Reasonable Arguments Research Articles

A close look at children’s and adolescents’ arguments: combining a developmental, educational, and philosophical perspective

It is broadly admitted that social contexts of reasoning may prompt children and adolescents to improve the quality of their reasoning. However, it is not clear how this quality may be assessed when it comes to arguments expressed within oral interactions in diverse settings (whole-class or small-group discussions) by students of different ages and cultural backgrounds. This study aims to offer a methodological contribution to the issue of oral argument assessment of children and adolescents, by looking at a large, annotated corpus of dialogic discussions during 111 lessons taking place in five countries. Our analysis combines a structural (Toulmin Argument Pattern) and functional (Walton’s argumentation schemes) approach to argumentative reasoning. Our findings show significant variations across age groups and social settings. The discussion points out the importance of sociocultural framing of argument reasoning development and the continuation of research in argument assessment methods able to grasp important developmental and cultural variations.

Insights Into Critical Discussion: Designing a Computer‐Supported Collaborative Space for Middle Schoolers

Collaborative learning environments that support students' problem solving have been shown to promote better decision‐making, greater academic achievement, and more reasonable argumentation about controversial issues. In this research, we developed a technology‐based critical discussion platform to support middle school students' argumentation, with a focus on evidence‐based reasoning and perspective taking. A feasibility study was conducted to examine the patterns of group interaction and individual students' contributions to the critical discussion and their perceptions of the critical discussion activity. We found that more students used text‐based communications than audio, but students who used audio collaborated with each other more frequently. In addition, student engagement in argumentative discourse varied greatly across groups as well as individuals. At the end of the discussion, most groups provided a solution that integrated both sides of the controversial issue. Survey and interview results suggest an overall positive experience with this technology‐supported critical discussion activity. Using the insights from our research, we develop a conceptual dialogue analysis framework that identifies relevant skills under the argumentation and collaboration dimensions. In this report, we discuss our design considerations, feasibility study results, and implications of engaging students in computer‐supported collaborative argumentation.

Decentralising mathematics: Mutual development of spontaneous and mathematical concepts via informal reasoning

AbstractThis paper aims to shed light on an overlooked but essential aspect of informal reasoning and its radical implication to mathematics education research: Decentralising mathematics. We start to problematise that previous studies on informal reasoning implicitly overfocus on what students infer. Based on Walton’s distinction between reasoning and argument, and Ernest’s concept of intrapersonal dialogue, we propose two theoretical perspectives for understanding the roles of informal reasoning in argumentation: the semi-formal, and the negotiation perspectives. From the latter perspective, we can say that informal reasoning involves creating alternatives, eschewing the relatively unpromising ones, and choosing the most promising one. To illustrate the advantage of the negotiation perspective over the semi-formal perspective, we present two examples of students’ statistical written reports from a previous study. These examples illustrate that spontaneous concepts influenced the students’ creation of multiple alternatives, and choice of the most promising one, in informal reasoning. Therefore, to better understand the development of mathematical concepts, we need to recognise the role of spontaneous concepts through decentralising mathematics. Finally, we introduce inferentialism as an additional theoretical perspective for investigating both the mathematical development of spontaneous concepts, and the spontaneous development of mathematical concepts. The inferentialist idea of the game of giving and asking for reasons indicates how to empirically investigate the mutual development of spontaneous and mathematical concepts.

Education for Robust Self‐Respect in an Unjust World†

AbstractPhilosophical work on self‐respect has distinguished between various kinds of self‐respect. In this paper, Shiying Li begins by introducing important kinds of self‐respect and exploring the conceptual and empirical relations among them. She then discusses the value and political significance of social bases of self‐respect for both individuals and society. While political theory on this topic, especially from the Rawlsian tradition, has focused on the social bases of self‐respect in a well‐ordered society, Li takes on the task of uncovering the social bases of self‐respect in an unjust society marked by structural injustices such as racism, sexism, social stigmas, and economic and other social inequalities. She provides arguments, including public reason arguments, for the political priority and urgency of securing robust self‐respect for all in an unjust society, and thus paves the way for a discussion of the role that education, especially schooling, can and should play in securing robust self‐respect. Li concludes by offering reasons to direct special attention to specific aspects of schooling and by making suggestions regarding a curriculum and pedagogy aimed at securing robust self‐respect for all.

