Toulmin scheme
The Toulmin scheme is a model for analyzing arguments and was developed by the British philosopher Stephen Toulmin . In his work The Uses of Argument from 1958, he presented this argumentation scheme consisting of six components, which differed from the form of the syllogism , which was previously considered classic .
structure
The formal structure of an argument has three components that are related to each other. The basis of an argument is information . In the English original, Toulmin uses the term data , in German literature the terms fact , cause or premise can also be found. Based on the information , a conclusion (claim) is drawn, also called a thesis , claim , claim or conclusion . The conclusion is supported by the rule of inference (engl. Warrant) allows that also as a principle is referred to.
The scheme can be explained by three other elements expand, "be able to use to make it flexible for complex contexts of justification." The final rule can by a support (English, backing) be justified. So it is a justification that falls back on general values, norms, moral rules or ethics. Another element are modal operators (qualifier), which use adverbs such as “likely”, “presumably” or “necessarily” to say something about the binding nature of the conclusion. As a sixth element, exceptional conditions (rebuttals) can be specified. They can be introduced by "except" or "unless" and indicate circumstances under which the conclusion does not apply or to a limited extent.
Demarcation
The Toulmin Scheme is similar to how allegations are made and substantiated in a legal proceeding. Here it becomes clear that Toulmin's model is based more on legal than logical procedures. While premises are first set up in a syllogism in order to then draw a conclusion, according to the Toulmin scheme, the conclusion is only justified afterwards. In addition, in the practical syllogism only that which can be found beforehand in the premises can be inferred. The Toulmin scheme opens the conclusion.
Didactic background
The model has a didactic value that relates to the analysis of arguments and one's own reasoning. Through the individual steps, on the one hand, your own arguments can be made both structured and transparent and, on the other hand, external arguments can be transparently broken down and criticized. “Another didactic advantage of this scheme is its simplicity. From facts, inference [...] rules and general moral principles or moral theories (e.g. categorical imperative / utilitarianism ), unless there is an exception, conclusions are drawn with a certain degree of certainty. This clear structure is able to sensitize the pupils to argue as well-founded and plausible as possible. " For these reasons, the Toulmin scheme should be used by pupils in NRW according to the curriculum in philosophy as part of an overarching methodological competence (MK): The pupils Students "argue based on relevant philosophical argumentation procedures (including the Toulmin scheme) (MK8)."
Individual evidence
- ↑ Volker Pfeifer: Ethical arguments. Instructions based on current case analyzes. Schöningh, 2009, p. 21
- ↑ Volker Pfeifer: Ethical arguments. Instructions based on current case analyzes. Schöningh, 2009, p. 23
- ↑ Ministry for Schools and Further Education of the State of North Rhine-Westphalia (ed.): Core curriculum for the upper secondary school / comprehensive school in North Rhine-Westphalia. Philosophy. 2013 , p. 20