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Auswahl der wissenschaftlichen Literatur zum Thema „Explanatory argumentation“
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Zeitschriftenartikel zum Thema "Explanatory argumentation"
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Olmos, Paula. „An argumentative approach on abduction and on the weighing of explanatory hypotheses“. THEORIA. An International Journal for Theory, History and Foundations of Science 34, Nr. 1 (11.04.2019): 5. http://dx.doi.org/10.1387/theoria.18292.
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This paper makes use of the concepts and theoretical framework developed within the field of Argumentation Theory to account for the structure and characteristics of abduction and of the comparative processes of weighing explanatory hypothesis. It elaborates an analysis of abduction based on its consideration as a meta-explanatory argumentation scheme while elucidating its relations with abductive reasoning and inference. The conceptualization of comparative processes of weighing explanatory hypothesis as complex and varied argumentative structures is presented as an alternative to the idea of “inference to the best explanation”.
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Riveret, Régis. „On searching explanatory argumentation graphs“. Journal of Applied Non-Classical Logics 30, Nr. 2 (02.04.2020): 123–92. http://dx.doi.org/10.1080/11663081.2020.1766248.
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Oluwaseyi Ajayi, Ifeoluwa, Bosede Abimbola Adesina und Segun Lakin Oderinde. „Effect of argumentation learning strategy on senior secondary school students' academic performance in Government in Ibadan, Oyo State, Nigeria“. KIU Journal of Education 4, Nr. 2 (17.12.2024): 143–53. https://doi.org/10.59568/kjed-2024-4-2-13.
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In this investigation, the academic achievement of government pupils in secondary schools in Ibadan, Oyo State, was compared before and after they were exposed to teacher explanatory techniques and argumentation learning. The study looked at how well male and female government students retained material after using the Teacher Expository approach (TES) and Argumentation Learning Strategy (ALS), as well as how well they performed academically after using the argumentation learning approach. An experimental research design with a non-equivalent pretest-posttest control group was used. All 133 pupils from four senior secondary schools in Ibadan made up the study population, and they were chosen at random. While the control group B received instruction utilizing the teacher explanatory technique, the group performing the experiment A was introduced to the argument learning strategy. The gathered data was examined using the Government Performance Test (GPT). Prior to being exposed to the argumentation learning technique, academic performance did not significantly differ, according to the data. The academic achievement of pupils who received argumentation learning and instructor exposition tactics, however, differed significantly. There was a substantial difference in the retention of government concepts by students who were taught utilizing the argumentation technique. As a result, the study came to the conclusion that students who are exposed to argumentative learning strategies are more likely to remember the material than those who are exposed to explanatory.
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Aikin, Scott, und John Casey. „Fallacies of Meta-argumentation“. Philosophy & Rhetoric 55, Nr. 4 (Dezember 2022): 360–85. http://dx.doi.org/10.5325/philrhet.55.4.0360.
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ABSTRACT This article argues that the theoretical concept of meta-argumentative fallacy is useful. The authors argue for this along two lines. The first is that with the concept, the authors may clarify the concept of meta-argumentation. That is, by theorizing where meta-argument goes wrong, the authors may capture the norms of this level of argumentation. The second is that the concept of meta-argumentative fallacies provides an explanatory model for a variety of errors in argument otherwise difficult to theorize. The authors take three as exemplary: the straw man, both sides, and free speech fallacies.
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Finsen, Andreas Bilstrup, Gerard J. Steen und Jean H. M. Wagemans. „An argumentative reconstruction of the computer metaphor of the brain“. Journal of Argumentation in Context 8, Nr. 3 (31.12.2019): 317–35. http://dx.doi.org/10.1075/jaic.18019.fin.
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Abstract The computer metaphor of the brain is frequently criticized by scientists and philosophers outside the computational paradigm. Proponents of the metaphor may then seek to defend its explanatory merits, in which case the metaphor functions as a standpoint. Insofar as previous research in argumentation theory has treated metaphors either as presentational devices or arguments by analogy, this points to hitherto unexplored aspects of how metaphors may function in argumentative discourse. We start from the assumption that the computer metaphor of the brain constitutes an explanatory hypothesis and set out to reconstruct it as a standpoint defended by a complex argumentation structure: abduction supported by analogy. We then provide three examples of real arguments conforming to our theoretically motivated construction. We conclude that our study obtains proof-of-concept but that more research is needed in order to further clarify the relationship between our theoretical construct and the complexities of empirical reality.
