Informal Logic 38 (2):184-212 (2018)

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Abstract
The purpose of this paper is twofold: to give a good account of the argument from ignorance, with a presumptive argumentation scheme, and to raise issues on the work of Walton, the nature of abduction and the concept of epistemic closure. First, I offer a brief disambiguation of how the terms 'argument from ignorance' and 'argumentum ad ignorantiam' are used. Second, I show how attempts to embellish this form of reasoning by Douglas Walton and A.J. Kreider have been unnecessary and unhelpful. Lastly, I offer a full and effective account of the argument from ignorance and discuss the lessons of the analysis.Le but de cet article est double: donner un bon compte rendu de l'argument par l'ignorance, avec un schème d'argumentation présomptif, et soulever des questions sur certains aspects de l’œuvre de Walton, la nature des raisonnements abductifs et le concept de fermeture épistémique. Premièrement, j'offre une brève désambiguïsation de la façon dont les termes «argument par l'ignorance» et «argumentum ad ignorantiam» sont utilisés. Deuxièmement, je montre comment les tentatives de Douglas Walton et de A.J. Kreider d'embellir cette forme de raisonnement ont été ni nécessaires et ni utiles. Enfin, j'offre un compte-rendu complet et utile de l'argument par l'ignorance et je discute des leçons de l'analyse.
Keywords abductive reasoning  ad ignorantiam  argument shemes  fallacies  ignorance
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DOI 10.22329/il.v38i2.4697
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References found in this work BETA

Argumentation Schemes.Douglas Walton, Chris Reed & Fabrizio Macagno - 2008 - Cambridge and New York: Cambridge University Press.
Argumentation Schemes.Douglas Walton, Christopher Reed & Fabrizio Macagno - 2008 - Cambridge and New York: Cambridge University Press.
Fallacies and Argument Appraisal.Christopher W. Tindale - 2007 - Cambridge University Press.
Arguments From Ignorance.Douglas N. Walton - 1995 - Pennsylvania State University Press.

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Citations of this work BETA

Ignorant Cognition: A Response to Copeland, Ervas, and Osta-Vélez. [REVIEW]Selene Arfini - 2021 - Studies in Philosophy and Education 40 (2):237-241.

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