This essay sets out the rationale for treating modern and traditional sets of topoi and stases as being empirically grounded in human psychology. The first section of the paper summarizes the basic assumptions of this approach to the teaching of argumentation. This is followed by an illustration of the general approach, applied to instruction in the invention of value arguments. The last part of the paper discusses the role of the unconscious in argumentation.
Communication Education
Volume 34, 1985 - Issue 3
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