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Bilstrup Finsen, Andreas, Gerard J. Steen und Jean H. M. Wagemans. „How do scientists criticize the computer metaphor of the brain?“ Journal of Argumentation in Context 10, Nr. 2 (05.07.2021): 171–201. http://dx.doi.org/10.1075/jaic.19018.bil.
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Abstract The central metaphor in cognitive science is the computer metaphor of the brain. In previous work, we reconstructed the metaphor in a novel way, guided by the assumption that it functions as an explanatory hypothesis. We developed an argumentative pattern for justifying scientific explanations in which this metaphor functions as a standpoint supported by argumentation containing abduction and analogy. In this paper, we use the argumentative pattern as a heuristic to reconstruct recent scientific criticisms against the computer metaphor. The pattern generates expectations about the nature of these criticisms, and we show those expectations to be met in most respects. We then discuss the extent to which our findings render the reconstruction offered by the argumentative pattern feasible. A central question emerging from our analysis is whether the computer metaphor can be adequately characterized as an explanatory hypothesis based on abduction. We suggest some possibilities for future lines of inquiry in this respect.
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Albini, Emanuele, Pietro Baroni, Antonio Rago und Francesca Toni. „Interpreting and explaining pagerank through argumentation semantics“. Intelligenza Artificiale 15, Nr. 1 (28.07.2021): 17–34. http://dx.doi.org/10.3233/ia-210095.
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In this paper we show how re-interpreting PageRank as an argumentation semantics for a bipolar argumentation framework empowers its explainability. After showing that PageRank, naively re-interpreted as an argumentation semantics for support frameworks, fails to satisfy some generally desirable properties, we propose a novel approach able to reconstruct PageRank as a gradual semantics of a suitably defined bipolar argumentation framework, while satisfying these properties. We then show how the theoretical advantages afforded by this approach also enjoy an enhanced explanatory power: we propose several types of argument-based explanations for PageRank, each of which focuses on different aspects of the algorithm and uncovers information useful for the comprehension of its results.
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Sari, Alda Novita, Viyanti Viyanti und Chandra Ertikanto. „Teachers' Perceptions of Physics Scientific Argumentation Test Instruments Based on Modern Test Theory Using Question Modeling Through E-Learning Edpuzzle LMS“. Indonesian Journal of Science and Mathematics Education 6, Nr. 3 (30.11.2023): 405. http://dx.doi.org/10.24042/ijsme.v6i3.18991.
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The study aims to understand teachers' perceptions of scientific argumentation test instruments in physics based on modern test theory using question modelling through Edpuzzle LMS e-learning. It employed a mixed method with a Sequential Explanatory Design. Data were collected through questionnaires and analyzed descriptively. Initially, it was found that 75% of teachers had not developed assessment instruments capable of optimally training students, resulting in 68% of students struggling to understand physics learning. Additionally, 54% of students reported having identified and solved complex physics problems using scientific argumentation, while 46% had not. Based on survey results, 95% of students and teachers agreed that assessment activities encourage scientific argumentation, indicated by identifying scientific issues and explaining scientific phenomena. Hence, there is a need for a physics scientific argumentation test model based on modern test theory. For future research, it is suggested to explore how integrating this test model in different educational settings impacts students' scientific argumentation skills and understanding of physics concepts.
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LOUKILI, Sana, und Chams-Eddoha MARRAKCHI. „TECHNIQUES OF ARGUMENTATION IN THE INTERPRETATION OF" TAHRIR WA TANWIR"“. International Journal of Humanities and Educational Research 05, Nr. 03 (01.06.2023): 184–96. http://dx.doi.org/10.47832/2757-5403.20.11.
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The explanatory text of the holy Qur'an is based on foundations and criteria that makes it a communicative and argumentative discourse that seeks to convince others of issues of Islamic belief. This article attempts to study the techniques as wellas the means of interpretative argumentative discourse, in Ibn Achor's book tituled: Tahrir Wa Tanwir through Surat Al Anaam: by extracting the argumentative mechanisms and it's technics employed in the interpretation of the Quran
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Kulenović, Nina. „The Explanatory Power of the Concept of Embodiment in Anthropology“. ISSUES IN ETHNOLOGY AND ANTHROPOLOGY 16, Nr. 2 (19.07.2021): 325–51. http://dx.doi.org/10.21301/eap.v16i2.1.
