O presente trabalho tem duplo objetivo, prático e teórico. Em termos práticos, busca sistematizar as discussões sobre a responsabilização dos militares e do Estado por acontecimentos do regime militar, bem como sobre a busca da verdade e a preservação da memória. Destacam-se nas discussões os acontecimentos da Guerrilha do Araguaia. Em termos teóricos, tem a intenção de apresentar uma exposição compreensiva da Teoria da Argumentação, tentando adaptá-la, na medida do possível, às necessidades da Argumentação Jurídica. Para cumprir esse duplo objetivo, o trabalho aplica a Teoria da Argumentação às discussões sobre o regime militar almejando benefícios para a teoria e para a prática. Desse modo, o trabalho inicia apresentando os principais conceitos e ferramentas da Teoria da Argumentação. Em seguida, realiza algumas adaptações das ferramentas para que sejam utilizadas na argumentação jurídica. Por fim, utilizando os conceitos e ferramentas expostos e adaptados, apresenta o Mapa Argumentativo dos debates sobre o regime militar, com destaque para as discussões sobre a possibilidade de responsabilizar criminalmente os militares por torturas, execuções e desaparecimentos forçados. São levados em consideração especialmente os aspectos fáticos do caso da Guerrilha do Araguaia e argumentos levantados pelo STF no julgamento da ADPF 153 e pela Corte Interamericana de Direitos Humanos no Caso Gomes Lund (Guerrilha do Araguaia) v. Brasil. A dissertação conclui que os militares não foram beneficiados pela Lei de Anistia e aponta para a continuidade dos debates tanto sobre o aspecto criminal quanto outros problemas identificados no Mapa. Na parte teórica, chama-se atenção para a necessidade de continuar o estudo da Teoria da Argumentação e de adaptá-la às necessidades da Argumentação Jurídica. / This dissertation has two objectives: a practical and a theoretical one. The practical objective is to organize discussions concerning the responsibility of the State and the Military due to events occurred in the Brazilian Military Government, as well as discussions about the search for the historical truth and preservation of its memory. Special attention is draw upon the Araguaias Guerilla. Theoretically, the work intends to present the main aspects of Argumentation Theory trying to adapt it - as long as possible - to be used in Legal Argumentation. To fulfill this double objective, one applies Argumentation Theory to the Military Government events discussions aiming for benefits both for theory and practice. Hence, it begins presenting the essential concepts and tools of Argumentation Theory. It follows with the tools adaptations to Legal Argumentation. Finally, the Argumentation Map of the discussions is presented. The problem whether the most severe crimes of the military personnel (tortures and executions for instance) were amnestied is dealt with in greater detail. The events of Araguaias Guerrilla, the arguments of Brazilian Supreme Court in ADPF 153 and the arguments of the Inter-American Court of Human Rights in Gomes Lund v Brazil Case are all given special attention. The dissertation concludes that the military (States agents) were not amnestied. It also points out the next steps in the discussions. As for the theoretical concerns, the conclusion draws attention to the importance of studying and developing Argumentation Theory in connection with Legal Argumentation.

O presente trabalho tem duplo objetivo, prático e teórico. Em termos práticos, busca sistematizar as discussões sobre a responsabilização dos militares e do Estado por acontecimentos do regime militar, bem como sobre a busca da verdade e a preservação da memória. Destacam-se nas discussões os acontecimentos da Guerrilha do Araguaia. Em termos teóricos, tem a intenção de apresentar uma exposição compreensiva da Teoria da Argumentação, tentando adaptá-la, na medida do possível, às necessidades da Argumentação Jurídica. Para cumprir esse duplo objetivo, o trabalho aplica a Teoria da Argumentação às discussões sobre o regime militar almejando benefícios para a teoria e para a prática. Desse modo, o trabalho inicia apresentando os principais conceitos e ferramentas da Teoria da Argumentação. Em seguida, realiza algumas adaptações das ferramentas para que sejam utilizadas na argumentação jurídica. Por fim, utilizando os conceitos e ferramentas expostos e adaptados, apresenta o Mapa Argumentativo dos debates sobre o regime militar, com destaque para as discussões sobre a possibilidade de responsabilizar criminalmente os militares por torturas, execuções e desaparecimentos forçados. São levados em consideração especialmente os aspectos fáticos do caso da Guerrilha do Araguaia e argumentos levantados pelo STF no julgamento da ADPF 153 e pela Corte Interamericana de Direitos Humanos no Caso Gomes Lund (Guerrilha do Araguaia) v. Brasil. A dissertação conclui que os militares não foram beneficiados pela Lei de Anistia e aponta para a continuidade dos debates tanto sobre o aspecto criminal quanto outros problemas identificados no Mapa. Na parte teórica, chama-se atenção para a necessidade de continuar o estudo da Teoria da Argumentação e de adaptá-la às necessidades da Argumentação Jurídica. / This dissertation has two objectives: a practical and a theoretical one. The practical objective is to organize discussions concerning the responsibility of the State and the Military due to events occurred in the Brazilian Military Government, as well as discussions about the search for the historical truth and preservation of its memory. Special attention is draw upon the Araguaias Guerilla. Theoretically, the work intends to present the main aspects of Argumentation Theory trying to adapt it - as long as possible - to be used in Legal Argumentation. To fulfill this double objective, one applies Argumentation Theory to the Military Government events discussions aiming for benefits both for theory and practice. Hence, it begins presenting the essential concepts and tools of Argumentation Theory. It follows with the tools adaptations to Legal Argumentation. Finally, the Argumentation Map of the discussions is presented. The problem whether the most severe crimes of the military personnel (tortures and executions for instance) were amnestied is dealt with in greater detail. The events of Araguaias Guerrilla, the arguments of Brazilian Supreme Court in ADPF 153 and the arguments of the Inter-American Court of Human Rights in Gomes Lund v Brazil Case are all given special attention. The dissertation concludes that the military (States agents) were not amnestied. It also points out the next steps in the discussions. As for the theoretical concerns, the conclusion draws attention to the importance of studying and developing Argumentation Theory in connection with Legal Argumentation.

