Argumentation for machine learning: a survey

Existing approaches using argumentation to aid or improve machine learning differ in the type of machine learning technique they consider, in their use of argumentation and in their choice of argumentation framework and semantics. This paper presents a survey of this relatively young field highlighting, in particular, its achievements to date, the applications it has been used for as well as the benefits brought about by the use of argumentation, with an eye towards its future

Subjective Logic and Arguing with Evidence

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Abduction and Dialogical Proof in Argumentation and Logic Programming

We develop a model of abduction in abstract argumentation, where changes to an argumentation framework act as hypotheses to explain the support of an observation. We present dialogical proof theories for the main decision problems (i.e., finding hypothe- ses that explain skeptical/credulous support) and we show that our model can be instantiated on the basis of abductive logic programs.Comment: Appears in the Proceedings of the 15th International Workshop on Non-Monotonic Reasoning (NMR 2014

Supporting public decision making in policy deliberations: An ontological approach

This is the post-print version of the Paper. The official published version can be accessed from the link below - Copyright @ 2011 SpringerSupporting public decision making in policy deliberations has been a key objective of eParticipation which is an emerging area of eGovernment. EParticipation aims to enhance citizen involvement in public governance activities through the use of information and communication technologies. An innovative approach towards this objective is exploiting the potentials of semantic web technologies centred on conceptual knowledge models in the form of ontologies. Ontologies are generally defined as explicit human and computer shared views on the world of particular domains. In this paper, the potentials and benefits of using ontologies for policy deliberation processes are discussed. Previous work is then extended and synthesised to develop a deliberation ontology. The ontology aims to define the necessary semantics in order to structure and interrelate the stages and various activities of deliberation processes with legal information, participant stakeholders and their associated arguments. The practical implications of the proposed framework are illustrated.This work is funded by the European Commission under the 2006/1 eParticipation call

Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks