ISSA Proceedings 2014 – Conductive Argumentation, Degrees Of Confidence, And The Communication Of Uncertainty

• by: Sharon Bailin - Faculty of Education, Simon Fraser University, Critical Inquiry Group, Vancouver, Canada & Mark Battersby - Capilano University (retired), Critical Inquiry Group, Vancouver, Canada

Abstract: The paper argues that there is an epistemic obligation to communicate the appropriate degree of confidence when asserting conclusions in conductive argumentation. Contrary to the position of some theorists, we argue that such conclusions frequently are, and should be expressed with appropriate qualifications. As an illustration, we discuss the case of the Italian scientists tried for failing to convey to the public appropriate warnings of the risks of the earthquake in L’Aquila.

Keywords: conductive argumentation, judgment confidence, expression of uncertainty

1. Prologue
On April 6, 2009, a magnitude 6.3 earthquake struck L’Aquila, Abruzzo, resulting in considerable devastation and the death of 300 people. Seven Italian officials and scientists were subsequently put on trial for manslaughter. The accusation was that scientists presented incomplete, inconsistent information which falsely assured the public and caused the deaths of 30 residents. The usual practice when an earthquake was likely was for residents to sleep outside, but it was alleged that because of the assurance, these individuals remained in their houses and were killed in the quake (Ashcroft 2012). The prosecution argued that the assessment of risk communicated to the public was unjustifiably optimistic and that lives could have been saved had people not been persuaded by the assurances to remain in their houses (Hooper 2012). In 2012, the scientists were found guilty of manslaughter and sentenced to six years in prison.

We will return to this case later. We have no intention to try to evaluate its merits, but we shall examine the issues it raises regarding the obligation to communicate an appropriate degree of certainty or uncertainty in one’s judgments. Read more

ISSA Proceedings 2014 – The Integration Of Pragma-Dialectics And Collaborative Learning Research: Argumentation Dialogue, Externalisation And Collective Thinking

• by: Michael J. Baker - Department of Economic and Social Sciences, Telecom ParisTech & Centre National de la Recherche Scientifique, France

Abstract: This paper describes extensions of pragma-dialectical theory for analysing learning processes in students’ argumentation dialogues. It is argued that although pragma-dialectics is the most appropriate theory in this context, it needs to be ‘psychologised’ by the consideration of additional discursive, dialogical, epistemological, interpersonal and affective dimensions of dialogue. In conclusion, prospects for new rapprochement between argumentation theory and psychology are discussed.

Keywords: collaborative learning, argumentation dialogue, pragma-dialectics, psychology, externalisation principle

1. Introduction
Over the past two decades, a specialised subfield of collaborative learning research (Dillenbourg, Baker, Blaye & O’Malley, 1996) has emerged, called “collaborative argumentation-based learning” (see, for example, the collective works: Andriessen & Coirier, 1999; Andriessen, Baker & Suthers, 2003; Muller Mirza & Perret-Clermont, 2009). Its general aims are to understand how and what students could learn (apart from argumentation competencies themselves) from engaging in pedagogical activities based on argumentation, such as debates, writing argumentative texts, or joint problem-solving that involving spontaneous phases of argumentative interaction. However, collaborative argumentation-based learning research has been mostly carried out either on the basis of everyday notions of what “argument” is, or else by drawing on a limited set of argumentation theories (e.g. the model of Toulmin, 1958) that that are not necessarily well adapted to the task at hand, i.e. analysing argumentative interaction.

