ARGUMENTATION TECHNIQUES AND LOGIC - BMEGT418959

How to decide whether to accept or reject the argument that we read in our favourite dailies and weeklies? What tools do we have for such an inquiry? Are there any boundaries that should be taken into account when composing and presenting an argument? Within the subject we seek to find answers to similar questions. It is going to unfold what remains from an article after a careful application of argumentation techniques and we are going to discuss how to bring a prima facie hardly defensible position to success. Moreover, students are going to be encouraged to participate in grand-scale debates about hot topics by using the recently learned argumentative toolkit.

1. the fundamentals of the methodology of social sciences.
2. the occurences and the consequences of the relations between science, education, society and media on various levels.
3. how the discipline being studied fits into a larger disciplinary and social scheme, how it relates to the neighbouring fields, how these fittings give rise to using certain contexts.
4. the fundamentals of various mechanisms of social decision-making.

1. to use professional terms, basic concepts and advanced elements of the special terminology of the profession.
2. to see and treat science in its embeddedness, to use an interdisciplinary approach.
3. to analyze, evaluate, draw conclusions and synthesize explanations in their professional work.
4. to provide a critical analysis of information by using a wide array of well-founded techniques.
5. to participate in lifelong learning.
6. to use a multi-sided, interdisciplinary approach to identify specific problems, to explore and define the detailed theoretical and practical background that is needed to solve these problems.
7. to discover facts and basic relationships by applying the theories and methods learned. To systematize, to analyze, to draw conclusions, to give critical remarks, to prepare proposals of decision-making and to make decisions both in a routine and in a non-routine - domestic and international - environment.

1. Accepts and consistently and plausibly represents the diversity of the perspectives of social sciences in the related narrower and wider environment.
2. Demonstrates and open mind to critical self-evaluation, to various forms of training, to the self-help forms of intellectual worldview. Endeavours for self-development in these areas.
3. Has problem-centric perspective and problem-solving thinking.

1. Develops a historically and politically consistent individual opinion in the narrow disciplinary niche that helps to develop self and environment.
2. Becomes autonomous, constructive and assertive both in intra- and extra-institutional forms of cooperation.
3. Becomes self-reliant in work besides being constantly critical and correcting own work.
4. Takes the responsibility in forming and justifying professional views.
5. Takes the responsibility for own analyses, conclusions and decisions.

Written and oral communication.

• PPT-k a tárgy Moodle oldalán. Slides on the Moodle site of the subject.
• Bognár László – Forrai Gábor (2004): Esszéírás és Informális logika. Miskolc:
• http://www.uni-miskolc.hu/~bolantro/informalis/index.html
• Margitay Tihamár (2007): Az érvelés mestersége. Érvelések elemzése, értékelése és kritikája. Budapest: Typotex.
• http://www.tankonyvtar.hu/hu/tartalom/tamop425/2011-0001-526_margitay_az_erveles/adatok.html
• Zentai István (1998): A meggyőzés útjai. A mindennapi élet meggyőzéspszichológiája. Budapest: Typotex.

Assessment of learning outcomes described under section 2.2.

General course assessment: Complex assessement of the acquired knowledge and skills concerning knowledge production by two written exams.

• 1. General course assessment (test): 50
• 2. General course assessment (test): 50
• total: 100

Both tests need to be at least a Pass. Retake and make-up test are regulated by the Code of Studies.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 05.06.2023.

In order to achieve the learning outcomes set out in point 2.2, the subject consists of the following thematic blocks. In the sillabuses of the courses announced in each semester, we schedule these thematic elements according to the calendar and other features.