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QUESTION-ANSWER PROCEDURES: INFORMAL TEXT ANALYTICS AND ARGUMENTATION
Abstract
Among many skills characteristic of critical thinking, in our opinion, the ability to work with texts is the most important. Working with texts always implies a dialogue between the reader and the author. Regardless of the period when the text was written, each time it is read it is given a new life. Texts focusing on the same problem can present different eras, positions, and perspectives. Students studying texts become researchers who should be able to compare texts and hold a dialogue taking into account the period when a text was written and when it is read. The question becomes a tool to ensure the maximum efficiency of this process. The key idea of this paper is interpreting questioning as a procedure providing a direction and method for argumentation used in text analysis. The main emphasis is placed on identifying the contextual presuppositions of the questions. This entails a conceptual analysis, which makes it possible to draw an logical and argumentative map of the text. It is possible to use a logical, cognitive, or rhetorical model of argumentation, or methods of informal logic depending on the text type. Here, logic becomes the logic of research and it is interpreted by analogy with the logic of scientific studies. The proposed methodology of the expert analysis of the text and informal text analytics seeks to ensure that a research situation is created in any instance of work with texts.
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References8
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