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Mark J. Bliton,Stuart G. Finderes. James Keegstra was a high school history teacher in Alberta, Canada, who taught his students that there is a Jewish conspiracy to rule the world and that the Holocaust did not occur. His teaching is analyzed in terms of three of its salient features: his theory of history, his historical methodo

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Zusammenspiel von System und Mensch,osition, .?” Two answers, deductivism and the Pragma-Dialectical theory, are considered and rejected. It is argued that an argument’s support for its conclusion will be sufficient when it meets its burdens of proof, relying in the final analysis on what may be presumed or accepted without further qu

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Vorgehensweise und Operationalisierung,mmunicative implications this connection implies; but premises must not only be formulated to communicate support, they must also actually lend support, and their relevance is a function of their doing so. Explicating premissary relevance is thus a matter of explicating the idea of a premise’s lendi

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Performancemessung im Hochschulbereichion will take for granted, stipulate the senses I give to some of the terms of art which, although common, have different meanings in the hands of different authors, and explain what I mean by “premise adequacy.” A review of the various contexts for evaluating arguments shows that the question about

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Performancemessung von Lebenszyklusfonds,nd induction. I briefly describe and characterize six accounts that seem on the face of it to portray some third type of assessment of an illative move, independent of deductive validity and of inductive strength: those of Wisdom, Toulmin, Wellman, Rescher, defeasible reasoning theorists such as Pol

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