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As part of the author's cumulative research on the types of explanation, the structure of explanation and the explanatory capacity of key concepts in sociocultural anthropology, this paper looks at the concept of embodiment. The relevance of reappraising the explanatory power of this concept is manifold, above all on the interpretive, conceptual and paradigmatic level. Research suggests that the concept of embodiment – although very popular, commonly used in very influential scholarly monographs and academic papers, and even proposed as the cornerstone of a "new paradigm for anthropology" – has a very limited explanatory capacity. It seems that its use in no way contributes to anthropological argumentation on the level of explanation – neither cumulatively nor in terms of recontextualisation. Namely, it turns out that by deleting the word "embodiment" from the analyzed arguments nothing would be lost, and that the anthropological explanatory apparatus developed within the anthropology of the body, the anthropology of gender and the anthropology of kinship – whose use precedes contemporary popular uses of the concept of embodiment – does not have a smaller scope in terms of explanatory power.
Dissertationen zum Thema "Explanatory argumentation"
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Molinet, Benjamin. „Génération et évaluation d'explications argumentatives en langage naturel appliquées au domaine médical“. Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ4063.
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L'Argument Mining, un domaine en pleine expansion du traitement automatique du langage naturel (TALN) et des modèles informatiques d'argumentation, vise à reconnaître automatiquement les structures d'argumentation (c'est-à-dire les composants et les relations) dans les ressources textuelles en langage naturel. Dans le domaine médicale, l'Argument Mining s'est avérée bénéfique en fournissant des méthodes pour détecter automatiquement les structures argumentatives afin de soutenir la médecine fondée sur des preuves. L'importance de ces approches repose sur le fait que, malgré la précision des modèles neuronaux dans la prédiction de diagnostic médical, l'explication de leurs résultats reste problématique. Cette thèse aborde cette question ouverte et se concentre sur la génération et l'évaluation d'explications argumentatives en langage naturel pour les prédictions de diagnostic, afin d'aider les cliniciens dans la prise de décision et l'apprentissage. Tout d'abord, j'ai proposé un nouveau pipeline complet pour générer automatiquement des explications en langage naturel d'examens (QCM) médicaux sur les diagnostics en s'appuyant sur une ontologie médicale et des entités cliniques à partir des textes d'examen. J'ai défini un système état de l'art de reconnaissance et de classification des entités médicales nommées (NERC) pour détecter les symptômes exprimés par les patients et les résultats médicaux que j'aligne sur les termes de l'ontologie afin de justifier le diagnostic d'un cas clinique fourni aux résidents en médecine. Le module NERC, appelé SYMEXP, permet à notre système de générer des explications argumentatives en langage naturel basées sur des templates afin de justifier pourquoi la bonne réponse est correcte et pourquoi les autres options proposées ne le sont pas. Deuxièmement, j'ai proposé un cadre d'évaluation des explications basées sur l'argumentation, appelé ABEXA, pour extraire automatiquement la structure argumentative d'un QCM médicale et mettre en évidence un ensemble de critères personnalisables pour caractériser l'explication clinique et l'argumentation du document. ABEXA aborde la question de l'évaluation des explications d'un point de vue argumentatif en définissant un ensemble de patterns sur un graphe argumentatif généré automatiquement. Troisièmement, j'ai contribué à la conception et au développement de la suite de logiciels ANTIDOTE, qui propose différents modules d'intelligence artificielle explicative guidée par l'argumentation pour la médecine. Notre système offre les fonctionnalités suivantes : analyse argumentative multilingue pour le domaine médical, explication, extraction et génération de diagnostics cliniques, modèles linguistiques multilingues pour le domaine médical, et le premier benchmark multilingue de QCM médicaux. En conclusion, dans cette thèse, j'explore comment l'intelligence artificielle combinée à la théorie de l'argumentation pourrait conduire à des systèmes de soins de santé plus transparents. Nous appliquons nos résultats au domaine critique de la médecine en montrant tout leur potentiel en termes de soutien à l'éducation, par exemple, des étudiants en médecineArgument(ation) mining, a rapidly growing area of Natural Language Processing (NLP) and computational models of argument, aims at the automatic recognition of argument structures (i.e., components and relations) in natural language textual resources. In the healthcare domain, argument mining has proven beneficial in providing methods to automatically detect argumentative structures to support Evidence-Based Medicine (EBM). The importance of these approaches relies on the fact that, despite the accuracy of neural models in medical diagnosis, explanation of their outcomes remains problematic. The thesis tackles this open issue and focuses on generation and assessment of natural language argumentative explanations for diagnosis predictions, supporting clinicians in decision making and