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Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL
Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N
The false promise of the better argument
Effective argumentation in international politics is widely conceived as a matter
of persuasion. In particular, the âlogic of arguingâ ascribes explanatory power
to the âbetter argumentâ and promises to illuminate the conditions of legitimate
normative change. This article exposes the self-defeating implications of the
Habermasian symbiosis between the normative and the empirical force of
arguments. Since genuine persuasion is neither observable nor knowable, its
analysis critically depends on what scholars consider to be the better argument.
Seemingly, objective criteria such as universality only camouflage such moral
reification. The paradoxical consequence of an explanatory concept of arguing
is that moral discourse is no longer conceptualized as an open-ended process of
contestation and normative change, but has recently been recast as a governance
mechanism ensuring the compliance of international actors with pre-defined
norms. This dilemma can be avoided through a positivist reification of valid
norms, as in socialization research, or by adopting a critical and emancipatory
focus on the obstacles to true persuasion. Still, both solutions remain dependent
on the âpersuasion vs. coercionâ problem that forestalls an insight into successful
justificatory practices other than rational communication. The conclusion
therefore pleas for a pragmatic abstention from better arguments and points to
the insights to be gained from pragmatist norms research in sociology
The Dimensions of Argumentative Texts and Their Assessment
The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in classroom discourse: dialogicity, accountability, relevance, and textuality (DART). We use and develop the insights from the literature in education and argumentation by integrating the frameworks that capture both the textual and the argumentative nature of argumentative texts. This theoretical background will be used to propose a method for translating the DART dimensions into specific and clear proxies and evaluation criteria
Negotiation in Multi-Agent Systems
In systems composed of multiple autonomous agents, negotiation is a key form of interaction that enables groups of agents to arrive at a mutual agreement regarding some belief, goal or plan, for example. Particularly because the agents are autonomous and cannot be assumed to be benevolent, agents must influence others to convince them to act in certain ways, and negotiation is thus critical for managing such inter-agent dependencies. The process of negotiation may be of many different forms, such as auctions, protocols in the style of the contract net, and argumentation, but it is unclear just how sophisticated the agents or the protocols for interaction must be for successful negotiation in different contexts. All these issues were raised in the panel session on negotiation
Argument and Medicine: A model of reasoning for clinical practice
In a doctor-linguist collaboration, a framework of reasoning in clinical contexts is presented. Arguments used for inquiry, justification and persuasion are sketched in diagnosis, counselling, and management settings integral to everyday clinical practice thereby extending the diagnostic function typically associated with clinical reasoning per se. A system of logic, a method of persuasive orientation, and a synthesis of negotiation in dialogue are then elaborated to illustrate the complexity of argument practice in medical culture
Constitutional Talk: Exploring Institutional Scope Conditions for Effective Arguing
[From the introduction]. Arguing, understood as reason-giving, is all pervasive in international politics: Negotiating actors give reasons for their demands at almost any time, regardless of whether talks are con-ducted in public or behind closed doors. And yet, since negotiations have most often been conceived of as processes of bargaining in which actors seek to adjust their behavior through the exchange of threats and incentives, arguments have primarily been treated as rather epiphenomenal to strategic interaction. In this paper we argue that under certain circum-stances arguments affect negotiating actorsâ preferences, and subsequently lead to outcomes that are not easily explained in pure bargaining terms. Arguing and bargaining as different modes of interaction, however, are not contending but rather complementing explanations. As a result, we have to ask which scope conditions are particularly conducive to enabling arguing to prevail in decentralized negotiations and, thus, to affect both process and outcome. In a structured-focused comparison of Intergovernmental Conferences (IGCs) with the European Convention we aim to unveil institutional factors that induce actors to take validity claims into account and change their preferences accordingly. At the example of negotiations on sim-plification and the single legal personality of the European Union we seek to demonstrate that the transparency of the debate in conjunction with a higher degree of uncertainty about appro-priate behavior made arguing in the Convention particularly effective
The Power of Rational Discourse and the Legitimacy of International Governance
governance; legitimacy; participation
Analytic frameworks for assessing dialogic argumentation in online learning environments
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchersâ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation
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