Virtuous Norms for Visual Arguers

Aberdein, Andrew

doi:10.1007/s10503-017-9424-z

Cited by 3 publications

(1 citation statement)

References 32 publications

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“…The goals of science education encompass mastery of scientific concepts as well as learning how to engage in scientific reasoning (Driver et al, 2009;Kuhn, 2010;Dunbar and Klahr, 2012;Sandoval et al, 2014). In general terms, scientific reasoning involves individuals' knowledge-seeking by the application of scientific methods (Klahr and Dunbar, 1988;Klahr, 2000;Piekny and Maehler, 2013).…”

Section: Scientific Reasoning In Preschoolersmentioning

confidence: 99%

Preschoolers’ Induction of the Concept of Material Kind to Make Predictions: The Effects of Comparison and Linguistic Labels

et al. 2020

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Section: Scientific Reasoning In Preschoolersmentioning

confidence: 99%

Preschoolers’ Induction of the Concept of Material Kind to Make Predictions: The Effects of Comparison and Linguistic Labels

et al. 2020

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Eudaimonistic Argumentation

Aberdein

2019

Argumentation Library

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Virtue theories of argumentation comprise several conceptually distinct projects. Perhaps the boldest of these is the pursuit of the fully satisfying argument, the argument that contributes to human flourishing. This project has an independently developed epistemic analogue: eudaimonistic virtue epistemology. Both projects stress the importance of widening the range of cognitive goals beyond, respectively, cogency and knowledge; both projects emphasize social factors, the right sort of community being indispensable for the cultivation of the intellectual virtues necessary to each project. This paper proposes a unification of the two projects by arguing that the intellectual good life sought by eudaimonistic virtue epistemologists is best realized through the articulation of an account of argumentation that contributes to human flourishing.

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Why Images Cannot be Arguments, But Moving Ones Might

Champagne

Pietarinen

2019

Argumentation

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Some have suggested that images can be arguments. Images can certainly bolster the acceptability of individual premises. We worry, though, that the static nature of images prevents them from ever playing a genuinely argumentative role. To show this, we call attention to a dilemma. The conclusion of a visual argument will either be explicit or implicit. If a visual argument includes its (explicit) conclusion, then that conclusion must be demarcated from the premise(s) or otherwise the argument will beg the question. If a visual argument does not include its (implicit) conclusion, then the premises on display must license that specific conclusion and not its opposite, in accordance with some demonstrable rationale. We show how major examples from the literature fail to escape this dilemma. Drawing inspiration from the graphical logic of C. S. Peirce, we suggest instead that images can be manipulated (erased, dragged, copied, etc.) in a way that overcomes the dilemma. Diagrammatic reasoning can take one stepwise from an initial visual layout to a conclusion-thereby providing a principled rationale that bars opposite conclusions-and the visual inscription of this correct conclusion can come afterward in time-thereby distinguishing the conclusion from the premises. Even though this practical application of Peirce's logical ideas to informal contexts requires that one make adjustments, we believe it points to a dynamic conception of visual argumentation that will prove more fertile in the long run.

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Virtuous Norms for Visual Arguers

Cited by 3 publications

References 32 publications

Preschoolers’ Induction of the Concept of Material Kind to Make Predictions: The Effects of Comparison and Linguistic Labels

Preschoolers’ Induction of the Concept of Material Kind to Make Predictions: The Effects of Comparison and Linguistic Labels

Eudaimonistic Argumentation

Why Images Cannot be Arguments, But Moving Ones Might

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