This paper analyses a hitherto unknown technique of using logic diagrams to create argument maps in eristic dialectics. The method was invented in the 1810s and -20s by Arthur Schopenhauer, who is considered the originator of modern eristic. This technique of Schopenhauer could be interesting for several branches of research in the field of argumentation: Firstly, for the field of argument mapping, since here a hitherto unknown diagrammatic technique is shown in order to visualise possible situations of (...) arguments in a dialogical controversy. Secondly, the art of controversy or eristic, since the diagrams do not analyse the truth of judgements and the validity of inferences, but the persuasiveness of arguments in a dialogue. (shrink)

Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. This paper overviews the innovation and provides a procedural approach for new teaches wanting to use argument mapping in the classroom. A brief history of argument mapping is provided at the end of this paper.

Computer-based argument mapping greatly enhances student critical thinking, more than tripling absolute gains made by other methods. I describe the method and my experience as an outsider. Argument mapping often showed precisely how students were erring (for example: confusing helping premises for separate reasons), making it much easier for them to fix their errors.

A crucial problem of conflict management is that whatever happens in negotiations will be interpreted and framed by stakeholders based on their different belief-value systems and world views. This problem will be discussed in the first part of this article as the main cognitive problem of conflict management. The second part develops a general semiotic solution of this problem, based on Charles Peirce's concept of "diagrammatic reasoning." The basic idea is that by representing one 's thought in diagrams, the conditions (...) that determine interpretations can become visible, we can "experiment" with them, and we can change them eventually. The third part, finally, focuses on a concrete tool, called Logical Argument Mapping , that can be used in conflict management to perform such diagrammatic reasoning and to cope with the cognitive problems discussed in the first part. The Israeli-Palestinian conflict on the sovereignty over Jerusalem will be used as an example to show how LAM could work in practice. (shrink)

In this paper, I situate Logical Argument Mapping within.

This argument map justifies the claim that using only deductive argument schemes in computer-supported argument visualization stimulates reflection on some of one's implicit background assumptions.

This argument map presents Paul Loewi’s crucial experiment in which he showed that neural transmissions of signals are chemical in nature, not electrical, in form of an argumentation. The map can be used in science education to show how the formulation of hypotheses should be related to a corresponding determination of experimental designs.

Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This (...) paper outlines the use of CAAM as an educational tool within an Economics and Commerce Faculty in a major Australian research university. Evaluation results are provided from students from a CAAM pilot within an upper-level Economics subject. Results indicate promising support for the use of CAAM and its potential for transferability within the disciplines. If shown to be valuable with further studies, CAAM could be included in capstone subjects, allowing computer technology to be utilised in the service of generic skill development. (shrink)

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more (...) comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. (shrink)

This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The (...) paper presents a detailed account of the CAAM methodology, and theoretical justification for its use, illustrating this with the argument mapping software Rationale™. A number of Rationale™ design conventions and logical principles are outlined including the principle of abstraction, the MECE principle, and the “Holding Hands” and “Rabbit Rule” heuristics. Part II of this paper outlines the growing empirical evidence for the effectiveness of CAAM as a method of teaching critical thinking. (shrink)

An accessible introduction to critical thinking and argument mapping with over 30 exercises per chapter, authentic examples, and examples drawn from diverse philosophical sources. Integration with the Argumentation argument mapping app allows readers to fully engage with argument maps with screen readers and key commands. Argumentation's inference boxes make possible novel explanations of inference objections, arguments for and against analogical arguments, inference rules, and the distinction between co-premises and independent arguments.

