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This dialectic is sometimes presented in a threefold manner, as first stated by Heinrich Moritz Chalybäus, as comprising three dialectical stages of development: a thesis, giving rise to its reaction; an antithesis, which contradicts or negates the thesis; and the tension between the two being resolved by means of a synthesis.
Sennett says that dialectic deals with the explicit meaning of statements, and tends to lead to closure and resolution. Whereas dialogic processes, especially those involved with regular spoken conversation, involve a type of listening that attends to the implicit intentions behind the speaker's actual words.
By the definition most commonly used by linguists, any linguistic variety can be considered a "dialect" of some language—"everybody speaks a dialect". According to that interpretation, the criteria above merely serve to distinguish whether two varieties are dialects of the same language or dialects of different languages.
Dialetheism (/ d aɪ ə ˈ l ɛ θ i ɪ z əm /; from Greek δι-di-'twice' and ἀλήθεια alḗtheia 'truth') is the view that there are statements that are both true and false. More precisely, it is the belief that there can be a true statement whose negation is also true.
Adianoeta – a phrase carrying two meanings: an obvious meaning and a second, more subtle and ingenious one (more commonly known as double entendre). Alliteration – the use of a series of two or more words beginning with the same letter. Amphiboly – a sentence that may be interpreted in more than one way due to ambiguous structure.
For Plato and Aristotle, dialectic involves persuasion, so when Aristotle says that rhetoric is the antistrophe of dialectic, he means that rhetoric as he uses the term has a domain or scope of application that is parallel to, but different from, the domain or scope of application of dialectic. Claude Pavur explains that "[t]he Greek prefix ...
The stylized dialectical exchanges Aristotle discusses in the Topics included rules for scoring the debate, and one important issue was precisely the matter of asking for the initial thing—which included not just making the actual thesis adopted by the answerer into a question, but also making a question out of a sentence that was too close ...
Eristic was a type of "question-and-answer" [3] teaching method popularized by the Sophists, such as Euthydemos and Dionysiodoros.Students learned eristic arguments to "refute their opponent, no matter whether he [said] yes or no in answer to their initial question".