ISSA Proceedings 2010 – The Collective Antagonist: Multiple Criticism In Informal Online Deliberation

• by: Marcin Lewiński - University of Amsterdam

1. Introduction
Argumentative practices in various forums for computer-mediated, or online, communication have been an object of increasing interest among argumentation researchers (see, inter alia, Aakhus 2002a, 2002b, Amossy this volume, Chaput & Campos 2007, Doury 2005, Jackson 1998, Lewiński 2010, Weger & Aakhus 2003). In accordance with the descriptive and normative functions of argumentation theory, such studies combine, in a more or less balanced manner, analysis of some modes or patterns of argumentation characteristic of online formats for discussion with attempts at evaluating the patterns under study, or the format at large, against a certain idealised context for argumentative discussion (such as the pragma-dialectical model of a critical discussion). In this paper, I focus on one pattern of argumentation – the collective antagonist – that can be distinguished in discussions held in political Web-forums accessible through Google Groups. In the pattern of the collective antagonist groups of individual arguers jointly criticise argumentation advanced by other arguers. The goal of the paper is to give a pragma-dialectical account of this pattern in both descriptive and normative terms. Hence the main questions to be addressed are: How can pragma-dialectics contribute to a more subtle understanding of a pattern of collective criticism? Is collective criticism conducive or obstructive to realising reasonable forms of argumentation embodied in the ideal model of a critical discussion? Finally, what are the possible challenges that the analysis and evaluation of collective online criticism opens for argumentation theory?

In order to address these questions, I will proceed in four basic steps. First (section 2), I will describe these characteristics of online discussion forums that are directly relevant to the task of investigating and assessing collective criticism. Second, (section 3), I will analyse the pattern of the collective antagonist on the basis of a fragment of an actual online discussion. Third (section 4), I will examine the potential of collective online criticism for supporting reasonable argumentative discussions. Finally (section 5), I will mention some methodological and theoretical challenges that the analysis and evaluation of online discussions can pose to argumentation theory, and pragma-dialectics in particular. Read more

ISSA Proceedings 2010 – How Critical Is The Dialectical Tier? Exploring The Critical Dimension In The Dialectical Tier

• by: Qingyin Liang & Yun Xie - Sun Yat-sen University

1. Introduction
About two years ago, one of the authors of this paper [i] once wrote another paper discussing the dialectical approach within Pragma-Dialectics and Blair and Johnson’s informal logic theory. In a section of that paper, he made the following two points about Johnson’s notion of dialectical tier: “The dialectical tier within an argument marks that the thesis is critically established, and a dialectical history of an argument reveals that the argument is critically developed.” And “the requirement of manifest rationality can be regarded as requiring a process of critical testing for seeking the strongest or the most appealing reasons and better arguments” (Xie, 2008). Both points, unfortunately, brought back Johnson’s negative comments in their later correspondence. Johnson’s remark on the first point is “This is not clear to me”, and on the second, “Not sure of this”.

Besides the author’s disappointment, still there are interesting topics emerged for further investigation. Why does Johnson disagree with this interpretation of his dialectical tier? And what is the relation between the dialectical tier and the critical scrutiny function in argument? In this paper we would like to dig deeper on these issues. We will begin with explaining the critical view of argument, and then re-examine the above two points based on a careful reading of Johnson’s own views on the dialectical tier and manifest rationality. On that basis, we will then try to further explore the critical dimension within dialectical tier by bridging together the critical view of argument and Johnson’s theory of argument. After that, we conclude with some remarks on exploring the critical dimension within the study of argument. Read more

ISSA Proceedings 2010 – The Inferential Work Of The Addressee: Recovering Hidden Argumentative Information

• by: Vincenzo Lo Cascio - University of Amsterdam

In a recent book (Lo Cascio 2009) was suggested that people from the south of Europe leave a lot of information unsaid, requiring of the decoder the very arduous task of filling the non given or unwritten information, and of recovering the content of the real, or deep meaning of the surface sentence or message. Actually, for somebody who comes from the Mediterranean area or Middle East, there are three ways of communicating:
1. The encoder gives only a partial message and the decoder must be intuitive enough to recover and to complete the remaining missing information. This gives the opportunity to the encoder to partially manifest his thoughts and hence the possibility to change his message according to the situation.
2. The encoder says something, but the real meaning of the message is something else. The decoder must then be capable of understanding the real message, i.e. of decoding the surface message but recovering its deep meaning. The advantage of this way of communicating for the encoder is enormous on the condition that the right decoder understands the real message. Understanding is based a) on the knowledge that the decoder has at disposal regarding the encoder’s background as well as b) on the evaluation he is able to give of the message he receives, according to the particular situation. Imagine for instance that somebody at a dinner says to someone else:
(1) I think they forgot to invite Heineken
in order to say:
(2) I am missing a glass of beer
3. The encoder does not say anything, but expresses his idea exclusively by means of his facial expression. The decoder then must be able to understand the situation and act accordingly. Read more

ISSA Proceediings 2010 – Improving The Teaching Of Argumentation Through Pragma Dialectical Rules And A Community of Inquiry

• by: Celso López & Ana María Vicuña - Pontificia Universidad Católica de Chile, Santiago

In this paper we reflect on how improving the teaching of argumentation following the pragma dialectical guidelines and the Philosophy for Children ideal of a “community of inquiry”, also enhances ethical education and contributes to the development of a better society.

