Responds to the issues raised in the previous article on the nature of the debate resolution (CS 706 818). Deals particularly with comments on counter-warrants. (PD)

Discusses a routine to use for identifying and classifying the values present in a particular policy system in academic debate. (PD)

Reflects on Daniel Rohrer's legacy: a view of debate as a comparison of policy systems. Advocates greater emphasis on value-oriented debate as a complementary outgrowth of policy deliberation and suggests experimentation in wording resolutions and in the use of computers. (PD)

Forensic educators stand at a pivotal point in the development of National Parliamentary Debate Association (NPDA) debate culture and standards; we have enough experience behind us to see where NPDA is going, but not so much "tradition" as to enslave us to the past. One area of reform that is highlighted by this paper is the removal of…

A study of the hypothesis that the type of evidence a speaker considers important might be related to how dogmatic he is. In this study, evidence was used as the dependent variable; dogmatism as the independent variable. (Author/JB)

States why the equation of logos with logic is untenable in light of Aristotle's conceptions of the nature of man and the nature of rhetoric. (Author)

Explores the rhetorical problem of concretizing the ideal via the relationship between form and fact in Richard Weaver's theory of truth. Reveals that reliance on analogic form permits Weaver's arguments to function externally and internally. Suggests that analogic structure, example, and analogy are fundamental ways of rhetorical knowing. (JMF)

This is an introduction to the six following articles, which discuss three people's views of evaluation in the perspective of "The New Rhetoric: A Treatise on Argumentation" by Perelman and Olbrechts-Tyteca, a book that contrasts argument and persuasion with reason and reasoning. (See TM 504 631-636). (CTM)

The author discusses recent changes in his thinking about evaluation, decision making, and authority and finds the notion of a logical, rational, synoptic decision process to be hardly defensible. (CTM)

States that argumentative explicitness is acknowledged as a normative ideal in the practice of argument. Addresses one facet of the question of whether argumentative explicitness inevitably sacrifices instrumental success, by offering a meta-analytic review of the persuasive effects associated with degree of articulation given to the advocate's…

States that visual persuasion in constructing buildings is often part of business strategy--architects try to link corporate goals with management's desire for buildings to represent, for instance, the mission, the goal, the power and strength of the company. Argues that modern visual strategy mirrors ancient rhetorical concepts of persuasion.…

Explores preconditions for developing a theory of visual argument, emphasizing frequent lucidity of visual meaning, importance and varieties of visual context, argumentative complexities raised by notions of representation and resemblance, and questions visual persuasion pose for the standard distinction between argument and persuasion. Contains…

Explores the theoretical and critical implications of feminist research on argumentation, and points to directions where feminist theory will continue to challenge predominant thinking about argumentation. Introduces the articles in this special issue on argumentation and feminisms. (PA)

Analyzes Audre Lorde's speech which interweaves commentary on the silence surrounding breast cancer with insights about silence drawn from her experiences as a member of several subordinated communities. Finds she comments on silencing and power, sexism, verbal abuse, violence and sexualized aggression, shame, and hostile social environments--her…

Explores the constructs of "coming to know" (conceptual change) and "coming to believe" (persuasion) by identifying theoretical forbears of conceptual change and persuasion theory in the domains of philosophy and psychology with the intent of tracing their influence on educational research and practice. (Author/SLD)