Abstract
I argue that a gentler framework for analyzing logically-minded arguments in philosophical discourse may be given by a twofold structure stemming from the arrangement of two different devices. One standard logical device operates at the formal level of premises and conclusion of an argument-text. The second, is able to deal with intensional steps which are normally performed to support background reasoning. In this contribution I aim at developing a simple general account to deal pedagogically with these two-parallel levels, characteristic to my mind, of many philosophical argument-texts that are embedded in logically valid patterns of reasoning.
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Urtubey, L.A. (2011). A Framework for Coping with Logically-Minded Arguments in Philosophy. In: Blackburn, P., van Ditmarsch, H., Manzano, M., Soler-Toscano, F. (eds) Tools for Teaching Logic. TICTTL 2011. Lecture Notes in Computer Science(), vol 6680. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21350-2_28
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DOI: https://doi.org/10.1007/978-3-642-21350-2_28
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