According to Pragma Dialectics, in the “practical realm” of argumentation the aim of the teaching of argumentation should be to promote reflection on argumentation and to spur critical discussion. In A Systematic Theory of Argumentation, van Eemeren and Grootendorst (2004, p. 37) distinguish between “first”, “second” and “third order” conditions for critical discussion: the first order conditions are the willingness to respect the critical discussion rules, the second order conditions are the “internal” mental states that are pre conditions to a reasonable discussion attitude and the third order conditions are the “external” circumstances in which argumentation takes place (political requirements such as freedom of speech, non violence and pluralism).

We propose to focus on the creation of the second and third order conditions for such an education through the development of a “community of inquiry”, as it is understood and practiced in Philosophy for Children, that is, by the creation of an educational environment where both students and teachers feel free to express their opinions, yet, at the same time, are compelled to abide by the procedural and critical rules that encourage mutual challenge and cooperation.

A reflection on the ethical foundations of pragma dialectical rules, in connection with the underlying ethical principles required for the building of a “community of inquiry”, shows that the principles of equal respect and the common search for a provisory truth, modeled on Socratic dialogue, replace in both instances the traditional competitive scheme. The critical rationalistic ideal of reasonableness and the code of conduct based on equal respect reinforce each other to create the ideal model of a society of mutual respect and cooperation that provides the most appropriate frame for teaching both argumentation and ethics. Read more

ISSA Proceedings 2010 – Probabilistic Arguments In The Epistemological Approach To Argumentation

• by: Christoph Lumer - University of Siena

1. Introduction: the Epistemological Approach to Argumentation and Probabilistic Arguments
In this paper I present a proposal on how to conceptualise and handle probabilistic arguments in an epistemological approach to argumentation. The epistemological approach to argumentation is an approach which aims at rationally convincing addressees or, more precisely, which takes knowledge or justified belief of an addressee to be the standard output of argumentation (Biro 1987, p. 69; Biro & Siegel 1992, pp. 92; 96; Siegel & Biro 1997, pp. 278; 286; Lumer 1990, pp. 43 f.; 1991, p. 100; 2005b, pp. 219-220; Goldman 2003, p. 58).[i] Therefore, this approach develops criteria for valid and adequate arguments whose observance leads, or at least is intended to lead, to the production of that output: justified belief. The general way in which this goal is achieved is by guiding the addressee through a process of recognising the truth or acceptability of the argument’s thesis. An ordered sequence of judgements, i.e. the reasons, is presented to the addressee whose truths, according to a primary or secondary criterion of truth or acceptability, imply the truth or acceptability of the thesis and which are chosen in such a way that the addressee can immediately check whether they are true or acceptable (Lumer 1990, pp. 44-51; 2005b, pp. 221-224). Read more

ISSA Proceedings 2010 – Commemoration And Controversy: Negotiating Public Memory Through Counter-Memorials

• by: Roseann M. Mandziuk - Texas State University – San Marcos

Public memory continually is negotiated via competing frames of understanding such as forgetting, denial, repression, trauma, recounting and repositioning. As Stephan Feuchtwang (2006) insightfully notes, “public memory” consists of “both result/product as well as process – powers and activities of creating and erasing archives, of commemorating or denigrating or worse negating people or events, and of recording and ignoring narratives in chronicles, histories, and myths” (p. 176). Within the complexities of public discourse and argument, memorials often are established that commemorate a particular thread of memory. Such statues, monuments, and other objects are designed and located in public to communicate a set of values and an official version of the past. Yet, in response to such public memorials, art and objects often are located or circulated that challenge the dominant discourse about history and remembrance.

These “counter-memorials” – sometimes also called “antimemorials” and “counter-monuments” – function as sites of contestation, locating arguments in the public sphere that seek to discount, amend, or re-inscribe the past in alternative ways that directly challenge the idea that a single public memory is possible. In this essay I examine a variety of potential means for theorizing the rhetorical dimensions of the “counter-memorial,” and ultimately suggest a theoretical path through the works of Kenneth Burke as a significant foundation for understanding public memory debates. This essay then examines the rhetorical form of the “counter-memorial” by analyzing several key instances of the establishment of this oppositional discourse in public spaces. Read more