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Full-Text Articles in Philosophy
Commentary On: Mark Weinstein’S “Warranting Evidence In Diverse Evidentiary Settings”, Maurice A. Finocchiaro
Commentary On: Mark Weinstein’S “Warranting Evidence In Diverse Evidentiary Settings”, Maurice A. Finocchiaro
OSSA Conference Archive
This commentary consists of three parts. The first attempts to summarize the main theme of Weinstein’s paper, insofar as I can understand it; the latter qualification is obvious and almost redundant, except that I must confess I found it very challenging to make sense of his essay. The second part of my commentary advances some negative criticism of his paper, by focusing on issues of conceptual clarity and argumentative cogency. The third part elaborates a positive appreciation of what seems to be Weinstein’s main claim; I do so mostly on the basis of things which he does not even mention, …
Warranting Evidence In Diverse Evidentiary Settings, Mark Weinstein
Warranting Evidence In Diverse Evidentiary Settings, Mark Weinstein
OSSA Conference Archive
Informal logic, is faced with the problematic of persuasive arguments in contexts where evidence is rich, diverse and preferentially selected on the basis of pre-established attitudes. This requires that the standard view of challenge by presenting inconsistent evidence be rethought. In this paper, I will argue that the solution is to focus less on evidence that contradicts claims and to confront the network of warrants that support the selecting and evaluating of evidentiary moves.
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
OSSA Conference Archive
The development of critical thinking skills is emphasized as a fundamental attribute of successful graduates (Ritchhart & Perkins, 2005; Willingham, 2008). Some critical thinking textbooks inform students to “see beyond the rhetoric to the core idea being stated” (Moore and Parker, 2009, p. 21); however, other scholars have begun to suggest that rhetoric is intrinsically interrelated to critical thinking and plays a pivotal role in everyday interactions (Saki, 2016). This paper explores the later.