MétaCan
Menu
Back to cohort
Record W2059759980 · doi:10.1353/par.0.0000

On Common Knowledge and <i>Ad Populum</i>: Acceptance as Grounds for Acceptability

2008· article· en· W2059759980 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

affAt least one author lists a Canadian institution in the pinned OpenAlex snapshot.

Bibliographic record

VenuePhilosophy and Rhetoric · 2008
Typearticle
Languageen
FieldComputer Science
TopicMulti-Agent Systems and Negotiation
Canadian institutionsUniversity of Windsor
Fundersnot available
KeywordsArgumentation theoryArgument (complex analysis)Rhetorical questionNothingEpistemologyPersuasionContext (archaeology)DialogicSet (abstract data type)Computer sciencePsychologyPhilosophySocial psychologyLinguistics

Abstract

fetched live from OpenAlex

On Common Knowledge and Ad Populum:Acceptance as Grounds for Acceptability David M. Godden Starting points for argumentation All reasoning, including the reasoning used in argument, has to start from somewhere. Although it may be possible, in principle, to offer support for every claim, in any particular case this strategy cannot be used without hopeless regress. Thus, not every claim used in reasoning can owe its acceptability to some set of reasons offered in its support. Instead, in the context of any given argument or piece of reasoning, some claims must be accepted—if only as starting places—on some other basis. These claims can be called the basic premises of an argument.1 Dialogic approaches to argumentation typically take as the starting place of argumentation the discussants' shared commitments. Alternately, rhetorical approaches standardly take as the starting place of argumentation the audience's existing commitment set or, more broadly, whatever an audience is willing to accept. With each approach the idea seems to be that the effectiveness of persuasion depends on the commitment of the audience to the starting points of argumentation. In a dialogic context, if there are no points of agreement between a proponent and opponent, there is nothing for arguers to "take hold of " when designing and deploying their arguments and no space in which argumentation can take place. In reasoning more generally, if no claims are initially admitted, there is nothing from [End Page 101] which inferences can be drawn, for inference can only generate claims on the basis of other claims. Further, there may even be nothing with which to draw inferences, for if no inferential rules are initially accepted, there will be no inferential moves that can be made even given some initial data set. In these approaches the fact of acceptance (or agreement) seems to give a prima facie acceptability to a set of claims (which I will call an initial commitment set) used as a starting place for argumentation. As a starting place for argumentation, an initial commitment set can include both good and bad information. More generally, we tend to hold that most of our commitments are fallible—they are subject to defeat as refuting evidence comes to light. As such, some claims in an initial commitment set might be unacceptable according to any relevant standard of acceptance. The hope is that the projects of inquiry, argumentation, critical examination, and rational assessment will help sort things out by weeding out the bad claims in the initial commitment set. So, that some claim is accepted by an arguer is a reason for it to be a starting place in argumentation, although it is not on its own a reason (even a prima facie reason) for its acceptability. Rather, the acceptability of a claim is determined by how well it survives the process of argumentation, not where it stands at the beginning. In this article I explore the role acceptance can play in establishing the acceptability of a claim by examining the relationship between appeals to common knowledge and appeals to popular opinion. Typically, that a claim is common knowledge is taken as grounds for its acceptability, whereas appeals to popular opinion are seen as fallacious attempts to support a claim. Against this I argue that appeals to common knowledge generally provide no better evidence for a claim than appeals to popular opinion and, as such, that appeals to common knowledge ought to be just as successful—or unsuccessful—as appeals ad populum. I begin by describing a standard account of appeals to common knowledge and popular opinion that should be familiar to anyone who has taught or studied reasoning skills. I proceed to set out an alternative to this standard view (largely due to Douglas Walton) on which some appeals to popularity can provide defeasible yet presumptive support to a claim sufficient to shift a burden of proof on the balance of considerations. In general, I hold that the standard account is correct and that where ad populum appeals succeed in providing good reasons, they do so because they have been reconstructed as having another argument form that introduces independent reasons for accepting the conclusion. Each of these accounts helps to...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.591
Threshold uncertainty score0.963

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.039
GPT teacher head0.280
Teacher spread0.241 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it