Imre Kertész ist 1929 in Budapest geboren und dort aufgewachsen. 1944 wurde er im Rahmen einer Judendeportation verhaftet und über Auschwitz in das KZ Buchenwald verbracht. Nach der Befreiung des Lagers 1945 kehrte er in seine Heimatstadt zurück, wo er seit 1953 als Schriftsteller und Übersetzer tätig war. 2001 verlegte er seinen Lebensmittelpunkt nach Berlin. 2002 erhielt er den Nobelpreis für Literatur. Ziel der Untersuchung ist die Rekonstruktion einer in Kertész’ Werk allegorisch codierten Anthropologie und einer damit implizierten Ästhetik. Die Basis der fraglichen Anthropologie ist der Begriff des Lebens. Das spezifisch menschliche Leben zeichnet sich durch den Prozess der kulturellen Evolution aus, welcher durch verständigungsorientierte Mittel rational zu steuern ist. Die hieraus resultierende Dialektik wird von autonomen Personen konstituiert. Dabei erscheint die generationenübergreifende Reproduktion der Personenrolle und des damit einhergehenden menschlichen Bewusstseins als unbedingte Pflicht im Sinne Kants. Letzterer Vorgang kann als ästhetische Erfahrung beschrieben werden, bei der die menschliche Ontogenese jeweils in Orientierung an paradigmatischen Darstellungen der Personalität respektive der Personalisierung erfolgt. / Imre Kertész was born in Budapest in 1929. He lived there until 1944, when, in the course of a deportation of Jews, he was arrested and taken to the KZ Buchenwald via Auschwitz. After the liberation of the camp in 1945 he returned to his home town, where he began to work as a writer and translator in 1953. In the year 2001 he moved to Berlin. He was awarded the Nobel prize for literature in 2002. The objective of the study is to reconstruct an anthropology allegorically encoded in the oeuvre of Kertész and a theory of aesthetics intrinsic to it. Fundamental to the anthropology in question is the concept of life. Human life in particular is characterized by the process of cultural evolution, which has to be controlled rationally by means of communication. The resulting dialectic is supported by autonomous persons. Thereby the transgenerational reproduction of personality and the corresponding human consciousness appears as a categorical duty in the sense of Kant. The latter proceeding can be described as an aesthetic experience in which the individual human ontogenesis is oriented to paradigmatic representations of personality respectively of personalization.

