Review/recenzja: Christian Kock and Marcus Lantz (eds.). Rhetorical Argumentation: The Copenhagen School. Windsor, Ontario: Windsor Studies in Argumentation 2023
Bibliographic record
Abstract
The field of argumentation theory is a rich field, with rather deep divisions.In addition to the perhaps most important distinction between formal logic and practical argumentation, that is, between the study of logical-mathematical inferences and how people actually argue within different domains, there are several "schools" that study practical argumentation.One could say (as argumentation theorists like) that the various schools are based on three different perspectives on argumentation in Western thinking, inherited from classical times: logic, dialectic, and rhetoric.The title of this fine anthology, edited by Christian Kock and Marcus Lantz, reveals that it is concerned with a rhetorical look at argumentation.More specifically, the book presents insights into the work on argumentation theory from the Copenhagen milieu in rhetoric.This builds on the seminal work of Merete Jrgensen, Charlotte Onsberg, Christian Kock, and Lone Rrbech, consisting of both a textbook (Jrgensen & Onsberg 1987) and an empirical research project -"Rhetoric that moves votes".These have been the cornerstone of the Copenhagen research into and teaching of argumentation, and the background for their particular rhetorical perspective.How does a rhetorical perspective on argumentation differ from the others, such as informal logic (based in Windsor, Canada) or pragma-dialectics (based in Amsterdam)?The distinctive character, and advantages, of the Copenhagen school are clearly highlighted in the book's introduction: A rhetorical perspective on argumentation takes the functions argumentation has in a democratic society as its starting point -always from a normative angle.What does it take for argumentation to serve (deliberative) democracy?In this sense, the Copenhagen 1.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot 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.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".