This paper explores the relevance and utility of the pragma-dialectical theory of argumentation (e.g. van Eemeren & Grootendorst, 1984) for analysing students’ argumentation dialogues in a way that brings to light interactive learning processes. I propose firstly that the pragma-dialectical theory of argumentation is the most appropriate approach to analysing students’ argumentation dialogues given — quite simply — that it is a theory of argumentation in dialogue, and that the components of the theory are generally applicable to the data. Secondly, I propose that in order to understand collaborative arguing to learn, within a specific domain, notably with respect to conceptual elaboration, a broad pragma-dialectical framework is also well fitted to the task, provided that additional dimensions of social interaction are taken into account. For the empirical support of the relevance of these dimensions to analysing students’ argumentation dialogues, this paper draws on the author’s previously published work (for example, Baker, 1999, 2002, 2003, 2009) on the analysis of corpora of students’ problem solving dialogues in physics, biology and geography. Read more

ISSA Proceedings 2014 – Controversy, Racial Equality, And American World War I, Cemeteries In Europe

• by: V. William Balthrop & Carole Blair - Department of Communication Studies, University of North Carolina, Chapel Hill, USA

Abstract: Approximately two million U.S. soldiers were deployed to the Western Front during WWI. The vast majority of those killed were repatriated to the United States and buried in racially segregated plots. Still, nearly 32,000 remain in U.S. cemeteries in Europe which are not segregated by race. Controversy may arise over the transgression of boundaries and borrow from both discursive and nondiscursive arguments. These integrated cemeteries constitute an argument grounded in materiality against racial segregation.

Keywords: argumentation, American cemeteries, controversy, distribution of the sensible, material argument, nondiscursive argument, Rancière, World War I.

1. Introduction
The American Expeditionary Force deployed more than two million U.S. soldiers to the Western Front during World War I. Despite the desire of many to leave the nearly 80,000 American dead in overseas cemeteries, the vast majority were repatriated to the United States at the request of next of kin. Many of them were buried in U.S. national cemeteries, Arlington National Cemetery for example, and, following accepted practice, were placed in racially segregated plots. Still, not all were returned and nearly 32,000 remain in eight U.S. cemeteries in Europe (six in France, one in Belgium and one in England). There was one remarkable difference between the cemeteries: Those in the U.S. were racially segregated, while those in Europe were racially integrated.

This essay examines this occurrence as a significant moment in the controversy over racial equality. Goodnight (1991, p.2) notes that controversy may arise over the transgression of boundaries and borrow from a “broad range of both discursive and nondiscursive argument.” We contend that the presence of integrated cemeteries in Europe constitutes an oppositional, material argument against the then accepted practice of racial segregation. We also believe that Jacques Rancière’s (2004, p. 1) concept of the “distribution of the sensible” offers valuable insights into the function of this nondiscursive argument. Read more

ISSA Proceedings 2014 – Interpersonal Argumentation Through The Context Of Distributed Cognition: The Case Of Christian Sermon

• by: Natalia Barebina - Department of foreign languages, Baikal National University of Economics and Law, Russia

Abstract: According to the biocognitive paradigm, communication is joint activity aimed at creating a consensual domain of interactions, including linguistic interactions. Applying this approach to the study of interpersonal argumentation gives an opportunity to view language in communication as a part of social and physical environment. The most important component of this environment is socially and subjectively conditioned values, patterns of social behavior. We argue that the aforesaid component is an implicit constituent element of persuasion.

Keywords: Communication, the Coordinative Function of Language, Distributed Cognition, Ethos, Strategic Maneuvering, Topos.

1. Background
In a vast literature argumentation is considered as a rationally organized type of discourse. Primarily, it is analyzed from the point of view of the persuasive function of argumentative speech. Secondly, it is often seen as a means to resolve a difference of opinion. For the present purposes, the notable feature of argumentation is that it is seen as verbal and social activity, or behavior. In this regard, issues focusing on speech communication seem very promising as a way to tackle such problems in the study of argumentation as the production and interpretation of argumentative speech, its understanding, the problem of context, individual argumentative competence. However, despite the wealth of literature on argumentation studies, scholars specializing in speech communication don’t often seem to be working “from a clear and common perspective” (Eemeren, 1996, p. 191). So, the aim of this paper is (1) to introduce a new approach to linguistic research in argumentative interactions which is closely connected with communicative and cognitive science, and (2) present a method of analysis illustrated by examples of arguments from the Bible. Read more

ISSA Proceedings 2014 – Delineating The Reasonable And Rational For Humans

• by: Michael D. Baumtrog – ArgLab, IFL, Universidade Nova de Lisboa, Portugal

Abstract: The notions of “rational” and “reasonable” have much in common but are not synonymous. Conducting a review of the literature points to (at least) two distinct but related ideas as well as a middle “grey” area. This paper investigates and compares some characterizations of these notions and defends the view that focusing on reasonableness is best for those interested in human instances of reasoning and argumentation.