Imre Kertész ist 1929 in Budapest geboren und dort aufgewachsen. 1944 wurde er im Rahmen einer Judendeportation verhaftet und über Auschwitz in das KZ Buchenwald verbracht. Nach der Befreiung des Lagers 1945 kehrte er in seine Heimatstadt zurück, wo er seit 1953 als Schriftsteller und Übersetzer tätig war. 2001 verlegte er seinen Lebensmittelpunkt nach Berlin. 2002 erhielt er den Nobelpreis für Literatur. Ziel der Untersuchung ist die Rekonstruktion einer in Kertész’ Werk allegorisch codierten Anthropologie und einer damit implizierten Ästhetik. Die Basis der fraglichen Anthropologie ist der Begriff des Lebens. Das spezifisch menschliche Leben zeichnet sich durch den Prozess der kulturellen Evolution aus, welcher durch verständigungsorientierte Mittel rational zu steuern ist. Die hieraus resultierende Dialektik wird von autonomen Personen konstituiert. Dabei erscheint die generationenübergreifende Reproduktion der Personenrolle und des damit einhergehenden menschlichen Bewusstseins als unbedingte Pflicht im Sinne Kants. Letzterer Vorgang kann als ästhetische Erfahrung beschrieben werden, bei der die menschliche Ontogenese jeweils in Orientierung an paradigmatischen Darstellungen der Personalität respektive der Personalisierung erfolgt. / Imre Kertész was born in Budapest in 1929. He lived there until 1944, when, in the course of a deportation of Jews, he was arrested and taken to the KZ Buchenwald via Auschwitz. After the liberation of the camp in 1945 he returned to his home town, where he began to work as a writer and translator in 1953. In the year 2001 he moved to Berlin. He was awarded the Nobel prize for literature in 2002. The objective of the study is to reconstruct an anthropology allegorically encoded in the oeuvre of Kertész and a theory of aesthetics intrinsic to it. Fundamental to the anthropology in question is the concept of life. Human life in particular is characterized by the process of cultural evolution, which has to be controlled rationally by means of communication. The resulting dialectic is supported by autonomous persons. Thereby the transgenerational reproduction of personality and the corresponding human consciousness appears as a categorical duty in the sense of Kant. The latter proceeding can be described as an aesthetic experience in which the individual human ontogenesis is oriented to paradigmatic representations of personality respectively of personalization.

This dissertation explores how argumentation theory can supplement models of responsible persuasion in rhetoric and writing studies. In particular, it demonstrates how reasoning as envisioned in the pragma-dialectical approach of argumentation can provide an alternative to exclusionary, unethical operations of reason. Despite longstanding work with models of argument from Aristotle to Stephen Toulmin, rhetoric and writing has paid little attention to the potential uses of dialectical argumentation theory. Such theory deserves greater consideration given its ability to meet the ethical demands voiced by rhetorical critiques of traditional ways of arguing. Critiques of reason demonstrate how the abstractions necessary for logical certainty exist in tension with the inherent ambiguity of human arguments. In attempting to strip away that ambiguity, some discussants unfairly exclude relevant details from others and may exclude entire populations who should be included in a fair deliberation. Goals of understanding and inclusion unite the variety of calls for new ways of arguing made in rhetoric and writing under titles of Rogerian, non-agonistic, listening, and invitational rhetorics. Nevertheless, as Chaïm Perelman and Lucie Olbrechts-Tyteca describe, even as our arguments involve irresolvable ambiguities, they must also function as stable and coherent viewpoints such that our interlocutors can hold us accountable to agreement or disagreement. In this way, we responsibly argue questions of ethics, politics and law. Though no final resolution of ambiguity is possible in such questions, we can reason together for a better understanding of each other's positions and craft pragmatic policies to deal with our disagreements. In order to explore the disciplinary questions about the relationship between rhetoric and argumentation, the dissertation examines a series of case studies drawn from judicial disputes over church-state separation in the United States. In examining problematic rhetoric of these disputes, the dissertation builds an understanding of responsible reason informed by dialectical argumentation and demonstrates its utility for both critical and pedagogical applications. / text

Constructing and understanding arguments is often difficult but key to both philosophyand other parts of the everyday life. Some methods to ease this task has been developed.One of the methods developed within informal reasoning is argument diagramming, amethod to structure and visualize arguments. This essay takes a complicated argumentabout the fate of the universe, put forward by futurist Ray Kurzweil in his book TheSingularity is Near, as well as some critique published against said argument, as a casestudy for the application of argument diagramming on unstructured arguments fromoutside the field of philosophy. To arrive at a diagram that can be easily grasped andread but still contains all information of the original argument, this essay developsa method of splitting sub-diagrams off of a main diagram. Analysing the resultingdiagrams shows that the plausibility of Kurzweil’s argument is heavily dependent on afew, critical premises at the lower levels of the diagram.

