Introduction
In the learning contexts, argumentation is not a heated exchange between rivals that results in winners and losers, or an effort to reach a mutually beneficial compromise; rather it is a form of “logical discourse whose goal is to tease out the relationship between ideas and evidence” (Duschl et al., 2007, p. 33). Argumentation enables students to engage in knowledge construction, shifting the focus from rote memorization of notions and theories to a complex scientific practice in which they construct and justify knowledge claims (Kelly & Chen, 1999; Sandoval & Reiser, 2004). Notwithstanding, current research indicates that learning how to engage in productive scientific argumentation to propose and justify an explanation through argument is difficult for students. Thus, empirical research that examines how students generate arguments has become an area of major concern for science education research.

The present study intends to provide a further contribution to the line of research on student-generated arguments. It specifically focuses on the learning context of higher education and sets out to investigate the arguments used by undergraduate and graduate students in Developmental Psychology during the disciplinary discussions with their teacher and with their classmates, i.e., task-related discussions concerning the discipline taught in the course. In particular, the objective of the present study is to verify the following two hypotheses:

1. “Undergraduate students draw their arguments from common sense and personal experience more often than graduate students”.
2. “Graduate students put forth arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course, i.e., Developmental Psychology, more often than undergraduate students”.

These two hypotheses will be verified by means of a small-scale corpus study, and this certainly limits the generalizability of the results obtained by the present. A larger database would probably permit more quantitatively reliable data for certain statistical relationships, thus drawing conclusions of general order. However, the careful study of a small number of conversations will allow a more penetrating “data-close” analysis of the argumentative dynamics in the classroom. In order to focus on the arguments used by students, the object of investigation will be the argumentative discussions between students and teacher, as well as among students, occurring during their ordinary lessons, rather than an ad hoc setting created to favour the beginning of argumentative discussions. Tools developed in argumentation theory will be useful in this respect as they can be employed to respond to this need. The analytical approach for the selection of the students’ arguments is, in fact, the pragma-dialectical ideal model of a critical discussion (van Eemeren & Grootendorst, 1992, 2004).

The paper is structured as follows: in its first part, a concise review of the most relevant literature on argumentation in learning contexts of higher education will be presented. Afterwards, the methodology on which the present study is based and the results of the analyses will be described. In the last part of the article, the results and the conclusions drawn from this study will be discussed. Read more

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ISSA Proceedings 2014 ~ Negotiation Versus Deliberation

Abstract: Negotiation and deliberation are two context types widely studied in the argumentation literature. However, one issue that still must be addressed is how to distinguish negotiation and deliberation in practice. In this paper, I seek to develop linguistic criteria to identify instances of these genres in discourse. To this end, I characterise the felicity conditions of the superordinate speech acts defining and structuring deliberation and negotiation encounters.

Keywords: Deliberation, negotiation, offer, proposal, superordinate speech act.

1. Introduction
Most contemporary argumentation theorists agree that fallacy judgments are, ultimately, context-dependent. Accordingly, over the last two decades we have witnessed a wave of attempts to characterise different types of contexts and formulate specific reasonableness conditions for the use of argumentation within each of them. Among these attempts, those carried out by Walton and the pragma-dialectical school are probably among the most systematic and advanced.

In Walton’s (1998) approach, context types are conceptualised as ‘dialogue types’: i.e., as exchanges of speech acts between two speech partners governed by a primary goal and a set of rules. Within the pragma-dialectical framework (Van Eemeren, 2010), context types are partly studied through the concept of ‘discourse genres’, conceived as “socially ratified ways of using language in connection with a particular type of social activity” (Fairclough, 1995, p.14).

‘Negotiation’ and ‘deliberation’ are two among a number of other context types that have been studied by these authors. Walton and Krabbe (1995) have proposed a characterisation based, mainly, on their primary goals and rules; pragma-dialecticians have characterised the two contexts in terms of their communicative conventions and the constraining force of those conventions on argumentative discourse. Thanks to these descriptions, it has become possible to carry out context-sensitive and, thereby, more nuanced evaluations of argumentative discussions.