learning. First, I proposed a novel complete pipeline to automatically generate natural language explanations of medical question answering exams for diagnoses relying on a medical ontology and clinical entities from exam texts. I defined a state-of-the-art medical named entity recognition and classification (NERC) system to detect layperson symptoms and medical findings that I align to ontology terms so as to justify a diagnosis of a clinical case provided to medical residents. NERC module, called SYMEXP, allows our system to generate template-based natural language argumentative explanations to justify why the correct answer is correct and why the other proposed options are not. Second, I proposed an argument-based explanation assessment framework, called ABEXA, to automatically extract the argumentative structure of a medical question answering document and highlight a set of customisable criteria to characterise the clinical explanation and the document argumentation. ABEXA tackles the issue of explanation assessment from the argumentative viewpoint by defining a set of graph rules over an automatically generated argumentative graph. Third, I contributed to the design and development of the ANTIDOTE software tool, proposing different modules for argumentation-driven explainable Artificial Intelligence for digital medicine. Our system offers the following functionalities: multilingual argumentative analysis for the medical domain, explanation, extraction and generation of clinical diagnoses, multilingual large language models for the medical domain, and the first multilingual benchmark for medical question-answering. In conclusion, in this thesis, I explore how artificial intelligence combined with the argumentation theory could lead to more transparent healthcare systems. We apply our results to the critical domain of medicine showing all their potential in terms of support for education, for example, of clinical residents
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Castelhano, Telma Cristina da Silva Frasca. „Um enfoque da organização composicional de textos bem formados , segundo a Fuvest“. Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/14384.
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This work is related to the research line "Text and Discourse in oral and written forms" of Postgraduate Program in Portuguese Language of PUC-SP. The general objective is to contribute to teachers and students regarding the preparation for taking entrance examinations with results that might provide a guideline on textual production of dissertative texts. The specific objectives are: highlight the text sequences and their encrustation on the textual scheme of the texts that are considered as model by the board that corrects the exams of Fuvest; confront the point of view projected by the reduced text proposed by Fuvest as a starting point for the production of essays by the applicant, with the projection of a new point of view selected by the candidate, having as parameter the understanding of the reduced proposed theme, i.e. the strategy used for the opinionated construction; highlight the theming and expansions by semantic progression of essays considered "well written", i.e. referral. The theoretical foundation is based on Textual Linguistics and, more specifically, in Textual Analysis of Discourses. To achieve our goal, we followed the study of textual sequences of Adam (2011) and the studies of Silveira (2012) on the argumentative text of a thesis and two theses. The results of the analyzes indicate that: the hierarchical explanatory sequence is most frequent in the texts published by Fuvest compared with the argumentative sequence; there is semantic progression by theming through the new point of view selected by the candidate
Esta dissertação se insere na linha de pesquisa Texto e Discurso nas modalidades oral e escrita , do Programa de Pós-Graduados em Língua Portuguesa da PUC-SP. O objetivo geral é contribuir com professores e alunos na situação de preparação para prestar o vestibular, com resultados que possam oferecer orientações a respeito da produção de textos dissertativos. Os objetivos específicos são: destacar as sequências textuais e suas incrustações no esquema textual dos textos considerados modelo pela banca corretora da Fuvest; confrontar o ponto de vista projetado pelo texto reduzido proposto pela Fuvest como ponto de partida para a produção das redações pelo candidato, com a projeção de um novo ponto de vista selecionado pelo candidato, tendo por parâmetro a compreensão do tema reduzido proposto, ou seja, a estratégia utilizada para a construção opinativa; evidenciar a tematização e expansões por progressão semântica das redações consideradas bem escritas , ou seja, a referenciação. A fundamentação teórica situa-se na Linguística Textual e, mais especificamente, na Análise Textual dos Discursos. Para atingirmos nossos objetivos, buscamos os estudos das sequências textuais em Adam (2011) e os estudos de Silveira (2012) sobre o gênero dissertativo de uma tese e de duas teses. Os resultados obtidos das análises apontam que: a sequência explicativa hierarquizada é mais recorrente nos textos publicados pela Fuvest que a sequência argumentativa; há progressão semântica por tematização por meio do ponto de vista novo selecionado pelo candidato
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Bergh, Nestlog Ewa. „Var är meningen? : Elevtexter och undervisningspraktiker“. Doctoral thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-22166.
