University of Windsor, Ontario: Open Journal Systems
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The Argument Scheme-based Approach to Argument Structure
No full textAbstract: The concept of argument structure is pivotal in argumentation theory and is extensively employed to analyze and describe arguments. However, as indicated in a previous study (Yu & Zenker, 2022), extant strength-based and relevance-based approaches fall short in distinguishing linked and convergent structures. This paper aims to address this gap by proposing a new argument scheme-based approach and demonstrating its validity. After reviewing the presupposition and inconsistency problems of existing approaches, we analyze their origins in-depth, propose the argument scheme-based approach, demonstrate its validity, and discuss its advantages and challenges. Finally, we argue that our approach, rather than diminishing the concept of argument structure, restores it to its rightful theoretical position.
Résumé: Le concept de structure argumentative est essentiel en théorie de l\u27argumentation et il est largement utilisé pour analyser et décrire les arguments. Cependant, comme indiqué dans une étude précédente (Yu & Zenker, 2022), les approches existantes basées sur la force et la pertinence ne parviennent pas à distinguer les structures liées et convergentes. Cet article vise à combler cette lacune en proposant une nouvelle approche basée sur les schémas argumentatifs et en démontrant sa validité. Après avoir examiné les problèmes de présupposition et d\u27incohérence des approches existantes, nous analysons leurs origines en profondeur, proposons l\u27approche basée sur les schémas argumentatifs, démontrons sa validité et discutons de ses avantages et de ses défis. Enfin, nous soutenons que notre approche, plutôt que de diminuer le concept de structure argumentative, lui redonne sa place théorique légitime
The Role of Engaged Scholarly Relationships in Enhancing the Pedagogy of Reading Proficiency
No full textIn recent years there has been a growing trend of academics and teachers collaborating in complementary associations. This is often achieved through engaged scholarship projects such as those which aim to enhance learners’ reading skills. A comprehensive review of the literature underscores the importance of pedagogical support in cultivating effective reading skills, with numerous engaged scholarship relationships focusing on reading-related support, in an effort to meet this need. This study investigated the essential role of engaged scholarly relationships in advancing pedagogical approaches to the teaching of reading. A qualitative participatory-action research approach was adopted, which enabled the researchers to interview thirteen (13) primary school language teachers who were purposively selected for their experience and expertise in this field. Through interviews, the researchers investigated the pivotal role of engaged scholarship projects in supporting the teaching and learning of reading. The findings are relevant in that they bear testimony to the success of implementing engaged scholarship projects for improving the teaching and learning of reading. The researchers conclude that engaged scholarship projects enhance the teaching and learning of such skills, provided that certain challenges are addressed, and strategies are implemented to support their progress.
 
AI Formative Assessment in Saudi Education: A Study Across Universities
No full textWithin the context of Saudi Arabia\u27s digital transformation strategy, Vision 2030, the issue of artificial intelligence (AI) adoption in higher education is gaining momentum, changing the form of the formative assessment procedure and its perception. Given the scope of interests in the functions of Arabic Natural Language Processing (NLP) feedback, this work examines the impact of AI-based formative assessment on the flexibility of instructors, writing scores, and student engagement in institutions in Saudi Arabia. Ten undergraduate students and five faculty members from public and private institutions were invited to participate in the research, which employed a mixed-methods approach in reconstructing the classroom settings. Although the qualitative data, gathered through responses in the form of stories, were analyzed using the theme-square approach to identify linguistic and cultural orientations in the interpretation of feedback, the quantitative data, such as revision rates, engagement, and performance ratings, were analyzed using descriptive statistical methods. Although concerns about forcing speakers to use Arabic language technology as a natural language do exist, which are relevant to cultural, linguistic, and fairness issues, the results suggest limited and gradual improvement in the quality and quantity of revisions, resulting in students writing with the assistance of AI-generated feedback. The results offer insight into why culturally specific AI systems are crucial in fostering an equitable culture and delivering practical instruction, as well as supporting the professional development of faculty members. The current study has a significant impact on the ongoing debate regarding artificial intelligence in education and its consequences for the educational setting, particularly in non-English-speaking contexts