Reasons.js is an open-source, loosely-coupled, web-based argument mapping library that can be integrated into a range of online coursewares and websites. The javascript library can be embedded into any HTML page and allows users to create, edit, share, and export argument maps . The API is designed to permit the integration of the three stages of informal logical analysis — identification of truth claims within arguments, the analysis of logical structure, and synthesis of logical structure into written (...) form. (shrink)

Part I of this paper outlined the three standard approaches to the teaching of critical thinking: the normative (or philosophical), cognitive psychology, and educational taxonomy approaches. The paper contrasted these with the visualisation approach; in particular, computer-aided argument mapping (CAAM), and presented a detailed account of the CAAM methodology and a theoretical justification for its use. This part develops further support for CAAM. A case is made that CAAM improves critical thinking because it minimises the cognitive burden of (...) prose and the demands that arguments in prose typically place on memory. CAAM also has greater usability, complements the imperfect human cognitive system, and adopts a logic of semi-formality which is both natural and intuitive. The paper claims that CAAM is an important advance given that traditional stand-alone critical thinking courses do not teach critical thinking as well as they as they are assumed to do. It is also important given that tertiary education fails to deliver improvements in critical thinking gains for too many students. The paper outlines results from a number of empirical studies that demonstrate that CAAM yields robust gains in critical thinking as measured by independent tests. Students themselves also believe CAAM to be beneficial as noted in coded responses to surveys. I conclude the paper by comparing the traditional approaches to the teaching of critical thinking to the visualisation approach. I argue that CAAM should taken seriously in the context of contemporary educational practices. (shrink)

As individuals we often face complex issues about which we must weigh evidence and come to conclusions. Corporations also have to make decisions on the basis of strong and compelling arguments. Legal practitioners, compelled by arguments for or against a proposition and underpinned by the weight of evidence, are often required to make judgments that affect the lives of others. Medical doctors face similar decisions. Governments make purchasing decisions—for example, for expensive military equipment—or decisions in the areas of public or (...) foreign policy. These issues involve many arguments on all sides of difficult debates. These issues involve understanding the arguments of others and being able to make objections and provide rebuttals to objections. Students in universities deal with arguments all the time. A major purpose of a university education—regardless of subject matter—is to teach students how to read, understand, and respond to complex arguments. The ability to do this makes for highly employable, adaptable, and reflectively critical individuals. We often call the skill of marshaling arguments and assessing them “critical thinking.” All universities claim to instill the skill of critical thinking in their graduates and routinely note this in their advertising and promotional documents. This short paper outlines one way this skill can be taught. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2018 Heft: 220 Seiten: 199-216.

Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an (...) class='Hi'>argument diagrammatically plays an important role in the improvement of critical-thinking skills. While these studies do not offer a direct comparison between the two methods, it is important for anyone wishing to employ argument mapping in the classroom to know that significant results can be obtained even with the most rudimentary of tools. (shrink)

Emily Thomas's seminal book The Meaning of Travel has brought the philosophy of travel back into the public eye in recent years. Thomas has shown that the topic of travel can be approached from numerous different perspectives, ranging from the historical to the conceptual‐analytical, to the political or even social‐philosophical perspectives. This article introduces another perspective, which Thomas only indirectly addresses, namely the argumentation‐theoretical perspective. It is notable that contemporary philosophy of travel lacks the nineteenth‐century approach of using diagrams and (...) maps to examine arguments for and against travel. Since this approach starts with Schopenhauer, we first introduce his argument maps, discuss their advantages and disadvantages, and argue that a modified version is suitable to visualize and analyze arguments for and against traveling as presented in Thomas's work. (shrink)

An argument map visually represents the structure of an argument, outlining its informal logical connections and informing judgments as to its worthiness. Argument mapping can be augmented with dedicated software that aids the mapping process. Empirical evidence suggests that semester‐length subjects using argument mapping along with dedicated software can produce remarkable increases in students’ critical thinking abilities. Introducing such specialised subjects, however, is often practically and politically difficult. This study ascertains student perceptions of (...) the use of argument mapping in two large, regular, semester‐length classes in a Business and Economics Faculty at the University of Melbourne. Unlike the semester‐length expert‐led trials in prior research, in our study only one expert‐led session was conducted at the beginning of the semester and followed by class practice. Survey results conducted at the end of the semester, show that, with reservations, even this minimalist, ‘one‐shot inoculation’ of argument mapping is effective in terms of students’ perceptions of improvements in their critical thinking skills. (shrink)

