Diagramming Arguments

Malgrado la confessione finale di Gorgia (che di “gioco dialettico” si è trattato), secondo alcuni l’Encomio rivelerebbe una ‘visione tragica dell’esistenza’, vista come “qualcosa di fondamentalmente irrazionale e misterioso”; una “consapevolezza della fragilità e della nullità della vita” (Abbagnano).
Altri vi trovano una vera e propria negazione del ‘libero arbitrio’, sottolineando le conseguenze “immorali” della negazione della responsabilità del singolo nell’agire umano. Come se Gorgia ritenesse veramente che gli uomini siano sempre preda di forze più grandi, da cui sono trascinati senza poter nulla fare per resistervi.
Sulle reali intenzioni di Gorgia nulla ci è dato sapere con sicurezza. E tuttavia io mi chiedo, se proviamo a non tener conto della visione del mondo e dell’esistenza che Gorgia poteva avere, nei panni di uno che si fosse proposto di fare da avvocato difensore di una donna che aveva fatto quello che Elena aveva pur fatto (cosa che non era contestabile in alcun modo), quale strategia difensiva avrebbe mai potuto escogitare, se non quella di sollevarla dalla ‘responsabilità’ del suo atto, facendole ricadere su qualcun altro?
Per visualizzare le mappe argomentative ecco il link alla versione originale:
https://medium.com/la-scuola-che-non-cè/gorgia-encomio-di-elena-29b3b01bea10

Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. (See Figure 1, for an example.) The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. A brief history of argument mapping is provided at the end of this chap- ter.

Análisis desde el enfoque de la lógica informal, dentro del marco teórico de la teoría de la argumentación, de la primera parte del Parménides de Platón, como ejemplo de aplicación de tal análisis a textos clásicos de la filosofía. En éste diálogo se exponen una serie de argumentos críticos contra la Teoría de las Ideas, donde encontramos el bien conocido argumento del Tercer Hombre.

Key words: Diagramming arguments, diagramming, argument schemes, mapping arguments.

The goal of this article is to understand the development and transformation of an argument diagramming activity system that uses specific software in "Informal Logic" university classes (School of Philosophy and Humanities, National University of Cordoba, Argentina). From a qualitative perspective, a study case is conducted considering two methodological instances: classes observations and indepth interviews with students. Specifically, the research describes the activity system established to diagramming arguments with "Araucaria" software and, from there, shows the systemic perturbations that occur in it. Then, it introduces a new technologically possible diagrammatic system that attempts to overcome the tensions warned and to stimulate new reasoning ways. The main finding indicates that the modification of the argument diagramming system enabled by the inclusion of digital technologies (Network Analysis Software) transforms students' learning practices. I...

Robert Brandom holds that what we mean is best understood in terms of what inferences we are prepared to defend, and that such a defence is best understood in terms of rule-governed social interactions. This manages to explain quite a lot. However, for those who think that there is more to making correct/incorrect inferences than obeying/breaking accepted rules, Brandom’s account fails to adequately capture what it means to reason properly. Thus, in an effort to sketch an alternative that does not rely primarily on peer pressure, I draw on the work of C. S. Peirce. Peirce argued that, when we reason, we manipulate abstract diagrams in order to observe what results. Since some manipulations are barred by the self-same nature of the diagrams, I try to show that this qualitative incompatibility, which I dub “contrapiction,” is a good (non-social) reason to regard some reasoning as bad.

This paper describes how bodily positions and gestures were used to teach argument diagramming to a student who cannot see. After listening to short argumentative passages with a screen reader, the student had to state the conclusion while touching his belly button. When stating a premise, he had to touch one of his shoulders. Premises lending independent support to a conclusion were thus diagrammed by a V-shaped gesture, each shoulder proposition going straight to the conclusion. Premises lending dependent support were diagrammed by a T-shaped gesture, the shoulder premises meeting at the collar bone before moving down to the belly button. Arguments involving two pairs of entailments were diagrammed by an I-shaped gesture, going from the collar bone to a mid-way conclusion above the abdomen before travelling to the final conclusion at the belly button. The student’s strong performance suggests that placing propositions at different locations on the body and uniting them with gestures can help one discern correct argumentative structures.

Este trabajo aborda empíricamente el fenómeno del pluralismo cognitivo y sus manifestaciones en una formación típica de un sistema novedoso de diagramación de argumentos: las redes. Para el caso, desde una perspectiva sociocultural, realizamos entrevistas focalizadas en las que analizamos las interpretaciones que estudiantes de Lógica Informal (FFyH, UNC, Argentina) elaboran sobre las “relaciones bidireccionales” de los diagramas en red. Estas formaciones, se presentan como asunciones inferenciales problemáticas en las que los estudiantes se contradicen al indicar la dirección de la inferencia entre dos proposiciones determinadas. Los resultados obtenidos muestran que: 1) las relaciones bidireccionales son conceptualizadas como formaciones típicas en los diagramas con estructura reticular que manifiestan el fenómeno conocido como pluralismo cognitivo;2) las redes argumentales, exhiben y resumen admisiones inferenciales que adscriben tanto a teorías de la construcción conceptual clásica como moderna, puesto que las relaciones bidireccionales del diagrama en red se organizan siguiendo tanto los principios del concepto de “clase” como los del concepto de “serie”; y 3) la modificación de prácticas de lectura y análisis de diagramas de argumentos cuando se utilizan redes otorga un lugar predominante al nuevo sistema de signos.

"¿Qué papel tiene la argumentación en la Ética? El tema quiere ser una guía para aprender a analizar textos argumentativos en la disciplina de la Ética.
El índice de la unidad didáctica es el siguiente:
1. El lenguaje
2. Argumentación y argumento
3. En busca y captura de los argumentos
4. Estructura de los argumentos y diagramas
5. Evaluar argumentos
6. Esquemas argumentativos
7. La ética argumentativa
8. La argumentación en Ética
9. Selección de textos argumentativos éticos
Referencias"