Escalation of Commitment (EoC) behaviour occurs when a Decision Making Unit (DMU), such as an individual or group, continues with a course of action despite receiving negative feedback about it. Much research exists, within multiple disciplines, which attempts to explain why DMUs continue with failing courses of action. To date however, there has been very little critical inquiry of such research. Using a historical research approach, this thesis reviews and critically assesses all existing EoC behaviour research and concludes that a number of serious issues exist. These include the use of multiple labels by authors to describe the phenomenon; the considerable uncertainty that exists regarding which DMUs are subject to EoC behaviour; the existence of multiple, concurrent definitions for each ‘theory label’ and important EoC behaviour concepts, such as escalation, DMU, resource, success, failure and commitment, not being adequately defined. It is contended that these and other issues exist primarily because of the scope of the phenomenon and the resultant high quantity and complexity of research; all of which impair research technique. However, independent, pre-existing research technique issues are also proposed as reasons. Ultimately, it is argued that the state of EoC behaviour research is poor. It is considered that the mere recognition of the issues raised in this thesis will assist in the improvement of the research. Yet this aspect in isolation is deemed inadequate. In response, a prescriptive technique is developed which is bifurcated between resolutely defining the important concepts related to EoC behaviour research and creating an ‘integrated framework’ which includes all existing EoC behaviour determinants from all research disciplines. The proposed framework also identifies a number of new potential determinants of EoC behaviour, including the Autoepistemic Sunk Cost Effect (ASCE), the age of the DMU and anthropomorphic revenge motives. It is suggested that these two prescriptive responses will also promote focussed future EoC behaviour research, designated in the thesis as research direction. This thesis contributes to existing knowledge by not only recognising research issues that have not previously been acknowledged but also by prescribing for these issues through a complete concept exploration, coupled with a complete collective framework.

<p><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi / mso-bidi-font-weight:bold">The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. </span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners&rsquo / conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).</span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The research design was primarily a case study of 16 Grade 10 learners of the Xhosa ethnic group at a high school in the Eastern Cape Province of South Africa. The Xhosa people are a typical example of a people whose cultural values were undermined and whose voice was silenced by the colonisers and whose local knowledge has been repressed and replaced by forms of Western privileged knowledge and understandings but who remain, deeply and resolutely, steeped in their cultural values and practices, making them a classic example of a people who would battle to harmonise the indigenous and the scientific explanations of natural phenomena. The research instruments used were questionnaires which were administered to learners, educators, community leaders, indigenous knowledge holders and experts to solicit information on causes, dangers and prevention of lightning / individual and group activities as learners went through the lessons on both argumentation and on lightning / follow up interviews and discussions with learners individually or in groups to seek further clarification of the ideas the learners would have raised in their earlier responses to questionnaires or group discussions / guided and reflective essays by the learners to determine the learners&rsquo / levels of understanding of the major tenets of the two thought systems and the relationship between the two worldviews and to determine the qualitative gain, if any, that the learners got from the intervention programme / observation schedules used by the researcher during participant observation of group discussions and during the lessons on lightning / an achievement test on lightning / field notes used by the researcher for memoing observations and reflections as the research process proceeded / informal and serendipitous sources of information. <span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The collected data were analysed, mostly, qualitatively. Frequencies, percentages and t-test values were used to express and analyse quantitative data. Aspects of several analytical frameworks that included Toulmin&rsquo / s Argumentation Pattern (TAP) [and its modified versions such as that of Leitao (2000) and that of Osborne et al (2004)] and Contiguity Argumentation Theory (CAT) were used to attach meaning to the collected data and to address the research questions.</span></span></p>

Esta dissertação apresenta uma análise retórica do discurso da Comissão Econômica para a América Latina (CEPAL), tal como aparece em seu primeiro trabalho de relevo, o "Estudio Económico de América Latina - 1949". Tal análise baseia-se na teoria da argumentação proposta por Chaim Perelman e Lucie Olbrechts-Tyteca. A análise propriamente dita consiste na identificação do público a que se dirige o discurso e intenta demonstrar como as premissas e os argumentos utilizados se adequam a seu público, com o fim de levá-lo a aceitar a tese primordial da CEPAL, qual seja, a necessidade de industrialização da América Latina. / This dissertation presents a rhetorical analysis of the discourse of the Economic Comission of Latin America (ECLA), as it appears in its first important work, the "Economic Survey of Latin America - 1949". Such analysis is based upon the theory of argumentation developed by Chaim Perelman and Lucie Olbrechts-Tyteca. The analysis itself consists in the identification of the public the discourse is addressed to, and attempts to demonstrate how the premises and arguments used are framed according to its public trying to make it accept ECLAs most central proposition, i.e., the need for industrialization in Latin America.

