A Labelling Framework for Probabilistic Argumentation

The combination of argumentation and probability paves the way to new accounts of qualitative and quantitative uncertainty, thereby offering new theoretical and applicative opportunities. Due to a variety of interests, probabilistic argumentation is approached in the literature with different frameworks, pertaining to structured and abstract argumentation, and with respect to diverse types of uncertainty, in particular the uncertainty on the credibility of the premises, the uncertainty about which arguments to consider, and the uncertainty on the acceptance status of arguments or statements. Towards a general framework for probabilistic argumentation, we investigate a labelling-oriented framework encompassing a basic setting for rule-based argumentation and its (semi-) abstract account, along with diverse types of uncertainty. Our framework provides a systematic treatment of various kinds of uncertainty and of their relationships and allows us to back or question assertions from the literature

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

SAsSy - Making Decisions Transparent with Argumentation and Natural Language Generation

Peer reviewedPublisher PD

Justifying Inference to the Best Explanation as a Practical Meta-Syllogism on Dialectical Structures

This article discusses how inference to the best explanation (IBE) can be justified as a practical meta-argument. It is, firstly, justified as a *practical* argument insofar as accepting the best explanation as true can be shown to further a specific aim. And because this aim is a discursive one which proponents can rationally pursue in--and relative to--a complex controversy, namely maximising the robustness of one's position, IBE can be conceived, secondly, as a *meta*-argument. My analysis thus bears a certain analogy to Sellars' well-known justification of inductive reasoning (Sellars 1969); it is based on recently developed theories of complex argumentation (Betz 2010, 2011)

Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science

Toulmin's definition of argument has been used by researchers as a theoretical perspective on argument and as a methodological tool for analysing episodes of oral argumentation. An adaptation of Toulmin's framework used by researchers has informed a professional development programme for teachers. Research on the impact of the programme on pedagogic practice shows that Toulmin-based materials are advantageous in helping teachers to conceptualise argument and model it for students. However focus on the process of argumentation limits any consideration of the content and quality of evidence. Toulmin's framework can also be used to evaluate student outcomes when using argumentation software

Report on argumentation and teacher education in Europe

This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally

Action and Ethics. A Historical Perspective on the Late Frankfurt School (Apel, Habermas, Wellmer)

I shall delineate what I see as the strength and relevance of transcendental-pragmatics within the intellectual setting in the post-war period. I shall indicate how the discussions within transcendental-pragmatics have revealed inherent challenges, while at the same time the intellectual and institutional surroundings have changed unfavorably during the last few decades. And I shall briefly indicate how these inherent challenges and new constellations could and should be met, to the effect that transcendental-pragmatics could reveal its philosophical importance and practical relevance under changed conditions; the catchword here is gradual (melioristic) reasoning