However, one issue that still must be addressed by the aforementioned contextual approaches to argumentation is how to distinguish negotiation and deliberation in practice. Since negotiation and deliberation share important features – both are collective decision-making procedures centred on the practical question ‘what to do’ – they can be easily confused during the process of analysing actual fragments of discourse. This difficulty is compounded by the fact that it has not yet been made clear which of the rules or conventions specified for each genre are – to use a well-known distinction – ‘constitutive’ and which are only ‘regulative’ of these practices (Rawls, 1955; Searle, 1969). Constitutive rules or conventions not only regulate, but also define the activity they regulate. Thus, constitutive rules or conventions are reliable criteria to distinguish one genre from another. Regulative rules or conventions, by contrast, only regulate a pre-existing activity and are, for this reason, unreliable criteria. If, for example, one of the parties violates a regulative convention of the genre of deliberation, it does not necessarily mean that the parties are not deliberating. It may just means that one party is behaving fallaciously.

With a view to contributing to the study of argumentation in context, this paper seeks to develop criteria that can help the analyst distinguish negotiation and deliberative practices. In this endeavour, I will use pragma-dialectics as my main theoretical starting point. Read more

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ISSA Proceedings 2014 ~ Interplay Of Implicitness And Authority: Some Remarks On Roman Rhetorical Ethos

Abstract: In the paper we present an analysis of ethos in the early Roman rhetoric. After a brief conceptualization of “Roman” ethos and different social roles of orator Romanus, we apply such a view of ethos to the Verschueren’s model of linguistic pragmatics. Focusing on different types of implicit meaning we demonstrate how an interaction between the explicit and the implicit reflects a discursive construction of a speaker’s character.

Keywords: argumentation, authority, ethos, implicit meaning, linguistic pragmatics, Roman rhetoric.

1. Introduction
The research of rhetorical ethos varies from historical and theoretical conceptualizations to practical instances as well as possible approaches for analysis. In this paper we focus on Roman rhetorical ethos and its representations as they can be reconstructed from the texts of early Roman republic. As a general conceptual framework we adopt a more socio-cultural viewpoint on rhetorical ethos and try to apply it to the field of linguistic pragmatics.

Rhetorical ethos reveals at least three characteristics that should be kept in mind when classical texts are considered: a) being a part of oratorical practice, ethos is primarily rooted in a Greco-Roman socio-cultural world (Enos, 1995); b) ethos as a theoretical concept of Greco-Roman rhetorical system significantly extends over Aristotle’s or Isocrates’ conceptualizations as two most frequently studied directions in classical rhetoric (Amossy, 2001; Žmavc, 2012); c) in terms of ancient cultural presuppositions of character as a moral and pragmatic category (May, 1988), ethos as a rhetorical representation of such character manifests itself through different means, which all gravitate towards the same rhetorical purpose: to secure a speaker’s successful persuasion of their audience.

In this case study we are interested in the function, forms and contexts of Roman ethos and its explicit/implicit nature, where speakers, along with what they say explicitly, try to communicate something else in terms of presenting their character. The purpose of our investigation is grounded in the nature of the early Roman rhetoric and the speaker/orator as a focal point of public persuasion. It is a well known fact that in Roman society especially in the 3rd and 2nd century B.C. most of the public performance was limited to the members of governing elite.[i] Hence, rhetorical ethos as a persuasion strategy based on a presentation of speaker’s character reflected and at the same time helped to secure their dominant social position.

Considering specifics of socio-cultural context of Roman rhetoric, our main objective is to analyse rhetorical ethos as a certain manifestation of language use, which is anchored in the context of early Roman rhetoric as a time and place specific communicative practice. With such perspective we hope to contribute to an understanding of early Roman rhetorical ethos as well as set an example of methodological framework for further comparative and contrastive perspectives in analysis of rhetorical ethos. Read more

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