CS 4001Mary Jean Harrold1 Class 2 Questions, comments ( Discussion of Assignment 1 Assign Assignment 3 (start in class on 8/30; due in class on 9/4)Assignment 3 Readings Gift of Fire: Ch 10 (8/30)
CS 4001Mary Jean Harrold 2 Argument
CS 4001Mary Jean Harrold3 Not a “fight” or a “debate” The connotation that an argument is a heated disagreement does not apply here We are not concerned with formal pro-con debates where one position or another is argued. An argument can be explicit or implicit Explicit—direct argument with claims and supporting reasoning and evidence. Implicit—visual image, cartoon, narrative, poem, etc. Argument
CS 4001Mary Jean Harrold4 Explicit Argument An argument makes claims that require justification often in form of a dialogue involving claims and counterclaims Explicit or implicit, argument has some necessary components set of two or more conflicting assertions attempt to resolve the conflict through and appeal to reason (usually backed by evidence).
CS 4001Mary Jean Harrold5 Explicit Argument (cont’d) Argument is both a product and a process Process—argumentation is a process, often involving a conversation or dialogue. Product—the product of an argument is a summing up of the contributions or the conclusion
CS 4001Mary Jean Harrold6 Explicit Argument (cont’d) Argument is a balance between truth seeking and persuasion Truth-seeking—the best solution; an optimal solution Persuasion—what reasons and evidence that best speak to audience’s values and views
CS 4001Mary Jean Harrold7 The Problem of Truth (Truth versus Persuasion) What’s the balance? (Too much tilt towards persuasion makes argument propaganda) May have to sacrifice winning a debate in terms of higher goals, Truth and Goodness Socrates versus the Sophists (Athens, 5th century B.C.) Socrates—the goal of debate is to rid the world of error Sophists—Mercenary debaters who relied on any persuasive technique to win. There are no basic assumptions, no fundamental principles, no truths
CS 4001Mary Jean Harrold8 The Problem of Truth (Truth versus Persuasion) (cont’d) But is it better to sometimes win a debate, even if have to lean more towards persuasion than truth-seeking? And what is truth anyway? Could arguers begin from different basic principles and thus different versions of truth? What is “good” or the “best solution”? That can depend on your starting premises.
CS 4001Mary Jean Harrold9 “The idea that we should be open to all ideas is very different from the supposition that all ideas are equally valid” --Lawrence Summers, President, Harvard University Reading Sympathetically and Critically To read arguments effectively, adopt a multi- step approach Read as a believer Read as a doubter Consider alternative views, and analyze sources of disagreement Use disagreement productively to prompt further investigation
CS 4001Mary Jean Harrold10 Reading as a Believer Practice “empathic listening” (see the world through the author’s eyes) Requires putting aside your own viewpoint for the moment For this AND the other steps in reading arguments effectively, you must: read argument carefully for general meaning. analyze each paragraph for says and does A does statement identifies a paragraph’s function A says statement summarizes the paragraph’s content
CS 4001Mary Jean Harrold11 Reading as a Doubter Whether you tend to agree with the argument or not, you should now read it critically or skeptically Demand more proof, doubt evidence given, challenge the author’s assumptions and values. What is the background of the author or his or her sources? What bias is being brought forward? What are the source of the claims made? Are alternatives ignored?
CS 4001Mary Jean Harrold12 Considering Alternative Views and Analyzing Sources of Disagreement Since an argument involves two or more conflicting assertions, you must be sure to consider the important disagreements. Disagreements may be: -about facts or reality. “Facts” are often not the empirical facts of science, but are often contested. -about values, beliefs, or assumptions. For example, sometimes these disagreements may manifest themselves as disagreements about definitions (e.g., what is pornography or what is a minority).
CS 4001Mary Jean Harrold13 Using Disagreement Productively to Prompt Further Investigation Disagreement is both a strategy for reading arguments and a bridge towards constructing your own arguments Seek out sources of facts and more complete versions of alternative (and the current) views. Determine what values are at stake in the issue and articulate your own values. Consider ways to synthesize alternative views.
CS 4001Mary Jean Harrold14 Successful Argumentation: The Well-Functioning Committee Committee: A small group seeking the solution to a problem Committees sometimes get a bad name, but good committees have done some very important work in social, political, and cultural settings Exercise: University Standards Committee (p. 17 in WA book)
CS 4001Mary Jean Harrold15 In-Class Group Organization Groups will be 4-5 members, and will be different for each discussion Each group will consist of a Leader: does not participate in the discussion but facilitates it by ensuring that (1) each member of the group has an opportunity to contribute to the discussion, and (2) the assignment is completed. Recorder: participates in the discussion, and also records the discussion and prepares required documents/slides/etc. and reports to class, if appropriate 2-3 Members: participate in discussion, etc. During the semester, each class member will serve as a group Leader and a group Recorder, so volunteer as groups are formed. At the beginning of the discussion session, identify the Leader and Recorder