Méta-arguments, para-arguments et arguments intentionnellement mauvais
No full textSometimes we argue about cats or about whether there is a largest prime number. Other times we argue about arguments. When we do this, we engage in meta-argument. Most accounts of meta-argument in the literature view it retrospectively: we meta-argue about arguments that have already been made. In so doing, we may find meta-reasons for rejecting an otherwise good argument, among other things. This paper considers meta-argument in the other direction, that is, prospectively. To illustrate this concept, we explore cases where one has meta-reasons for intentionally making bad arguments or where one argues not by offering an argument, but by communicating in a non-argumentative fashion that supports other arguments. We call these later cases para-argument.Parfois, nous discutons à propos de chats ou de l\u27existence d\u27un plus grand nombre premier. D\u27autres fois, nous discutons d\u27arguments. Dans ce cas, nous nous engageons dans une méta-argumentation. La plupart des descriptions de méta-argumentation dans la littérature l\u27abordent rétrospectivement : nous méta-argumentons sur des arguments déjà avancés. Ce faisant, nous pouvons trouver des méta-raisons de rejeter un argument par ailleurs valable, entre autres. Cet article aborde la méta-argumentation dans l\u27autre sens, c\u27est-à-dire de manière prospective. Pour illustrer ce concept, nous explorons des cas où l\u27on a des méta-raisons de formuler intentionnellement de mauvais arguments, ou, dans d\u27autres cas, où l\u27on argumente sans argumenter du tout, mais en communiquant de manière non argumentative pour étayer d\u27autres arguments. Nous appelons ces derniers cas des para-arguments
Civility: One or Many? : Introducing "Argumentative Civility"
No full textThis project develops a novel framework of “argumentative civility” by analyzing political argumentation\u27s nature and challenges. It distinguishes political disagreements from other domains, focusing on civility\u27s dual role as both a facilitative and potentially oppressive tool. Key inquiries include: Who defines civility? Can it foster engagement without silencing dissent? The analysis integrates Western virtue argumentation theory with Islamic traditions of Munāẓara and Adab al-Jadal to build a cross-cultural model for civil discourse. Ultimately, this research aims to establish argumentative civility as a means of fostering peaceful coexistence and socio-political transformation through reasoned, inclusive debate across cultural boundaries
Integrating AI to Address Generational Characteristics and Educational Needs
No full textIn contemporary higher education, the master\u27s level plays a critical role in developing high-level professionals, particularly among Generation-Z students. This stage is marked by significant psychological, social, and professional development, requiring innovative educational strategies that align with the unique traits of this digital-native cohort. Integrating artificial intelligence (AI) technologies, such as adaptive-learning systems, intelligent tutoring, and automated-feedback mechanisms, offers transformative potential to address these needs. This study investigates the intersection of generational characteristics and AI integration in master\u27s education through a convergent parallel mixed-methods design, combining quantitative surveys with qualitative interviews of 300 master\u27s students across various disciplines. The findings reveal predominantly positive attitudes toward AI, with 78% of students recognizing its ability to enhance personalized learning and engagement. However, concerns about data privacy (54%) and reduced human interaction (48%) highlight the need for an ethical and balanced implementation. Grounded in constructivist and activity theories, this research underscores the potential of AI to foster autonomy, self-determination, and personalized educational experiences while addressing generational expectations for immediacy and interactivity. Practical recommendations are provided for educators and policymakers to implement AI effectively, ensuring that it supplements human-centred teaching practices. These insights contribute to the global discourse on AI integration in higher education, and its implications for enhancing lifelong learning and professional growth
Joutsen, Matti, The United Nations Programme on Crime Prevention and Criminal Justice, Routledge, 2024 (324 pages).
No full textReview of The United Nations Programme on Crime Prevention and Criminal Justice (2024), which considers the history, processes, practices and outcomes of the United Nations Crime Programme from early pre-UN deliberations up to the present day
Letter from the Editors
No full textWelcome readers to the second issue of the tenth volume of the Great Lakes Journal of Undergraduate History. As a celebration of the tenth volume, we decided to do two separate issues. The first was published in February 2025 and featured five examples of exceptional undergraduate research from institutions along the shores of the Great Lakes. This issue includes papers that have a particular focus on the Great Lakes, which acts a reminder of the cross-border community that is unique to this area