Speech Acts and Reasonableness in Pragma-Dialectics

We begin by explaining why formulating the pragma-dialectical (henceforth PD) account of argumentation in terms of some central notions of speech act theory, as Frans van Eemeren and Ton van Haaften (Argumentation 37:341–376, 2023) propose, fails. We go on to suggest that this failure reveals a deeper problem with the theory, one that makes it impossible for it to meet what van Eemeren and van Haaften recognize as the most important requirement for it. They say “The crucial problem in the study of argumentation therefore is how maintaining reasonableness in argumentative discourse can lead to effective convincingness.” (Argumentation 37:341–376, 2023, p. 3) But on a proper understanding of what it is for an argument to be reasonable, this circle cannot be squared, since reasonableness and convincingness vary independently. A reasonable argument does not always convince, nor is one that does always reasonable. If this is, indeed, the crucial problem for pragma-dialectics, we will argue that it cannot be solved in the way that PD proposes.

Language Analysis of Science and Technology Textbook in Nepal: A Semiotic Perspective

This article has analyzed the semiotic aspects of grade 10 Science and Technology subjects’ textbook implemented in Nepal. The main objective of this study was to explore the kind of figures, pictures, symbols, graphs and other signs used in science textbook. It examined how the figures and signs used in the book effect on science learning. It has been carried out in a qualitative design because it is developed on critical logic and argumentative analysis. Theoretically, this work believes on Peirce’s semiotics. Figures, pictures, symbols, graphs and other kind of signs used in this subjects’ textbook act as data in this study. The meaning-making process includes qualitative and critical analysis. It combines signs from several contexts, meaning, abbreviation including the verbal semantics of speech, and the operational system. And, its result was summarized in overall synopsis of content related aspect and pedagogical techniques and practices correspondence with relevancy and misconception. The result show that the use of visual materials, such as graphs, symbol, pictures, figure, etc. in science textbooks can serve as semiotic signs that induce argumentative reasoning and contribute to the structure of scientific arguments in science classroom. It provides good insights into the representation of multiple mode of representation, scientific influences, and the use of visual materials to enhance scientific literacy however it needs to uplift.

HOW ARE STUDENTS' CREATIVE REASONING ABILITIES IN SOLVING STRAIGHT-LINE EQUATION PROBLEMS?

Creative reasoning is a person's ability to solve mathematical problems in a manner of thinking that deviates from the norm, yet remains logical and grounded in a strong mathematical foundation. While crucial for students, many have not yet attained proficiency in creative reasoning, necessitating comprehensive research on the subject. This study aims to elucidate students' creative reasoning abilities in tackling straight-line equation problems, focusing on indicators such as creativity, plausibility, and anchoring. Employing a qualitative approach with a case study design, the research involved three students from Madrasah Tsanawiyah who had studied straight-line equations. The primary instrument was the researcher, supported by a creative reasoning ability description test and interviews. Data collection utilized triangulation techniques, encompassing tests and interviews. Analysis of the research findings entailed describing students' creative mathematical reasoning abilities for each creative reasoning indicator in straight-line equation material. Results indicated that while students could provide correct and reasonable arguments in solving mathematical problems, they struggled to devise alternative methods and employ strategies based on mathematical concepts. Consequently, they only met the plausibility criterion, falling short in creativity and anchoring. Thus, it can be concluded that students have not yet achieved creative reasoning proficiency in solving straight-line equation problems.

Counting Complexity for Reasoning in Abstract Argumentation

In this paper, we consider counting and projected model counting of extensions in abstract argumentation for various semantics, including credulous reasoning. When asking for projected counts, we are interested in counting the number of extensions of a given argumentation framework, while multiple extensions that are identical when restricted to the projected arguments count as only one projected extension. We establish classical complexity results and parameterized complexity results when the problems are parameterized by the treewidth of the undirected argumentation graph. To obtain upper bounds for counting projected extensions, we introduce novel algorithms that exploit small treewidth of the undirected argumentation graph of the input instance by dynamic programming. Our algorithms run in double or triple exponential time in the treewidth, depending on the semantics under consideration. Finally, we establish lower bounds of bounded treewidth algorithms for counting extensions and projected extension under the exponential time hypothesis (ETH).