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This is about how pupils in years 4 to 6 of compulsory school and their teachers make meaning in teaching activities and texts. The aim of the study is to investigate the teaching and learning of writing and the pupils’ discursive texts. Another aim is to use linguistic theories and develop methods and analytical concepts for studying teaching practices. Sources for the material are the teaching practices in two classes, the teachers and the pupils. The field studies lasted for two years, consisting of observations and interviews. Twelve pupils’ texts and four writing projects are studied in depth. The theoretical framework is linked to systemic functional linguistics, critical discourse analysis, dialogical conception of language and new literacy studies. Analytical tools are also derived from rhetorical structure theory, relief theory and theory of text sequences. These tools have been adapted and are also applied in the analysis of the teaching practice. To analyse pupils’ meaning making in their texts, a theory of mobility in texts is used. The analyses show two different categories of texts and teaching practices. The hierarchically composed texts are characterized by hierarchies concerning the entire text. The sequentially coupled texts are characterized by many vague relations between text entities. One conclusion is that the students in the hierarchically composed texts develop knowledge during writing. They make meaning recursively when writing and they seem to grasp the text as a whole in a way they do not in the sequentially coupled ones. In the sequentially coupled texts, pupils seem to develop knowledge mostly before they write the text, rather than during the writing. In the hierarchically composed practice the pupils deepen their knowledge about text. The result can be interpreted as showing that pupils primarily need education about global text levels in order to develop text knowledge and subject knowledge. Teaching practice seems to promote all pupils’ meaning making if the practice is characterized by many interpersonal relations in the chains of spoken and written texts and if pupils learn to write texts that can structure their meaning making in a functional way.
Bücher zum Thema "Explanatory argumentation"
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Formal Versus Explanatory Generalizations in Generative Transformational Grammar: An Investigation into Generative Argumentation. De Gruyter, Inc., 2017.
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Stock, Kathleen. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198798347.003.0001.
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The author’s argumentative strategy for the book is introduced, and situated methodologically. An explanation follows that in the first half of this book a theory of fictional content known as ‘extreme intentionalism’ is proffered, with the argument that it should be taken very seriously as an adequate account of fictional truth. Some critics of the theory are canvassed and extreme intentionalism is differentiated from certain other positions with which it might be confused. It is then indicated how, in the second half of the book, it will be shown that extreme intentionalism and the lessons learnt from it can illuminate cognate questions in the philosophy of fiction and imagination. The author’s aim in this book is explained as being to construct three complementary explanatory theories simultaneously, one about fictional truth, one about fictional content, and one about imagination. In each case the methodological approach employed is distinguished from that of straightforward conceptual analysis. Finally, several advantages of the proposed approach are pointed out.
Buchteile zum Thema "Explanatory argumentation"
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Dauphin, Jérémie, und Marcos Cramer. „Extended Explanatory Argumentation Frameworks“. In Theory and Applications of Formal Argumentation, 86–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75553-3_6.
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Gervais, Raoul. „Explaining Capacities: Assessing the Explanatory Power of Models in the Cognitive Sciences“. In Logic, Argumentation & Reasoning, 45–57. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9011-6_3.
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Kvernbekk, Tone. „On the Argumentative Quality of Explanatory Narratives“. In Anyone Who Has a View, 269–82. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1078-8_21.
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„Argumentation Theory“. In Explanatory Nonmonotonic Reasoning, 201–30. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812567802_0007.
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Griffo, Cristine, João Paulo A. Almeida und Giancarlo Guizzardi. „Legal Theories and Judicial Decision-Making: An Ontological Analysis“. In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200661.
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In this paper, we expose the legal theories underlying two important classes of Legal Core Ontologies and show how these ontologies inherit both limitations and benefits (such as explanatory power) of their underlying theories. We do that with the help of a real case study in which we have normative omission and collision of principles. We use this case study to conduct an ontological analysis of the support for judicial decision-making in LKIF-Core (representing Kelsen’s Pure Theory of the Law) and UFO-L (representing Robert Alexy’s Theory of Constitutional Rights). We show that UFO-L is able to articulate the semantics of the content of judicial decisions by making explicit the individual’s legal positions that are raised in argumentation along a legal process. The same cannot be said of LKIF-Core that is based on the Kelsenian stance and focuses on the representation of general norms (norm types) and subsumption of facts to these norms.
