"The stated goal of this book is to present the method of arguing. The
first part leads the reader through the various meanings of the word argument,
the history of arguments and arguments in the contemporary scene. The second
part deal with language, words and logic, as they relate to arguments and arguing.
The third part describes the explanation of facts, concepts, questions of value,
as well as tactical traps to avoid in arguing. This amazingly detailed book
will fascinate both scholars and newcomers to the field of argumentation. As
a professional in engineering teaching, I can envision this book equally excellent
as a course note for in-depth studies in argumentation and also as a refresher
handbook for the simply curious minds. "
- Dr. Istvan Novak, Distinguished Engineer, Sun Microsystems
"David Millers three-part work, Everyday Arguments and the Theory
of Argumentation, is a compelling scholarly contribution to the literature on
logic and strategic thinking. Miller portrays the lineage associating logical
thought, rhetoric, and argumentation more definitively than classics in the
field, which this book surely will become.
I found the description of the classical history of argumentation quite relevant
to the evolution of classroom methodology -- from the Socratic Method to discovery
teaching and its contemporary version, constructivist methodology -- so much
so, that I have selected Millers volumes as the principal resource for
a doctoral course for educational leaders at Columbia University.
Combined with translations of Platos, Socratic Dialogues, Wertheimers,
Productive Thinking, and Von Glasersfelds, Learning as Constructive Activity,
Millers, Everyday Arguments and the Theory of Argumentation, provides
an overarching background in logical thought rarely found in courses for professional
educators. Richly elaborated by quotations, citations and references, Everyday
Arguments and the Theory of Argumentation, has provided all scholars with an
informative and erudite read!
Bruce R. Vogeli
Clifton Brewster Upton Professor
Teachers College/Columbia University
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