Finding Paths out of Poverty for Mongolia

In this passage, the problem of poverty in Mongolia is discussed. And it suggests three solutions. The first hypothesis proposes using Zambia's experience in system development as a model for improving technology and the economy of Mongolia. The second hypothesis aims to lessen dependency on the mining industry by growing non-mining sectors, especially tourism. The third hypothesis suggests developing a satellite launch facility and offering services to nations like China and Russia in order to promote a knowledge-based economy. These hypotheses are supported by the argument's reasoning and supporting data. It highlights the necessity of technological development, international partnerships, and diversification to end poverty in Mongolia. With the correct policies and cooperation among stakeholders, sustainable development is possible, as the paragraph highlights

Preargumentation Ethics and the Issue of Abortion

The issue of abortion—and, more broadly, the issue concerning the source of rights or, more precisely, when and why humans acquire or recognize rights—has long vexed libertarians. It’s a complex issue with numerous good-faith and reasonable arguments that lead to differing conclusions. This issue is usually brought up when the topic of abortion is discussed in libertarian circles. This article will attempt to show when and why humans get rights by advancing a theory inspired and implied by Hans-Hermann Hoppe’s “argumentation ethics”; it will then endeavor to “resolve” and present the consistent libertarian stance on the abortion issue.

Empirical Foundation of Normative Arguments in Legal Reasoning

Empirical legal studies are often challenged by traditional doctrinal legal scholars as irrelevant to normative legal reasoning. This article explores, through the lens of jurisprudence and by drawing on dozens of empirical works, the junction between empirical facts and normative arguments. Both teleological and consequential arguments, in one of their premises, employ “difference-making facts” which identify the causal effects of certain legal measures as reasons for normative claims. Empirical works make causal inferences and their findings thus constitute an essential part of teleological and consequential arguments, which are prevalent in normative legal reasoning. All causal-identifying empirical findings can be framed as the required empirical premise in teleological and consequential arguments. Finally, although some classical canons of legal interpretation, such as textual and systemic arguments, appear not to take the form of teleological or consequential arguments, the use of these specific legal arguments must nonetheless be justified by teleological or consequential arguments at the meta-level. Thus, normative legal reasoning, one way or another, must have empirical foundations.

Scope of Same-sex Marriages in India

This paper thoroughly examines the legal and socio-cultural landscapes surrounding same-sex marriage, delving into both domestic and international perspectives. Through a meticulous review of landmark legal cases, including Navtej Singh Johar v. Union of India and Obergefell v. Hodges, the author elucidates the evolution of jurisprudence concerning LGBTQ+ rights and marriage equality. Furthermore, the interpretation of existing laws within the context of same-sex marriages is scrutinised, highlighting the judicial reasoning and legal arguments that have shaped legal frameworks worldwide. Moreover, this study incorporates insights from a survey conducted by the author to gauge public attitudes towards same-sex marriage. Integrating empirical data with legal analysis generates a nuanced understanding of societal perceptions and challenges. Societal attitudes and stigma, religious perspectives, and the advocacy efforts of LGBTQ+ rights movements are critically examined, shedding light on the complexities inherent in navigating cultural norms and values. Ultimately, this paper underscores the imperative of advancing legal reforms and fostering societal acceptance to ensure the full recognition and protection of the rights of LGBTQ+ individuals. By synthesising legal scholarship, empirical research, and socio-cultural analysis, this study contributes to the ongoing discourse on same-sex marriage. It lays the groundwork for future research and policy initiatives in this vital human rights and social justice area.

Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk

ABSTRACT The current study presents complex comparative classroom discourse analyses for understanding teacher educators’ and candidate teachers’ talk-based strategies for potentially fostering academically productive classroom talk. Two participants’ in-class teaching videos regarding talk move and interactional pattern typologies, as well as communicative approach orientations, were analysed. A multifaceted, comparative analysis was conducted to portray how and to what extent teacher educators and their students as candidate teachers enact different in-class practices surrounded by talk-based strategies in promoting intellectual activity. A systematic observation approach followed, including theory-laden and data-driven coding and quantifying the three interrelated aspects of the classroom talk for presumably promoting intellectual productivity. The educator used the talk moves more effectively than the candidate teacher to create an argumentative classroom setting, encouraging the students to comment on and enrich each other’s claims, encouraging the students to present reasonable arguments, and engaging the students in the metacognitive activity. The educator was also able to sustain more open-ended chains of interactions in addition to the interactive-dialogical communicative approach orientation compared to the candidate teacher. The qualitative and quantitative differences are discussed, and educational implications are presented, especially in teacher noticing.

