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  1. Enthymematic Parsimony.Fabio Paglieri & John Woods - 2011 - Synthese 178 (3):461 - 501.
    Enthymemes are traditionally defined as arguments in which some elements are left unstated. It is an empirical fact that enthymemes are both enormously frequent and appropriately understood in everyday argumentation. Why is it so? We outline an answer that dispenses with the so called "principle of charity", which is the standard notion underlying most works on enthymemes. In contrast, we suggest that a different force drives enthymematic argumentation—namely, parsimony, i.e. the tendency to optimize resource consumption, in light of the agent's (...)
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  • The Authority of the Fallacies Approach to Argument Evaluation.Catherine Hundleby - 2010 - Informal Logic 30 (3):279-308.
    Popular textbook treatments of the fallacies approach to argument evaluation employ the Adversary Method identified by Janice Moulton (1983) that takes the goal of argumentation to be the defeat of other arguments and that narrows the terms of discourse in order to facilitate such defeat. My analysis of the textbooks shows that the Adversary Method operates as a Kuhnian paradigm in philosophy, and demonstrates that the popular fallacies pedagogy is authoritarian in being unresponsive to the scholarly developments in informal logic (...)
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  • Visual Analogies and Arguments.Ian Dove & Marcello Guarini - unknown
    I argue that a basic similarity analysis of analogical reasoning handles many apparent cases of visual analogy. I consider how the visual and verbal elements interact in analogical cases. Finally, I offer two analyses of visual elements. One analysis is evidential. The visual elements are evidence for their ver-bal counterparts. One is non-evidential: the visual elements link to verbal elements without providing evi-dence for those elements. The result is to make more room for the logical analysis of visual argumentation.
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  • Common Pedagogical Weaknesses in Critical Thinking Textbooks and Courses.Claude Gratton - unknown