Journal of Argumentation in Context - Volume 7, Issue 1, 2018

This paper lays out theoretical considerations and first analyses on the giving of and asking for reasons among preschool children age 3–7 in natural child-child play interaction. We attempt to give an integrated, multimodal analysis of the verbal, paraverbal and extraverbal means of these reasoning activities. In our data we find many instances of younger children who are giving reasons during play interaction. Often these reasoning activities do not occur in an open conflict and are not primarily directed at working out a local dissensus. Rather, these interactions seem to foreground the epistemic function of argumentation. We will argue that these practices should be understood and researched as early forms of argumentation.

Japan has transformed itself from a militaristic, imperialist state into a pacifist, democratic country as well as a reliable U.S. ally. However, postwar Japan has had two responses to the lost war. On the one hand, conservatives often found it difficult to reconcile themselves with the reality of losing the last war. On the other hand, liberals found themselves at home in line with the Japanese postwar democracy based on the country’s embrace of the no war ideal. Taking into account the tension intrinsic to Japanese interpretations of the postwar Constitution, this study will explore the way in which Prime Minister Abe made confrontational strategic maneuvering in political argumentation. By doing so, it will explicate how Abe sought to identify the context in the way that one should view a reality.

Daesh’s centralized media operations provide a steady stream of media products to citizens living in and around its controlled territories, with the result that several nations occupied or adjacent to the group have emerged as many of the most fruitful recruiting grounds for new members. To better understand the argumentation strategies targeting such audiences, this study examines the 119 infographics in the first 50 issues of Daesh’s official weekly Arabic newsletter, al-Naba’. The findings suggest that through a patterned application of statistical, historical, religious, and scientific arguments from authority to predictable topical areas, the infographics in al-Naba’ reinforce Daesh as a key source of information for the citizenry of the proclaimed caliphate.

This study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the quality of students’ argumentation. Comparisons were made between students who defended standpoints at variance with their personal opinions on the topics, between the two study modes and topics, and by gender. When the students defended a standpoint differing from their personal opinion, the male students engaged in counterargumentation more often than the female students. When, in turn, the students defended their personal standpoint, they produced both counterargumentative and non-argumentative speech turns equally often, and their arguments were more poorly elaborated than when they defended an assigned standpoint. The study suggests that role play in which both counterargumentation and students’ personal standpoints on an issue are taken into account is a viable means to support students’ high quality argumentation.