A relação entre o Estado brasileiro e a sociedade, especialmente quando se trata de questões tributárias, é marcada por um desgaste histórico: paga-se uma carga tributária considerada excessiva, ao passo que o retorno em benefícios sociais não é compatível ao esforço. Diante dessa realidade, a Educação Fiscal (EF) surgiu como um instrumento para renovar o voto de confiança e defende, não apenas que todos paguem os tributos, mas que o façam conscientemente e ativamente, e estabelece, para isso, um diálogo profícuo com as noções de democracia, cidadania, ética e responsabilidade social. Para os fins desta pesquisa, a EF é analisada consoante os pressupostos teóricos da Análise Crítica do Discurso (ACD), tal como compreendido por Fairclough (1989, 2001, 2003 e 2010) e Chouliaraki e Fairclough (1999) e, para aprofundar e facilitar o estudo, são utilizados também os postulados da Nova Retórica de Perelman e Olbrechts-Tyteca (2005) como um instrumento de análise complementar à ACD. O estudo está dividido em três seções de forma a abranger a teoria tridimensional do discurso: textual, discursiva e prática social. Nesse ínterim, o diálogo com a Nova Retórica serve como uma relevante ferramenta para descoberta dos discursos subjacentes ao DEF enriquecendo a reflexão das dimensões textual e discursiva. Nesse diapasão, é contemplada, na análise do discurso da Educação Fiscal (DEF), a tentativa do DEF de ensejar uma mudança social a partir de uma abordagem dos três níveis da estrutura social (GIDDENS, 2009). Neste estudo, de natureza interdisciplinar, são mostrados, de um lado, o poder de influência do DEF nessa conjuntura, e, de outro, os elementos da estrutura social que são obstáculos para que o DEF alcance a hegemonia. Dos resultados da pesquisa, destacam-se os seguintes: a possibilidade de inserção do DEF no evento maior chamado de modernidade tardia (GIDDENS, 1991 e 2002); sua conexão com o fenômeno do aprofundamento dos processos democráticos (GIDDENS, 2002); as relações de poder envolvendo os instrumentos utilizados para a propagação do DEF, como a escola e o material didático (FAIRCLOUGH, 1989 e AGAMBEN, 2005); a tentativa de remodelamento do ethos do Estado realizado pelo DEF (FAIRCLOUGH, 2003); do ponto de vista da intertextualidade e da ordem do discurso (FAIRCLOUGH, 2003), observa-se que o DEF articula diferentes discursos, desde aqueles da democracia e da cidadania até o discurso do direito tributário. Para finalizar, são explorados e discutidos os modos de operação da ideologia (THOMPSON, 2002) no corpus e a relação do DEF com a noção de hegemonia (GRAMSCI, 1999). / The relationship between the Brazilian state and society, especially when it comes to tax matters, is marked by a historical deterioration: one pays taxes considered excessive, while the return on social benefits is not compatible with the effort. Given this reality, Fiscal Education (FE) has emerged as an instrument to renew the vote of confidence on the State and defends not only that everybody should pay taxes, but that they do it consciously and actively, and it establishes a positive dialogue with the concepts of democracy, citizenship, ethics and social responsibility. For the purposes of this research, the discourse of FE (DFE) is analyzed according to the theoretical assumptions of Critical Discourse Analysis (CDA) according to Fairclough (1989, 2001, 2003 and 2010) and Chouliaraki and Fairclough (1999) and to develop and facilitate the study, the postulates of the New Rhetoric by Perelman and Olbrechts-Tyteca (2005) are used as a complementary analytical tool to CDA. The study is divided in three sections to cover the three-dimensional theory of discourse: textual, discursive and social practice. Meanwhile, the dialogue with the New Rhetoric serves as an important tool for discovering underlying discourses existing in the corpus. This enriches the discussion of textual and discursive dimensions. The analysis of the DFE suggests that it attempts to cause a social change; the analysis, of a largely interdisciplinary nature, is based on an approach to the three levels of the social structure (GIDDENS, 2009) with, on the one hand, the power of DFE to influence this juncture, and on the other hand, the elements of social structure that are obstacles for DFE to reach hegemony. One of the findings of this research is that, in this context, the DFE is integrated in the largest event called late modernity (GIDDENS, 1991 and 2002); another one is its connection with the phenomenon of the widening scope of democratic processes (GIDDENS, 2002). Further, it was observed that there are power relations involving the instruments used for the propagation of DFE, as the school and the teaching material (FAIRCLOUGH, 1989 and AGAMBEN, 2005); that there is an attempt at reshaping the ethos of the State in DFE (FAIRCLOUGH, 2003); that, in terms of intertextuality and orders of discourse, the DFE combines different discourses, ranging from that of democracy and citizenship to the discourse of tax law (FAIRCLOUGH, 2003). Finally, the modes of operation of ideology (THOMPSON, 2002) in the corpus; and the relation of DFE with the notion of hegemony (GRAMSCI, 1999) are also explored and discussed.