Harvard Seminar on Intellectual Charity (December Session, Ned Hall)
- Shared screen with speaker view

30:29
maybe if you send us the link we can hear it independently now?

38:14
One man's modus ponens

38:54
Exactly! :-) One person's reduction ad absurdum is another person's interesting consequence.

01:02:02
I’m motivated because a loved one holds that opposing viewpoint and want to live with them in greater harmony

01:03:25
I’m motivated because I believe there may be alterrnative maps

01:05:28
Dialogical accounts of reasoning: Mercier and Sperber, The Enigma of Reason; Catarina Dutilh Novaes, The Dialogical Roots of Deduction

01:10:37
Alternative maps probably exist if there is not a way to ensure premissary saturation

01:10:56
why do you need premises that in fact support the conclusion? Couldn’t premises which might seem to a reasonable and honest person to support the conclusion work?

01:35:32
The inferential chain gets broken

01:36:48
Puzzle game Ned mentioned: argumentmaps.org

01:37:03
I emphasize to students that anytime you map an inference, you should be able to read out the individual premises, with "and" between them, then say "therefore" and read the inferred claim, and it should make sense.

01:39:51
Thanks, I have to go now

01:46:53
Quick plug for our follow-up session on Jan 10. I’ll take up the questions of why to be charitable, when not to be charitable, and offer some more examples of practice exercises for students. You can register here https://thinkeranalytix.org/harvard-argument-mapping-intellectual-charity/

01:50:13
Thank you Ned!! What a fabulous presentation to kick off the week.

01:50:27
Does anyone have a list of the possible functions of language that you share with students to help them identify possible functions?

01:50:50
Thank you so much for the enlightening talk!

01:51:18
Thanks for doing this -- very useful, and glad to see there's work on argument mapping and intellectual charity.

01:54:42
It's hard to teach how to identify these different roles of language, but sometimes simply alerting students to the *existence* of these different roles can be transformative.

01:54:57
@Kaija: i’d also like that!

01:59:47
If you have any further questions such as how to get started teaching these skills to your students, we’d love to hear from you! nate@thinkeranalytix.org

02:01:48
Thank you, everyone!!!