Keywords: argumentation theory, consistency, human, rational, reasonable.

1. Introduction
Glenn Greenwald, while speaking of his and his colleague Laura’s initial gut instinct affirming the credibility of the leaker who would later be revealed as Edward Snowden, explains that, “[r]easonably and rationally, Laura and I knew that our faith in the leaker’s veracity might have been misplaced” (2014, p. 13). Greenwald then goes on to offer reasons for this claim, such as not knowing the leaker’s name, recognizing the possibility that the leak could be an attempt at entrapment, or that the leaker could be someone just looking to ruin their credibility. As an accomplished journalist, author, and former litigator, Greenwald is no stranger to recognizing the importance of words, their definitions, and how they are received by his audience. Thus, I suspect he articulated the possibility of his and Laura’s error on both reasonable and rational grounds for a reason, even though he does not provide an explanation regarding the difference between them.

As van Eemeren and Grootendorst have pointed out, “[w]ords like “rational” and “reasonable” are used in and out of season in ordinary language. It is often unclear exactly what they are supposed to mean, and even if it is clear, the meaning is not always consistent” (2004, p. 123). Accordingly, the point of this paper is to investigate some of the differences between the ideas of the reasonable and rational from a philosophical perspective, but which I hope will also sound reasonable to the everyday language user. In what follows I will argue that there is some consistency in the two related but distinct ideas which emerge across a variety of texts. I will further argue that the notion of the rational is typically narrower than the notion of the reasonable and that those interested in investigating human reasoning and argumentation ought to focus on reasonableness. In order to proceed, I will start the second section by reviewing some characterizations of the notion of rationality. The third section, then, will discuss the notion of the reasonable, followed by a comparison of the two ideas in the fourth section. The conclusion will summarize the arguments presented and indicate avenues for future research. Read more

ISSA Proceedings 2014 – Can Argumentation Skills Become A Therapeutic Resource? Results From An Observational Study In Diabetes Care

• by: Sarah Bigi - Department of Linguistic Sciences and Foreign Literatures, Catholic University of the Sacred Heart, Milano, Italy

Abstract: The paper describes results from an observational study on argumentation in the medical setting, which show how and why argumentation skills can become a useful therapeutic tool in chronic care. The results of the study show that the therapeutic goals of chronic care are strongly linked to dialogic activities such as argumentation, explanation, decision making and information giving. The article discusses how doctors’ argumentation skills can be improved, especially in the crucial phase of shared decision making.

Keywords: argumentation schemes, chronic care, decision making, doctor-patient communication, medical argumentation.

1. Introduction
When we consider the relationship between the study of argumentation and the professions, the legal domain is probably the one in which the usefulness and applicability of argumentation skills for the achievement of professional goals is the clearest. Such link between the effective use of argumentation and professional goals, however, has not been as clear in other professional domains, such as the medical one.

The medical profession has developed in a such a way that for a long time it did not seem particularly relevant for physicians to be also good communicators and to have particular argumentation skills (see, Moja & Vegni, 2000; Roter & Hall, 2006). The trend of patient-centered care has progressively eroded the paternalistic, biomedical paradigm, collecting evidence to show that when communication between doctors and patients is good, significantly better clinical outcomes are reached. However, it has also been observed that there is still lack of evidence as to exactly which aspects of communication correlate positively with clinical outcomes (Epstein and Street, 2011). Read more