Technology is not only an object of philosophical reflection but also something that can change this reflection. This paper discusses the potential of computer-supported argument visualization tools for coping with the complexity of philosophical arguments. I will show, in particular, how the interactive and web-based argument mapping software “AGORA-net” can change the practice of philosophical reflection, communication, and collaboration. AGORA-net allows the graphical representation of complex argumentations in logical form and the synchronous and asynchronous collaboration on those (...) “argument maps” on the internet. Web-based argument mapping can overcome limits of space, time, and access, and it can empower users from all over the world to clarify their reasoning and to participate in deliberation and debate. Collaborative and web-based argument mapping tools such as AGORA-net can change the practice of arguing in two dimensions. First, arguing on web-based argument maps in both collaborative and adversarial form can lead to a fundamental shift in the way arguments are produced and debated. It can provide an alternative to the traditional four-step process of writing, publishing, debating, and responding in new writing with its clear distinction between individual and social activities by a process in which these four steps happen virtually simultaneously, and individual and social activities become more closely intertwined. Second, by replacing the linear form of arguments through graphical representations of networks of inferential relations which can grow over time in an infinite space, these tools do not only allow a clear visualization of structures and relations, but also forms of collaboration in which, for example, participants work on different “construction zones” of larger argument maps, or debates are performed at specific points of disagreement on those maps. I introduce the term synergetic logosymphysis to describe a practice that combines these two dimensions of collaborative- and web-based argument mapping. (shrink)

Argument maps represent some arguments more effectively than others. The goal of this article is to account for that variability, so that those who wish to use argument maps can do so with more foresight. I begin by identifying four properties of argument maps that make them useful tools for evaluating arguments. Then, I discuss four types of argument that are difficult to map well: reductio ad absurdum arguments, charges of equivocation, logical analogies, and mathematical arguments. (...) The difficulties presented by these four types appear unrelated to one another, but I show that, in each case, the difficulty can be traced back to the use of metalinguistic reasoning. The need to represent a transition between object language and metalanguage can undermine one or more of the benefits that argument map representation would otherwise confer. (shrink)

The primary goal of this chapter is to present a new method—called Logical Argument Mapping —for the analysis of framing processes as they occur in any communication, but especially in conflicts. I start with a distinction between boundary setting, meaning construction, and sensemaking as three forms or aspects of framing, and argue that crucial for the resolution of frame-based controversies is our ability to deal with those “webs” of mutually supporting beliefs that determine sensemaking processes. Since any analysis (...) of framing in conflicts and communication is itself influenced by sensemaking—there is no “frame-neutrality”—the main problem for an analyst is to cope with his or her own cognitive limitations. LAM offers a solution to this problem. The method will be exemplified with an analysis of two conflicting interpretations of how the international community should deal with Hamas after its election victory in 2006. (shrink)

It is unfortunate that so much turns on the practices of argument construction and critique in intelligence analysis, for example, because these practices are fraught with difficulty. However, the recently developed technique of argument mapping helps reasoners conduct these practices more thoroughly and insightfully, as can be shown in an extended illustration concerning Iraqi nuclear activities circa 2002. Argument mapping offers other benefits, as well. Its ultimate value, though, will depend on how its advantages compare (...) to those of competitor reasoning methodologies. (shrink)

A large body of research in cognitive science differentiates human reasoning into two types: fast, intuitive, and emotional “System 1” thinking, and slower, more reflective “System 2” reasoning. According to this research, human reasoning is by default fast and intuitive, but that means that it is prone to error and biases that cloud our judgments and decision making. To improve the quality of reasoning, critical thinking education should develop strategies to slow it down and to become more reflective. The goal (...) of such education should be to enable and motivate students to identify weaknesses, gaps, biases, and limiting perspectives in their own reasoning and to correct them. This contribution discusses how this goal could be achieved with regard to reasoning that involves the construction of arguments; or more precisely: how computer-supported argument visualization tools could be designed that support reflection on the quality of arguments and their improvement. Three types of CSAV approaches are distinguished that focus on reflection and self-correcting reasoning. The first one is to trigger reflection by confronting the user with specific questions that direct attention to critical points. The second approach uses templates that, on the one hand, provide a particular structure to reason about an issue by means of arguments and, on the other, include prompts to enter specific items. And a third approach is realized in specifically designed user guidance that attempts to trigger reflection and self-correction. These types of approaches are currently realized only in very few CSAV tools. In order to inform the future development of what I call reflection tools, this article discusses the potential and limitations of these types and tools with regard to five explanations of the observation that students hardly ever engage in substantial revisions of what they wrote: a lack of strategies how to do it; cognitive overload; certain epistemic beliefs; myside bias; and over-confidence in the quality of one’s own reasoning. The question is: To what degree can each of the CSAV approaches and tools address these five potential obstacles to reflection and self-correction? (shrink)

