28: Aristotelian Argumentation Part 2 by Viggy Alexandersson
- Page ID
- 289145
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)This module explores Aristotelian argumentation, highlighting the importance of kairos (timing and context) in applying classical reasoning to modern issues. It emphasizes the need to understand contemporary environments to effectively utilize ancient philosophies. Additionally, it includes an activity for groups to create and discuss Aristotelian paragraphs and an assignment that transitions to Rogerian argumentation, focusing on empathy and collaboration to tackle social justice challenges.
Student Learning Outcomes (SLOs) Present in This Module:
1. Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading
- Students continue developing their arguments, revising drafts, and refining their claims and support, which are core steps in the recursive writing process.
3. Employ a voice, style, and tone appropriate to the topic selected and the rhetorical situation
- The chapter emphasizes the importance of ethos and audience awareness, requiring students to make deliberate choices about how they present their arguments.
4. Direct an argument or explanation to the designated audience
- Activities focus on tailoring arguments to specific audiences, a central element of Aristotelian rhetoric.
5. Establish a clear framework of essay and paragraph organization appropriate to the writing task and the thesis
- Students are expected to organize their arguments logically, following the Aristotelian model.
6. Employ rhetorical strategies consistent with the purpose of the writing task
- The use of ethos, pathos, and logos, as well as logical appeals and counterargument/refutation, are key rhetorical strategies practiced in this chapter.
8. Incorporate reasoning and explanations appropriate to the thesis and its supporting claims
- The focus on logos ensures students develop claims with logical reasoning and clear explanations.
9. Revise work to enhance coherence and clarity while communicating with relevant discourse communities
- Peer review and revision exercises are included, prompting students to refine their arguments for clarity and coherence.
10. Summarize, analyze, and evaluate the arguments, counterarguments, and evidence in the writing of others
- Students analyze sample arguments and practice evaluating the effectiveness of different rhetorical appeals and counterarguments.
- 28.1: Aristotelian Argumentation Part 2 (Reading/Media)
- This page explores the concept of kairos, highlighting the significance of timing and context in argumentation, particularly when applying classical methods like Aristotelian reasoning to modern issues. It stresses the need to understand the contemporary environment to effectively utilize ancient philosophical ideas. An example for deeper understanding is found in "Book 1: Chapters 4-7" of Aristotle's "Nicomachean Ethics."
- 28.2: Aristotelian Argumentation Part 2 (Classroom Activity)
- This page covers a class focused on a comparative analysis of democratic advocacy from the 4th century BCE to today. Students will collaborate to create paragraphs using Aristotelian argumentation, engage in discussions about their effectiveness, and reflect on challenges faced in both historical and modern contexts. The class will also evaluate the pros and cons of Aristotelian methods and conclude with individual assessments of their strengths and limitations.
- 28.3: Aristotelian Argumentation Part 2 (Assignment)
- This page outlines an assignment for a Social Justice Research Essay, focusing on transitioning from Aristotelian to Rogerian argumentation. It emphasizes moving from a purely logical approach to one that includes empathy and collaboration. The rationale should address the constraints of the Aristotelian method and underscore how Rogerian argumentation can effectively integrate diverse viewpoints to resolve social justice challenges.