Document Type
Paper
Start Date
15-5-1999 9:00 AM
End Date
17-5-1999 5:00 PM
Abstract
Writing arguments in indirectly informative language can improve undergraduates' analytic and communicative competencies. A twofold support is offered. First, written examples are examined to show how producing such argument can develop one's practic al understanding of the cultural repertoire--a knowledge argued crucial to both the evaluative and the communicative uses of reasoning. Second, various articulations of the relation between practical understanding and communication are discussed: those o f Gadamer on the connection between hermeneutics and rhetoric; Ricouer on the continuity of the imagination, cognition, and feeling in metaphor; and work in cognitive psychology on the links among language, thought and culture.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
On the educational value of arguing in indirectly informative language
Writing arguments in indirectly informative language can improve undergraduates' analytic and communicative competencies. A twofold support is offered. First, written examples are examined to show how producing such argument can develop one's practic al understanding of the cultural repertoire--a knowledge argued crucial to both the evaluative and the communicative uses of reasoning. Second, various articulations of the relation between practical understanding and communication are discussed: those o f Gadamer on the connection between hermeneutics and rhetoric; Ricouer on the continuity of the imagination, cognition, and feeling in metaphor; and work in cognitive psychology on the links among language, thought and culture.
