Sincere and Insincere Arguing

Abstract: In this paper, we contend that there are two ways of arguing, namely sincere and insincere arguing. We draw such a distinction, based on the felicity conditions of the complex speech act of arguing as modelled in van Eemeren and Grootendorst’s pragma-dialectical approach. We introduce a conversa-tional setting, which contains a speech act of arguing that does not count as in-sincere arguing, while being a sui gene-ris form of sincere arguing. We desig-nate it as “cooperative inquiry”. Finally, we show that argument evaluation plays a key role in determining whether an in-stance of arguing counts as either argu-ing sincerely or insincerely. Résumé: Dans cet article, nous affir-mons qu’il existe deux manières d’argu-menter, à savoir l’argumentation sincère et l’argumentation non sincère. Nous établissons une telle distinction, basée sur les conditions de félicité de l’acte de parole complexe consistant à argu-menter, tel que modélisé dans l’ap-proche pragma-dialectique de van Eemeren et Grootendorst. Nous intro-duisons un cadre conversationnel, qui contient un acte de parole d\u27argumenta-tion qui n\u27est pas considéré comme une argumentation non sincère, tout en étant une forme sui generis d\u27argumentation sincère. Nous la désignons comme « enquête coopérative ». Enfin, nous montrons que l’évaluation des argu-ments joue un rôle clé pour déterminer si un cas d’argumentation compte comme une argumentation sincère ou non

Justifier la théorie épistémologique de l\u27argumentation: Sur l’approche d’Harvey Siegel

This article discusses Harvey Siegel’s general justification of the epistemological theory of argumentation in his seminal essay “Arguing with Arguments." On the one hand, the achievements of this essay are honoured—in particular, a thorough differentiation of the different meanings of ‘argument’ and ‘argumentation,’ the semantic justification of the fundamentality of arguments as sequences of propositions, and the detailed critiques of alternative theories of argumentation. On the other hand, suggestions for strengthening the theory are added to Siegel\u27s expositions, which make different perspectives within the epistemological theory of argumentation recognisable.On discute de la justification générale par Harvey Siegel de la théorie épistémologique de l\u27argumentation dans son essai fondateur « Arguing with Arguments ». D\u27une part, les réalisations de cet essai sont honorées, en particulier une différenciation approfondie des différentes significations de « argument » et « argumentation », la justification sémantique de la fondamentalité des arguments en tant que séquences de propositions, et les critiques détaillées des solutions alternatives. D\u27autre part, des suggestions visant à renforcer la théorie sont ajoutées aux exposés de Siegel, qui en même temps font reconnaître différentes perspectives au sein de la théorie épistémologique de l\u27argumentation

Medieval Crime: English Peasants and Trends in Crime

The author attempts to discover if modern day statistics of crime are similar to the crimes committed by medieval peasants by reviewing medieval crime records. The paper seeks to answer the question: Was there a correlation between poverty and crime for medieval peasants? The author discovers this correlation upon many other topics, such as who was more likely to commit a crime, and the role women played in the medieval crime system

Step 1: How to do a podcast

In this episode, two University of Windsor Outstanding Scholars Students Grace Taylor and Krishali Kumar interview Anne Rudzinski and Tim Brunet about how to plan a podcast. The UWill Discover Podcast is a University of Windsor initiative of the UWill Discover Sustainable Futures project. UWill Discover is a year-long program where University of Windsor undergraduate and graduate students share their experiences in doing creative and research work. Students can participate in: a week-long conference writing workshops a writing retreat a STEMx Policython (like a hackathon for policymaking) publishing the UWill Discover Journal The UWill Discover publications are archived through the wonderful work of the Leddy Library at Scholarship at UWindsor. Learn more about the project at the UWill Discover Sustainable Futures website

Recipes for Life: Black Women, Cooking, and Memory

In African American history, food has functioned as expression of colonial power and control, and as a source of Black celebration and liberation. Cookbooks written by Black women from the mid-eighteenth century to late twentieth century reflect the long history of the development of African American cuisine. These texts are practical and instructional, while also offering insights into the transnational development of food as an expression of cultural history through African, Indigenous, and European influences. African Americans, and more specifically Black women, have contributed to the food history of the Southern United States by developing a distinct African American cuisine and creating the texts by which to publicly declare their knowledge and ensure its survival. By analyzing the cookbooks of Malinda Russell, Edna Lewis, Vertamae Smith-Grosvenor, and Carole and Norma Jean Darden, a timeline of cookbooks from the Civil War to the Black Power Movement can be established. Their commonalities, including the use of cookbooks as autobiographies, community memoirs, and genealogical records, are features that resonated with the Civil Rights Movement in the latter half of the twentieth century. Food is more than a means of survival. It is a constantly evolving expression of culture, people, and celebration

Social Work Practica in Family Defense: A Model for Critical Field Education

Over the last two decades, there has been a growing movement in social work education calling for the centering of anti-oppressive and critical approaches. As field education is considered social work’s “signature pedagogy,” it must central to any program of critical social work education. This study explores a type field education site that explicitly engages in the activism and resistance work inherent in critical practice – holistic family defense. Ten social work field instructors from nine different family defense practices were interviewed about the structure, goals, and perceived outcomes of their internship programs and recommendations for expanding social work practica in family defense and related contexts. Results illustrate how field placements in family defense practices allow students to increase their awareness of how racism, classism, and misogyny are enacted and reproduced through government systems, learn to question the dominant discourses around ideas of “protecting children,” re-examine social work’s participation and collusion in systems of control, and engage in the direct work of challenging systems of oppression and injustice. Recommendations are made for expanding social work practica in family defense and developing additional sites for critical field education

Decolonizing Higher Education Pedagogy: From Theory to Practice

While the notion of an anti-racist curriculum is not new, many higher education instructors have not made the transition from a decolonized curriculum to an equally decolonized pedagogy. From a conceptual standpoint, the transition is understood but the actualization of this cyclical process is at times, not as smoothly executed. Deconstructing delivery is a daunting prospect for faculty, especially for those most invested in the content of their practice. As a result, this paper draws upon both evidenced-based practices and the practical application of decolonizing tertiary-level instruction. Utilizing a Transformative Learning lens, this article details the experiences of a college curriculum renewal project and the subsequent considerations and changes in practice that ensued in the adoption and delivery of an anti-racist curriculum