The Rules of Argomentation: course description
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Kazuyoshi Fukuzawa, Waseda University
This course covers the three topics.
The first topic will begin with lectures covering basic models of argumentation, particularly a modification of Toulmin’s model of argumentation. We will look at the elements of reasoning such as data, evidence, claims and conclusions, focusing special attention on hidden assumptions called warrants in argumentation. This model of argumentation is applicable to daily casual discussion as well as scientific argumentation. Following these lectures, students will be asked to analyze the structure of argumentation of written material, reconstruct the argument then present the results of their analysis. In addition, students will discuss current issues based on the rules of argument. The skills acquired here are the basis for discussion and argumentation in this course as well as applicable to other courses that students are taking.
The second topic will cover rhetorical approaches to argumentation in contrast to the rules of argumentation. Here we define rhetoric as kinds of thinking skills. We will collect various examples of kinds of thinking from a variety of materials ranging from newspapers to literary works, then categorize and analyze these materials. In short, we will explore the possibility of thought through massive accumulation of concrete examples of different ways of human thinking. Students will be required to come up with their own personal collection of examples of argumentation based on a certain categorization to present in class.
The third topic will be the fallibility of human reasoning in daily life. We often make conclusions based on intuition and faulty logic. For example, we tend to misinterpret random data and try to read something meaningful out of nothing, to generalize something based on little evidence and to see what we expect to see. The reasons behind these behaviors come partially from the nature of human cognition and partially from social support mechanisms. Following lectures, students will explore examples of such fallacies in their own and other cultures.
This last topic deals with critical thinking in connection with what we can do to improve everyday reasoning. The underlying causes of faulty reasoning and erroneous beliefs will never be eliminated due to our natural cognitive style. We tend to prefer holding simplified beliefs with confidence. However, this topic does suggest strategies for minimizing these tendencies through critical thinking.
Lectures will be given but major emphasis will be placed upon discussion, research and class presentation. Necessary readings will be on reserve in the library. Along with lectures on each topic, the students will be required to do a small research project and present the results of their research in class for discussion. The midterm and final exams will be take-home exams.
No preliminary knowledge is required
The first topic will begin with lectures covering basic models of argumentation, particularly a modification of Toulmin’s model of argumentation. We will look at the elements of reasoning such as data, evidence, claims and conclusions, focusing special attention on hidden assumptions called warrants in argumentation. This model of argumentation is applicable to daily casual discussion as well as scientific argumentation. Following these lectures, students will be asked to analyze the structure of argumentation of written material, reconstruct the argument then present the results of their analysis. In addition, students will discuss current issues based on the rules of argument. The skills acquired here are the basis for discussion and argumentation in this course as well as applicable to other courses that students are taking. The second topic will cover rhetorical approaches to argumentation in contrast to the rules of argumentation. Here we define rhetoric as kinds of thinking skills. We will collect various examples of kinds of thinking from a variety of materials ranging from newspapers to literary works, then categorize and analyze these materials. In short, we will explore the possibility of thought through massive accumulation of concrete examples of different ways of human thinking. Students will be required to come up with their own personal collection of examples of argumentation based on a certain categorization to present in class. The third topic will be the fallibility of human reasoning in daily life. We often make conclusions based on intuition and faulty logic. For example, we tend to misinterpret random data and try to read something meaningful out of nothing, to generalize something based on little evidence and to see what we expect to see. The reasons behind these behaviors come partially from the nature of human cognition and partially from social support mechanisms. Following lectures, students will explore examples of such fallacies in their own and other cultures. This last topic deals with critical thinking in connection with what we can do to improve everyday reasoning. The underlying causes of faulty reasoning and erroneous beliefs will never be eliminated due to our natural cognitive style. We tend to prefer holding simplified beliefs with confidence. However, this topic does suggest strategies for minimizing these tendencies through critical thinking.
Lectures will be given but major emphasis will be placed upon discussion, research and class presentation. Necessary readings will be on reserve in the library. Along with lectures on each topic, the students will be required to do a small research project and present the results of their research in class for discussion. The midterm and final exams will be take-home exams. No preliminary knowledge is required