Robert Fogelin formulated the thesis “that deep disagreements cannot be resolved through the use of argument, for they undercut the conditions essential to arguing.” The possibility of arguing presupposes “a shared background of beliefs and preferences,” and if such a background is not given, there is no way of “rational” dispute resolution. By contrast to this pessimistic view, I will propose a method that has been developed to overcome difficulties as described by Fogelin.

One of the first things President Obama did after coming to office was the establishment of the Office of Public Engagement. As described on its Web site, this office "is the embodiment of the President's goal of making government inclusive, transparent, accountable and responsible." The Office of Public Engagement is supposed to "create and coordinate opportunities for direct dialogue between the Obama Administration and the American public, while bringing new voices to the table and ensuring that everyone can participate and (...) inform the work of the President."1As the president explained in his memorandum on transparency and open government, "Public engagement enhances the Government's effectiveness and improves .. (shrink)

As a learning tool, argument and decision maps enable students to hone their interpretive and analytical skills. This paper illustrates one effective approach to teaching the diagrammat­ic conventions used in a powerful decision and argument mapping methodology. The twenty example maps included begin with a configuration illustrating one reason offered in support of a conclusion, and build to highly complex maps illustrating the analyses of real world decisions as recorded in interviews and official documents. Using their interpretive (...) and analytical skills, and the simple conventions taught and illustrated here, students and researchers are able to build and to refine maps that show simple arguments, lines of reasoning, unspoken but implicit as­sumptions, pro and con argumentation, individual and group decision making, the influences of reactive cognitive heuristics on decision making, the use of various familiar valid and fallacious inference patterns, and the bolstering phenomenon associated with the use of multiple arguments in support of a given option. (shrink)

BackgroundPatients not attending their appointments without giving notice burden healthcare services. To reduce non-attendance rates, patient non-attendance fees have been introduced in various settings. Although some argue in narrow economic terms that behavioural change as a result of financial incentives is a voluntary transaction, charging patients for non-attendance remains controversial. This paper aims to investigate the controversies of implementing patient non-attendance fees.ObjectiveThe aim was to map out the arguments in the Norwegian public debate concerning the introduction and use of patient (...) non-attendance fees at public outpatient clinics.MethodsPublic consultation documents (2009–2021) were thematically analysed (n=84). We used a preconceived conceptual framework based on the works of Grant to guide the analysis.ResultsA broad range of arguments for and against patient non-attendance fees were identified, here referring to the acceptability of the fees’ purpose, the voluntariness of the responses, the effects on the individual character and institutional norms and the perceived fairness and comparative effectiveness of patient non-attendance fees. Whereas the aim of motivating patients to keep their appointments to avoid poor utilisation of resources and increased waiting times was widely supported, principled and practical arguments against patient non-attendance fees were raised.ConclusionA narrow economic understanding of incentives cannot capture the breadth of arguments for and against patient non-attendance fees. Policy makers may draw on this insight when implementing similar incentive schemes. The study may also contribute to the general debate on ethics and incentives. (shrink)

The article outlines a general epistemological theory of argument: a theory that regards providingjustified belief as the principal aim of argumentation, and defends it instrumentalistically. After introducing some central terms of such a theory, answers to its central questions are proposed: the primary object and structure of the theory, the function of arguments, which is to lead to justified belief, the way such arguments function, which is to guide the addressee's cognizing, objective versus subjective aspects of argumentation, designing different (...) types of argument. Then the notion of ' valid argument' is defined and criteria for the adequate use of such arguments are introduced. Finally, this conception is justified as, among others, leading to more true beliefs than competing conceptions. (shrink)

