‘It was Never Just About the Statue’: Ethos of historical figures in public debates on contested cultural objects

Pereira-Fariña, Martín; Koszowy, Marcin; Budzyńska, Katarzyna

doi:10.1177/09579265221088143

Cited by 4 publications

(1 citation statement)

References 39 publications

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“…Since arguments of this type are clearly designed to influence the way in which the speaker is perceived, there are certainly links to be explored with character judgments (Walton 2006) and the recently invigorated field of study into ethotic arguments (Koszowy et al 2022;Pereira-Fariña et al 2022). This would require a full treatment of its own, not least because the need to differentiate character and identity, and the use of arguments to reduce the ethos of others, rather than to build our own identities, would add levels of great complexity.…”

Section: Identity and Argumentationmentioning

confidence: 99%

Argumentation and Identity: A Normative Evaluation of the Arguments of Delegates to the COP26 UN Climate Change Conference

Hinton

2022

Argumentation

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Arguments may sometimes be advanced with a non-standard function. One such function, it is suggested, is the expression of identity, a practice which may play a significant role in political representation. This paper sets out to examine a number of short addresses given at the High-Level segment of the Cop26 conference, which are considered to contain instances of such argumentation. Their content is analysed and evaluated by means of the Comprehensive Assessment Procedure for Natural Argumentation (CAPNA), and an attempt is made to highlight the purposes of the delegates in addressing the conference. At a more fundamental level, the goal of this work is to assess the possibility of identifying arguments as being meant largely as statements of identity or representation, and the suitability of the CAPNA or other norm-based systems for evaluating such discourse. The speakers studied include representatives from OPEC, the Trade Unions, and the leaders of Vietnam and Liechtenstein. Ultimately, the study concludes that while further work is necessary both on understanding the relationship between argument and identity in the political arena, and on the application of argument norms to representational discourse, evaluations of this kind are meaningful and informative.

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Section: Identity and Argumentationmentioning

confidence: 99%

Argumentation and Identity: A Normative Evaluation of the Arguments of Delegates to the COP26 UN Climate Change Conference

Hinton

2022

Argumentation

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From Theory of Rhetoric to the Practice of Language Use: The Case of Appeals to Ethos Elements

et al. 2022

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In their book Commitment in Dialogue, Walton and Krabbe claim that formal dialogue systems for conversational argumentation are “not very realistic and not easy to apply”. This difficulty may make argumentation theory less well adapted to be employed to describe or analyse actual argumentation practice. On the other hand, the empirical study of real-life arguments may miss or ignore insights of more than the two millennia of the development of philosophy of language, rhetoric, and argumentation theory. In this paper, we propose a novel methodology for adapting such theories to serve as applicable tools in the study of argumentation phenomena. Our approach is both theoretically-informed and empirically-grounded in large-scale corpus analysis. The area of interest are appeals to ethos, the character of the speaker, building upon Aristotle’s rhetoric. Ethotic techniques are used to influence the hearers through the communication, where speakers might establish, but also emphasise, weaken or undermine their own or others’ credibility and trustworthiness. Specifically, we apply our method to Aristotelian theory of ethos elements which identifies practical wisdom, moral virtue and goodwill as components of speakers’ character, which can be supported or attacked. The challenges we identified in this case and the solutions we proposed allow us to formulate general guidelines of how to exploit rich theoretical frameworks to the analysis of the practice of language use.

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Aula Invertida como metodología para la formación de futuros docentes en la enseñanza de la Historia

Corrales-Serrano

2024

epsir

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Introducción: La enseñanza de la Historia del ámbito académico está asociada frecuentemente a metodologías de corte tradicional, en las que predomina un modelo de instrucción directa, se da un exceso de carga de contenidos lectivos. Estas características provocan una visión desmotivada ahora en el alumnado descargar aprendizaje de esta materia. El presente trabajo tiene como objetivo principal valorar las posibilidades que ofrece la metodología Flipped Classroom para el estudio de la Historia Metodología: Para lograr este objetivo se ha llevado a cabo una intervención didáctica de aplicación de dicha metodología sobre una muestra de n=276 estudiantes que cursan los grados de Educación Infantil y Educación Primaria. Para medir la incidencia de esta intervención didáctica en el recuerdo de los contenidos de Historia, se ha aplicado un pretest y un postest, elaborados ad hoc, en los que se pregunta a alumnado acerca de su recuerdo de fechas, acontecimientos y personajes antes de cada edad histórica, antes y después de la intervención Resultados: Los resultados obtenidos señalan una incidencia positiva de la metodología en el recuerdo que el alumnado tiene de las competencias históricas. Conclusiones: Esto permite concluir la idoneidad de la metodología empleada para el estudio de la historia.

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‘It was Never Just About the Statue’: Ethos of historical figures in public debates on contested cultural objects

Cited by 4 publications

References 39 publications

Argumentation and Identity: A Normative Evaluation of the Arguments of Delegates to the COP26 UN Climate Change Conference

Argumentation and Identity: A Normative Evaluation of the Arguments of Delegates to the COP26 UN Climate Change Conference

From Theory of Rhetoric to the Practice of Language Use: The Case of Appeals to Ethos Elements

Aula Invertida como metodología para la formación de futuros docentes en la enseñanza de la Historia

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