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„Thinking with Pictures“. In Advances in Multimedia and Interactive Technologies, 24–41. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4627-8.ch002.
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Projects described in this chapter are aimed at enhancing our thinking with pictures. “Thinking with Pictures” encourages the reader to use visual thinking as an instrument of acquiring knowledge, and introduces two projects aimed at developing visual literacy and applying various ways of visual expression. “Collage” introduces collage technique as a tool for visual communication. Two projects provided in this chapter are aimed at enhancing visual literacy and skills. “Sketching a shoe” is intended to amplify one’s confidence about one’s ability to depict things, and build a feeling of being prepared to make quick drawings on a board or on iPad. This project will encourage the reader to make sketches that strengthen one’s own argumentation, show what one wants to be seen, and help to convey one’s own solution in a visual way. “Creating a Composition with a Crowd” encourages the reader to draw a group of people and apply visual reasoning by showing background scenery that has an explanatory power. The next part of the chapter tells about collage because one may say without exaggeration that in the digital times most artists apply the form of a collage in their work. The Internet is flooded with ready images, clipart, art, and design samples, intriguing specimens. More importantly, ideas are not copyrighted. Before the advent of computers many artists applied techniques of cutting and pasting readymade material, thus making collages (two dimensional) and assemblages (three dimensional) of different forms.
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Stein, Nathanael. „Physics II 3 in Argumentative Context“. In Causality and Causal Explanation in Aristotle, 71—C4N26. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197660867.003.0005.
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Abstract Aristotle’s key claims about causes are re-evaluated against the results of the preceding chapters. In contrast to explanatory reductionism, he describes his causes in terms of second-order roles, which allows them to function across different ontological kinds and different types of metaphysical relationship. His principle about natural regularities reveals a commitment to a multiplicity of types of intrinsic (kath’hauto) cause—causes which relate to what they cause precisely insofar as those things come to be what they are. Aristotle offers a distinctive way of defining natural kinds in terms of their arrays of intrinsic causes, especially matter. This constitutes an extension of the conceptually simple schema for explaining true predications to the task of explaining things and the transformations they undergo. Explanatory power is achieved not by reduction, but rather by isolating a causally precise and perspicuous way of picking out intrinsic (kath’hauto) causes.
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Iandoli, Luca, und Giuseppe Zollo. „Constructing Grey Knowledge“. In Organizational Cognition and Learning, 104–19. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-313-5.ch008.
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Through explanatory discourse people apply, construct and explain theories of action and attribute meaning to events and to their own actions and those of others. In this chapter we will conduct a detailed analysis of the structure of explanatory discourse and the character of its rationality. Through this analysis we will demonstrate (a) that the rationality of organizational actors is an argumentative rationality aimed at the construction of consensus and shared meanings; (b) that the knowledge contained in the explanations is both structured and opaque, (c) that this particular mix between opacity and structuring makes it possible to both accumulate past knowledge and construct new knowledge.
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Massey, Drew. „The Dilemmas of Musical Surrealism“. In Thomas Adès in Five Essays, 93–139. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199374960.003.0005.
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Discussions of the music of Thomas Adès have seized on the idea of “surrealism” as an explanatory means to characterize music from across his career. This essay traces the development and emergence of the aesthetic of surrealism in the reception of Adès’s music and considers surrealism’s rapport with neighboring conceptual terrains, especially the uncanny. I argue that the idea of surrealism engages a larger process through which commentators have developed a vocabulary for considering various dimensions of otherness in Adès’s music while avoiding a rhetoric that uses alterity and identity politics as its primary argumentative fulcra.
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Krimsti, Feras. „Chapter 6 The 1850 Uprising in Aleppo: Reconsidering the Explanatory Power of Sectarian Argumentations“. In Urban Violence in the Middle East, 141–63. Berghahn Books, 2022. http://dx.doi.org/10.1515/9781782385844-009.
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Sviridova, Ekaterina, Anar Yeginbergen, Ainara Estarrona, Elena Cabrio, Serena Villata und Rodrigo Agerri. „CasiMedicos-Arg: A Medical Question Answering Dataset Annotated with Explanatory Argumentative Structures“. In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 18463–75. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.1026.
