28.2: Aristotelian Argumentation Part 2 (Classroom Activity)
- Page ID
- 289147
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Case Study #1 (THEN):
In 323 BCE, Alexander the Great died, and that resulted in many of his generals dividing his empire and relying on hereditary successions and absolute rule instead of democratic rule. [Cite “4th Century BCE Wikipedia”] Pretend you are someone arguing for a return to democratic rule in the 4th century BCE. Consider the time, place, and audience. Then, get into groups and write a paragraph for your group’s assigned Aristotelian argumentation component without knowing the direction or main ideas that the other groups are choosing to focus on to write their paragraphs. After each group writes their paragraph, each group will present their paragraphs to the whole class by reading it aloud and explaining why the group chose to write the paragraph that way and how it honors the definition of that Aristotelian argumentation component. Your group will then have a chance to hear from the whole class on how effective the paragraph was and why. Once each group has shared, the whole class will discuss how well each of the components go together and what improvements could be made to make each of the components go together smoother. If there are not enough groups to cover each of the components, that is okay. Your professor may choose to give each group more than one component or some may be left out. If some components are left out, the whole class can still talk about those components when discussing what could make the components go together smoother. In terms of time management, take approximately 10 minutes to write the paragraph with your group, 10 minutes to hear all groups’ paragraphs, and 10 minutes to discuss improvements and smoother transitions between the components.
Example Distribution of Groups Aligned to the Aristotelian Argumentation Components
- Group 1: Exordium Paragraph
- Group 2: Narratio Paragraph
- Group 3: Propositio Paragraph
- Group 4: Refutatio Paragraph
- Group 5: Confirmatio Paragraph
- Group 6: Digressio Paragraph
- Group 7: Peroratio Paragraph
Case Study #2 (NOW):
That was then; this is now. Democratic rule still gets challenged for a variety of reasons. Pretend you are someone in this present day arguing for a return to or increase of democratic values in the face of democratic values declining. Consider the time, place, and audience. Then, get into groups and write a paragraph for your group’s assigned Aristotelian argumentation component without knowing the direction or main ideas that the other groups are choosing to focus on to write their paragraphs. After each group writes their paragraph, each group will present their paragraphs to the whole class by reading it aloud and explaining why the group chose to write the paragraph that way and how it honors the definition of that Aristotelian argumentation component. Your group will then have a chance to hear from the whole class on how effective the paragraph was and why. Once each group has shared, the whole class will discuss how well each of the components go together and what improvements could be made to make each of the components go together smoother. If there are not enough groups to cover each of the components, that is okay. Your professor may choose to give each group more than one component or some may be left out. If some components are left out, the whole class can still talk about those components when discussing what could make the components go together smoother. In terms of time management, take approximately 10 minutes to write the paragraph with your group, 10 minutes to hear all groups’ paragraphs, and 10 minutes to discuss improvements and smoother transitions between the components.
Example Distribution of Groups Aligned to the Aristotelian Argumentation Components
- Group 1: Exordium Paragraph
- Group 2: Narratio Paragraph
- Group 3: Propositio Paragraph
- Group 4: Refutatio Paragraph
- Group 5: Confirmatio Paragraph
- Group 6: Digressio Paragraph
- Group 7: Peroratio Paragraph
ANALYZE (15 minutes)
As a class, let’s reflect on the "Then" and "Now" case studies.
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How did the approaches from each group’s paragraph on advocating for democratic rule in the 4th century BCE case compare and contrast to the approaches on advocating for democratic rule present day? Why do you think those moments of similarity and/or difference occurred?
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What challenges do you think people in the 4th century BCE faced when advocating for democratic rule, and why do you think that is? What challenges do you think people present day face when advocating for democratic rule, and why do you think that is?
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What might some of the pros and cons have been for using Aristotelian argumentation to advocate for democratic rule in the 4th century BCE, and why? What might some of the pros and cons be for using Aristotelian argumentation to advocate for democratic rule present day, and why?
EVALUATE (3 minutes)
Exit Ticket (Individually):
In general, what do you think the strengths or limitations are to using Aristotelian argumentation, and why? Do you think it is necessary to utilize every component of Aristotelian argumentation when trying to persuade someone of one side of an issue? Why or why not?