Notions of human rights as enshrined in international law have become the “idea of our time”; a “dominant moral narrative by which world politics” is organized; and a powerful “discourse of public persuasion.”1 With the rise of human rights discourse, we need to ask, how do protagonists make human rights claims? What sort of resources, techniques, and strategies do they use in order to publicize information about human rights abuses and stipulations set out in international law? With the democratization of (...) mapping practices, various individuals, organizations, and governments are increasingly using maps in order to put forth certain social and political claims. This article draws on the sociology of knowledge, science studies, critical cartography, cultural studies, and anthropological studies of law in order to analyze how various international, Palestinian, and Israeli organizations design maps of the West Bank Barrier in accord with assumptions embedded within international law as part of their political and new media activism. Qualitative sociological methods, such as in-depth interviewing, ethnography, and the collection of cartographic material pertaining to the West Bank Barrier, provide the empirical tools to do so. The maps examined here exemplify how universalistic notions of international law and human rights become a powerful rhetorical tool to make various and often incommensurable social and political claims across different maps. At the same time, international human rights law, rather than dictating local mapping practices, becomes inevitably “vernacularized” and combined with local understandings, cultural preferences, and political concerns. (shrink)

Mapping Mainstream Economics: Genealogical Foundations of Alternativity seeks to establish a definition of the mainstream, and by extension the alternatives to it, by adopting a genealogical approach: tracing the methodological development of the economic mainstream through its ancestry, which allows for a definition of the mainstream which is separate from politically charged categories or gridlocked academic arguments between received schools of thought. The book follows the evolution of the economic mainstream through four major transformations of the discipline: from political (...) to analytical economics, debates around a logical empiricist economics, the consolidation of neoclassical economics and the recent expansion of the mainstream. For each of these steps, the key point of departure is explored, illustrated through the work of leading authors at the time. Thus, the book draws on recent research from the history of economic thought and debates the crucial role of historic concepts of economics for alternativity in the field. Finally, to put the approach into practice, the book examines the relation between today's mainstream and two of its relatives: ecological economics and degrowth. Finally, the book reflects on recent exciting developments in the discourse on alternativity and sheds light on some distant relatives of today's mainstream. This book marks a significant contribution to the literature on the debates around the state and nature of mainstream, alternative and heterodox economics. (shrink)

An overview of the epistemological approach to argumentation, explaining what it is, justifying it as better than a rhetorical or a consensual ist approach.systematizing the main directions and theories according to their criteria for good argumentation and presenting their contributions to major topics of argumentation theory. Also. an introduction to the articles of the two special issues of Informal Logic about the epistemological approach to argumentation.

This article provides a map of the UBI debate, structured into the main themes that guide and group the arguments on both sides. It finds that UBI’s supporters and opponents both draw on core principles of justice and freedom, focusing on need and poverty, discrimination and inequality, growth, social opportunity, individuality, and self-development. From an economic perspective, they both appeal to business concerns about efficiency, risk, flexibility, and consumption, as well as labour interests on work fulfilment, working conditions, remuneration, and (...) bargaining. Likewise, they focus on political questions around welfare state reforms, redistribution, taxation and funding sources, democratic citizenship, and the prospects for cross-party policy coalitions. By providing an overview of the thematic pillars of the UBI debate, this article helps researchers and activists locate and orient themselves within the wider spectrum of opinion on UBI. (shrink)

One main issue within environmental ethics is the so-called Demarcation Problem, i.e. the question of which entities are members of the moral community and hold intrinsic value. I argue that the demarcation problem relies mainly on Kantian moral philosophy. While the Kantian framework offers a strong and immediately deontological argument for moral agents holding inherent moral values, it presents problems when stretched beyond its original scope and lacks an adequate ground for addressing relational complexity and the moral significance of (...) collectives. In this paper I outline an alternative axiological framework ('map of moral significance') that relies on a relational ontology and encompasses intrinsic and relational values as the two equipollent axes of a matrix in which to embed the question posited by the Demarcation Problem. (shrink)