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Rago, Antonio, Pietro Baroni und Francesca Toni. „Explaining Causal Models with Argumentation: the Case of Bi-variate Reinforcement“. In 19th International Conference on Principles of Knowledge Representation and Reasoning {KR-2022}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/kr.2022/52.
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Causal models are playing an increasingly important role in machine learning, particularly in the realm of explainable AI. We introduce a conceptualisation for generating argumentation frameworks (AFs) from causal models for the purpose of forging explanations for the models’ outputs. The conceptualisation is based on reinterpreting desirable properties of semantics of AFs as explanation moulds, which are means for characterising the relations in the causal model argumentatively. We demonstrate our methodology by reinterpreting the property of bi-variate reinforcement as an explanation mould to forge bipolar AFs as explanations for the outputs of causal models. We perform a theoretical evaluation of these argumentative explanations, examining whether they satisfy a range of desirable explanatory and argumentative properties.
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Nomaguchi, Yutaka, Atsushi Ohnuma und Kikuo Fujita. „Design Rationale Acquisition in Conceptual Design by Hierarchical Integration of Action, Model and Argumentation“. In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57681.
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This paper proposes a framework for acquiring design rationale in the conceptual design. Knowledge management is getting much attention for supporting the early phases of design process. While the research outcomes on design rationale might be useful in the direction, their capabilities are still far from practice. Such outcomes are categorized into model-based, argumentation-based and action-based frameworks. These are complementary when knowledge acquisition facility and explanatory power is considered. This paper introduces the hierarchical model of design rationale for overcoming the shortcomings of individual approaches under three frameworks. It consists of argument level, model operation level and action level. Argument level represents a designer’s decision making process. Model operation level represents a sequence of design operations. A design operation follows and is followed by a design stage, which records a design snapshot over conceptual product model. Action level represents design process as a sequence of operation primitives, which are elementary and atomic operations on the product model. These linkages of three levels enable to automatically acquire design rationale through operation primitives over a design support system.
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Miller, Christopher A., und Raymond Larson. „An explanatory and “argumentative” interface for a model-based diagnostic system“. In the 5th annual ACM symposium. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/142621.142627.
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Relela, Mokgadi, und Lydia Mavuru. „LIFE SCIENCES TEACHERS’ CONCEPTIONS ABOUT SOCIOSCIENTIFIC ISSUES IN THE TOPIC EVOLUTION“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end009.
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The goal of science education is emphatically positioned on promoting science literacy. The rationale is learners should not only learn about scientific knowledge and processes but also on how to apply the knowledge when making decisions about heterogenous societal and personal issues. Previous research has indicated that by addressing socioscientific issues (SSIs) when teaching controversial science topics, it provides a suitable context for developing scientific literacy in learners. Scientifically literate learners are well-informed citizens with regards to the social, ethical, economic, and political issues impacting on contemporary society. The theory of evolution is one such Life Sciences topic deeply embedded with SSIs. Teachers are conflicted when teaching this topic due to the controversy surrounding the theory as they view the teaching of evolution as a way of negating the legitimacy of their religious and cultural convictions. It is against this background that the study sought to answer the research question: How do Life Sciences teachers conceptualise socioscientific issues embedded in the topic evolution? In an explanatory mixed method approach, a questionnaire with both quantitative and qualitative questions was administered to 28 randomly selected grade 12 Life Sciences teachers. Data was analysed and descriptive statistics were obtained, and themes generated. The findings showed that all the participants were knowledgeable about the SSIs embedded in the topic evolution. In justifying their conceptions 61% of the teachers perceived SSIs as important in improving learners’ reasoning and argumentative skills; developing learners’ critical thinking skills; and in informing learners in decision making. There were however 11% of the teachers who pointed out that SSIs as too sensitive to deal with hence not suitable to teach young learners. Though the teachers were knowledgeable about the SSIs embedded in the theory of evolution, it does not mean that they could address them when teaching the various concepts of evolution. The main source of the controversy rose from the evolution of humankind versus the Christian belief in the six-day special creation. The participants (25%) indicated that evolution challenges peoples’ religious and cultural convictions, which conflicts both the teachers and learners to question or go against their religious beliefs. Several teachers pointed out that some of the concepts on evolution such as ‘living organisms share common ancestry (18%) and ‘the formation of new species from existing species’ (11%), undermine the superiority of human beings over other organisms. The findings have implications for both pre-and in-service teacher professional development.