Performance evaluation of Raspberry Pi 4 and STM32 Nucleo boards for security-related operations in IoT environments

At present, Internet of Things devices are revolutionizing and impacting increasingly more areas of our daily lives. However, there remain doubts related to the lack of sufficient security in the IoT ecosystem. As such devices have limitations in terms of resources such as computational power and batteries, adding security mechanisms is often perceived as an unnecessary burden, slowing the further expansion of IoT-based solutions and applications.In this study, an investigation is conducted to verify the possibility of applying security measures such as strong encryption without hindering the performance of IoT devices. This factor is especially important from the perspective of the European project SILVANUS, in which various IoT application scenarios are envisioned. Taking into account the above, in this work, an extensive experimental performance evaluation campaign is performed using the DTLS-based encryption of network traffic for two popular boards: Raspberry Pi 4 and STM32 Nucleo. The obtained results demonstrate that the utilization of strong encryption is feasible (with some limitations) on IoT devices, but the resulting performance or battery life is not a reasonable argument anymore to leave IoT ecosystems completely insecure.

Problems of teaching logic to law students

The problem of teaching logic to lawyers is, first of all, its abstract and formal nature, detached from legal practice. Therefore, secondly, the tendency to restrict or even remove logic from the curricula is provoked. This, thirdly, is followed by the lack of rationale for the majority of court decisions in Ukraine.
 The purpose of the article is to clarify the subject of legal logic - the main question from a range of problems, the solution of which will contribute to the improvement of the quality of training of lawyers.
 The conducted analysis of the research revealed sufficient validity of the subject of legal logic. The sphere of law has a strong-willed and competitive, contradictory character. This determines the need for a special, argumentative reasoning based on natural, not formalized language. It is formed in a practically directed dialogue, taking into account political, moral, etc. factors. At the same time, deductive incorrectness and incompleteness of the premises are possible, provided that the conclusion is rationally substantiated, sufficiently convincing, depending on the context of the legal discourse. Legal considerations suggest doubts about the identity of abstract and concrete objects and deviation from logical rules. This requires additional analytical procedures - interpretation and interpretation based on deductive and inductive models with opposite means and techniques.
 In conclusion, the author’s position is the expediency of interdisciplinary teaching of logic to lawyers in one course with two content modules: formal logic and legal logic. Another option is two relevant courses. The professional level of teaching should be provided, respectively, by professors-philosophers and professors-lawyers. The best are teachers with two relevant educations.

Thought Experiments as an Error Detection and Correction Tool.

The ability to recognize and correct errors in one's explanatory understanding is critically important for learning. However, little is known about the mechanisms that determine when and under what circumstances errors are detected and how they are corrected. The present study investigated thought experiments as a potential tool that can reveal errors and trigger belief revision in the service of error correction. Across two experiments, 1149 participants engaged in reasoning about force and motion (a domain with well-documented misconceptions) in a pre-training-training-post-training design. The two experiments manipulated the type of mental model manipulated in the thought experiments (i.e., whether participants reasoned about forces acting on their own bodies vs. on external objects), as well as the level of relational and argumentative reasoning about the outcomes of the thought experiments. The results showed that: (i) thought experiments can serve as a tool to elicit inconsistencies in one's representations; (ii) the level of relational and argumentative reasoning determines the level of belief revision in the service of error correction; and (iii) the type of mental model manipulated in a thought experiment determines its outcome and its potential to initiate belief revision. Thought experiments can serve as a valuable teaching and learning tool, and they can help us better understand the nature of error detection and correction systems.

