Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

From the Publisher:
An agent is an entity with domain knowledge, goals and actions. Multi-agent systems are a set of agents which
interact in a common environment. Multi-agent systems deal with the construction of complex systems involving multiple agents and their coordination. A multi-agent system (MAS) is a distributed computing system with
autonomous interacting intelligent agents that coordinate their actions so as to achieve its goal(s) jointly or competitively.

Introduction to Multiagent Systems

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The concept of mind

Basing its arguments in current perspectives on the nature of the scientific enterprise, which see argument and argumentative practice as a core activity of scientists, this article develops the case for the inclusion and central role of argument in science education. Beginning with a review of the nature of argument, it discusses the function and purpose of dialogic argument in the social construction of scientific knowledge and the interpretation of empirical data. The case is then advanced that any education about science, rather than education in science, must give the role of argument a high priority if it is to give a fair account of the social practice of science, and develop a knowledge and understanding of the evaluative criteria used to establish scientific theories. Such knowledge is essential to enhance the public understanding of science and improve scientific literacy. The existing literature, and work that has attempted to use argument within science education, is reviewed to show that classroom practice does provide the opportunity to develop young people's ability to construct argument. Furthermore, the case is advanced that the lack of opportunities for the practice of argument within science classrooms, and lack of teacher's pedagogical skills in organizing argumentative discourse within the classroom are significant impediments to progress in the field. © 2000 John Wiley & Sons, Inc. Sci Ed84:287–312, 2000.

Establishing the norms of scientific argumentation in classrooms

Richard Rorty's Philosophy and the Mirror of Nature brings to light the deep sense of crisis within the profession of academic philosophy which is similar to the paralyzing pluralism in contemporary theology and the inveterate indeterminacy of literary criticism. Richard Rorty's provocative and profound meditations impel philosophers to examine the problematic status of their discipline— only to discover that modern European philosophy has come to an end. Rorty strikes a deathblow to modern European philosophy by telling a story about the emergence, development and decline of its primary props: the correspondence theory of truth, the notion of privileged representations and the idea of a self-reflective transcendental subject. Rorty's fascinating tale—his-story —is regulated by three fundamental shifts which he delineates in detail and promotes in principle: the move toward anti-realism or conventionalism in ontology, the move toward the demythologizing of the Myth of the Given or anti-foundationalism in epistemology, and the move toward detranscendentalizing the subject or dismissing the mind as a sphere of inquiry. The chief importance of Rorty's book is that it brings together in an original and intelligible narrative the major insights of the patriarchs of postmodern American philosophy—W. V. Quine, Wilfred Sellars, and Nelson Goodman— and persuasively presents the radical consequences of their views for contemporary philosophy. Rorty credits Wittgenstein, Heidegger and Dewey for having "brought us into a period of 'revolutionary' philosophy" by undermining the prevailing Cartesian and Kantian paradigms and advancing new conceptions of philosophy. And these monumental figures surely inspire Rorty. Yet, Rorty's philosophical debts—the actual sources of his particular anti-Cartesian and antiKantian arguments—are Quine's holism, Sellars' anti-foundationalism, and Goodman's pluralism. In short, despite his adamant attack on analytical philosophy—the last stage of modern European philosophy—Rorty feels most comfortable with the analytical form of philosophical argumentation (shunned by Wittgenstein and Heidegger). From the disparate figures of Wittgenstein, Heidegger, and Dewey, Rorty gets a historicist directive: to eschew the quest for certainty and the search for foundations.

Philosophy and the Mirror of Nature

Contents: Preface. Introduction. Part I: Historical Backgrounds. Analytic, Dialectic and Rhetoric. Analysis of Fallacies, Controversy, and Discussion. Perelman and Olbrechts-Tyteca's New Rhetoric. Toulmin's Model of Argumentation. Part II: Contemporary Developments. Informal Logic and Critical Thinking. Communication and Rhetoric. Fallacies and Formal Logic. Dialogue Logic and Formal Dialectics. Pragma-Dialectics and Critical Discussion. Language-Oriented Approaches to Argumentation. Other Significant Developments.

Fundamentals of Argumentation Theory : A Handbook of Historical Backgrounds and Contemporary Developments

Contents: Preface. Introduction. Part I: The Historical Context. Context: Argumentation as a Cultural Practice. Context: The Study of Argumentation. Paradigm Abandoned: Critique of Deductivism. Lessons From the Past. Part II: A Pragmatic Theory of Argument. Informal Logic: An Alternative Theory of Argument. Argument as Manifest Rationality: A Pragmatic Conception. What Makes a Good Argument? Toward a Theory of Evaluation. Principles of Criticism. Part III: Matters Dialectical. Criticisms, Objections, and Replies. Alternative Theories of Argument. Outstanding Issues and the Research Agenda. Retrospect and Prospect.

Ralph H. Johnson

Papers

Fundamentals of Argumentation Theory : A Handbook of Historical Backgrounds and Contemporary Developments

Manifest Rationality: A Pragmatic Theory of Argument

Logical self-defense

Fundamentals of argumentation theory

Argumentation as dialectical