Although debate is a richly structured and prevalent form of discourse, it has received little scholarly attention. Logicians have focused on the structure of individual arguments—how they divide into premises and conclusions, which in turn divide into various constituents. In contrast, I focus on the structure of sets of arguments, showing how arguments are themselves constituents in high-level dialectical structures. I represent debates and positions by graphs whose vertices correspond to arguments and whose edges correspond to two inter-argument relations: (...) “dispute” and “support,” respectively. On this basis I develop a theory of the structure of debate. (shrink)

In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of the students completed pre- and posttests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. The results (...) were that among the different pretest achievement levels, the scores of low-achieving students who were taught AD increased significantly more than the scores of low-achieving students who were not taught AD, while the scores of the intermediate- and high-achieving students did not differ significantly between the treatment and control groups. The implication of these studies is that learning AD significantly improves low-achieving students’ ability to analyze arguments. (shrink)

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE’s insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports (...) the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called “AGORA-net: Participate – Deliberate!”. The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills. (shrink)

A central argument for non-reductive accounts of group agency is that complex social entities are capable of exerting causal influence independently of and superseding the causal efficacy of the individuals constituting them. A prominent counter is that non-reductionists run into an insuperable dilemma between identity and redundancy – with identity undermining independent higher-level efficacy and redundancy leading to overdetermination or exclusion. This paper argues that critics of non-reductionism can manage with a simpler and more persuasive reductio strategy called (...) class='Hi'>mapping: allow that group agents are causally efficacious in their own right and chart how their causal efficacy is carried out; how it relates to the causal efficacy of individual determiners; how it connects to the causal relevance of background structural factors. The focus exclusively on whether groups are or are not causally efficacious black-boxes implementation, while close attention to how causation is wired increases the visibility of individualist arguments and countenances structure-oriented explanations. (shrink)

Although debate is a richly structured and prevalent form of discourse, it has received little scholarly attention. Logicians have focused on the structure of individual arguments-how they divide into premises and conclusions, which in turn divide into various constituents. In contrast, I focus on the structure of sets of arguments, showing how arguments are themselves constituents in high-level dialectical structures. I represent debates and positions by graphs whose vertices correspond to arguments and whose edges correspond to two inter-argument relations: (...) "dispute" and "support," respectively. On this basis I develop a theory of the structure of debate. (shrink)

What can theology offer in the context of neoliberalism, globalization, growing inequality, and an ever more ecologically precarious planet that disproportionately affects the poor? This book, by one of the country's best-known Latino theologians, explores possibilities for liberation from the forces that would impose certain forms of knowledge on our social world to manipulate our experience of identity, power, and justice. Beautifully written in a refreshingly direct and accessible prose, Maduro's book is nevertheless built upon subtly articulated critiques and insights. (...) But to write a conventional academic tractatus would have run counter to Maduro's project, which is built on his argument that ignorance is masked in the language of expertise, while true knowledge is dismissed because it is sometimes articulated in pedestrian language by those who produce it through the praxis of solidarity and struggle for social justice. With a generosity and receptivity to his readers reminiscent of letters between old friends, and with the pointed but questioning wisdom of a teller of parables, Maduro has woven together a twenty-first-century reply to Marx's "Theses on Feuerbach." Neither conventional monograph nor memoir, neither a theological nor a political tract, but with elements of all of these, Maps for a Fiesta arrives as Maduro's philosophical and theological testament--one that celebrates the knowledge-work and justice-making of the poor. What Maduro offers here is a profound meditation on the relationship between knowledge and justice that could be read as a manifesto against the putatively unknowable world that capitalist chaos has made, in favor of a world that is known by the measure of its collective justice. His fiesta grants us the joy that nourishes us in our struggles, just as knowledge gives us the tools to build a more just society. What Maduro offers is nothing less than an epistemology of liberation. (shrink)

In this article, we reflect critically on how moral actions are categorised in some recent studies on moral spillovers. Based on classic concepts from moral philosophy, we present a framework to categorise moral actions. We argue that with a finer classification of moral values, associated behaviour is better understood, and this understanding helps to identify the conditions under which moral licensing takes place. We illustrate our argument with examples from the literature on pro-environmental behaviours. Moral spillovers are frequently studied (...) in this behavioural domain and to understand what causes their occurrence is highly (policy) relevant if we wish to promote sustainable behaviour. (shrink)