Critical Thinking Skills in Rotational Dynamics: Learning Physics With and Without Free-body Diagrams

This quasi-experimental study investigates the impact of using free-body diagrams on the critical thinking skills of students studying rotational dynamics at MAN 1 Sungai Penuh. The study involved 140 eleventh-grade students, divided into an experimental group and a control group, each consisting of 70 students. The experimental group received instruction using free-body diagrams, while the control group followed traditional teaching methods. Critical thinking skills were assessed using a test comprising five essay questions, each representing different aspects of critical thinking: likelihood and uncertainty analysis, problem solving and decision making, reasoning, hypothesis testing, and argument analysis. Descriptive statistics and independent samples t-tests were employed to analyze the data. The results revealed that the experimental group outperformed the control group in all aspects of critical thinking skills, with statistically significant differences and strong effect sizes. Specifically, the experimental group showed notable improvements in argument analysis, reasoning, and hypothesis testing. The findings suggest that the use of free-body diagrams significantly enhances students' critical thinking skills in the context of rotational dynamics. This study underscores the importance of incorporating visual learning aids in physics education to foster deeper understanding and improve analytical skills. The results have important implications for teaching practices, advocating for the integration of free-body diagrams to develop students' higher-order thinking skills effectively

Al-Maslahat and Development of Islamic Law

The Topic of this article/research is “Al-Maslahat And Development of Islamic Law”. There are three main problems which is attractive to elaborate in this article, namely; First, How are the essence and existence of al-Maslahat? Second, How is the al-Maslahat become a basic for development of Islamic law? And the third, How is the function and position of al-Maslahat for Islamic law product? Talking about Al-Maslahat is one object and very attractive in study of Islamic law theory. And it is important part that related with the Maqashid al-Syari’ah. The method that used in this writing/research is “The al-Tasyri’-methode by using “Istishlahiy approach”. Many of Muslims Scholars or the Experts of Regulation of Islamic jurisprudence-wheather at classic era or nowadays—are talking about the existence and position al-Maslahat in Islamic law regulation by using Istishlahiy approach. According to the experts of Islamic Jurisprudence, al-Maslahat can be used as the cause or ratio legis (al-‘Illat) in determining Islamic law regulation. And sometimes, al-Maslahat often called by al-Istidlal, namely logic argumentation or logical reasoning. Through this article/research, we found that al-Maslahat, beside it is functioned as part of method In Islamic law theory but it is also used to develop Islamic law it self. And al-Maslahat is used very widest in determining and development of Islamic law, especially concerning with the contemporary issues. So Imam Malik ever said that where ever you get advantageous and it is not contrary with the content of al-Quran wa al---Sunnah, that is al-Syari’ah (Islamic law).

Addressing the Dark Side of Leadership in the University System Using Community of Practice (CoP) Approach

University systems are increasingly facing the consequences of the dark side of leadership. The dark side of leadership in educational organisations is a worldwide phenomenon affecting universities, academies, and college campuses. To respond to this, this paper explores the potential of community practice as an approach to respond to the dark side of leadership in the university system. The paper is a conceptual argument and derives knowledge from argumentative and logical reasoning, located within an interpretive worldview and analysed using conceptual analysis as a tool to make sense of the arguments. The paper argues that shared commonality, collective problem solving, mutual participation, and social interactions are dimensions of remedy that can ameliorate the dark side of leadership. Based on this argument, the paper concludes that effective dimensions of remedy that could ameliorate the dark side of leadership in university contexts are shared commonality, collective problem solving, mutual participation, and social interactions, with a recommendation that they must be incorporated in university leadership dispositions.

Competence and Mastery in Practice: On Participation, Responsibility and Believing in Your Own Abilities

Abstract How can school-weary youth regain faith in their abilities and their own future? The film discussed in this article is a critique of compulsory school’s inability to mediate knowledge and self-confidence through practical experiences. We meet two young boys who describe their schooldays as a time of little self-accomplishment and little joy in learning. Being given the opportunity to participate in the practical relation between themselves, the materials, the tools, and the customers at the car workshop Midtun Dekk, they now have experienced performance accomplishment and developed self-efficacy. They both emphasize how this workplace has changed their lives and their attitude towards themselves, and they both express a sincere gratitude to the company manager who gave them trust and responsibility. This article will highlight some of the conditions that may have contributed to their positive development. The determinative experiences of the boys combined with the power of visual communication makes it also necessary to discuss some of the considerations to be made in the process of presenting research through a research film. The author wants to ask: How much is it acceptable to edit in a research film? Can too much intervening change the result from argumentative reasoning to propaganda?