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The discussion proposes shifting beyond restrictive “either/or” thinking by comparing collaboration models, highlighting Nyāya’s structured claim-reason-example analogy and feminist perspectives. The text argues that shared, narrative reasoning supports dialogue and productive engagement, contrasted with media-driven eristic practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-winterspring-2013-roundtable-pedagogy-proceedings-from-2012-college-english-association-conference/597588/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-winterspring-2013-roundtable-pedagogy-proceedings-from-2012-college-english-association-conference/597588.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the roundtable identify in many classroom arguments?","Question",{"text":112,"@type":113},"It argues that discussion is often treated as competitive, “counter-positional” and agonistic, encouraging students to win debates instead of listening and exploring ideas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the Nyāya method structure argumentation?",{"text":117,"@type":113},"It uses a claim (Pratijñā), a reason (Hetu), and an analogy/example (Dṛṣṭānta), forming an easily comprehended narrative approach to shared understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does Nyāya emphasize shared truth over self-advancement?",{"text":121,"@type":113},"It frames fruitful argument as vāda, a seeking together of sharable truth, which rejects motives like desire and fear to keep the process productive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597588,1792190663,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE CEA FORUM  \nWinter/Spring 2013  \nRoundtable: Pedagogy Proceedings from 2012 College English Association Conference  \nCrossing Cultural and Gender Borders to Change the Way We Use Discourse in the Classroom  \nKeith Lloyd  \nKent State University Stark  \nThough many teachers have adopted collaborative models for teaching writing and literature, much of classroom discussion, in small or large groups, is driven by the assumption that arguing ideas is a competitive exercise. Generally, essays written in this context are “counter-positional”and “agonistic,” supporting points by eliminating/discrediting others and shaped by either/or extremes. Such extreme views create false dichotomies rather than thought-out perspectives, a reflection of the often counter-productive argument students see most in the media. Such argumentation actually polarizes people and shuts down dialogue. To adopt other models, we need to look across the borders of argumentative discussion. This essay offers two alternative models of collaboration and essay construction, one from India, based in an approach to argument known as Nyāya, the other based on feminist perspectives based in the ideas of Sonja Foss and Cynthia Griffin) .  \nThough Deborah Tannen’s book, Argument Culture, focuses largely on argumentation in the media, she attributes some of the problem to how students are taught to argue: “rather than asking students to explore the idea to find what's good and useful in it will only ask how  \nTHE CEA FORUM  \nWinter/Spring 2013  \ncan we attack it, setting up debates where people learn not to listen to each other because they're so busy trying to win the debate”(Gergen Interview) . Cynthia Caywood and Lynn Overing similarly describe academic writing itself: “Certain forms of discourse and language are privileged…the argumentative essay set above the autobiographical; the clear evocation of a thesis preferred to a more organic exploration of a topic; the impersonal, rational voice ranked more highly than the intimate, subjective one”(Quoted in Lamb 283) . This combination assures that argumentation is mostly taught as a competitive, eristic, and agonistic mode of thinking.  \nSuch a view of argument, though deeply entrenched in the West, is not as “natural” as it might seem. Other cultures have developed other models. For instance, from about 550 BCE to 150 CE, an argumentative pattern, used both descriptively and proscriptively, developed in ancient India called the Nyāya method (Matilal), which was based in, among other texts, the philosopher Gautama’s Nyāyasūtra (Lloyd,“Cultural,”“Rhetorical,”“Rethinking”) . The Sutras provide guidelines, as well as philosophical justification, for debate, and its methods were adopted by all six schools of orthodox Hindu philosophy and by Buddhist and other Indian sects, and its influence continues today.  \nNyāya centralizes because-type arguments made immediately understandable through a shared analogy.  \nPratijñā (claim) : The hill is on fire  \nHetu (reason): Because of smoke  \nDṛṣṭānta (example): Like in the hearth  \nUpanaya This is so (application of the analogy)  \nNigamana The hill is on fire  \nTHE CEA FORUM  \nWinter/Spring 2013  \nWriters like Aristotle admit that abstract chains of reasoning can confuse audiences. Nyāya’s inherently narrative nature, based in an analogue applied to a claim/reason enthymeme, makes it instantly comprehendible. Also, because it must be based in analogy shared by rhetorand audience, it is focused more on shared truth than just the truth of the speaker.  \nFor example, an argument in the medieval Simhasana Dvatrimsika reveals how embedded this claim/reason/analogy formulation had become by that time. Here the people respond to the selfless acts of King Vikramaditya with a passage that both praises him and reminds him of his sacred duty:  \nThe tree suffers the sharp summer heat  \nUpon its head, but with its shade  \nIt gives comfort to those  \nWho seek shelter under it.  \nThis is your nat","cbCaie36u7pA4d2c","https://ap.wps.com/l/cbCaie36u7pA4d2c","pdf",141963,16,"English","# Roundtable overview\n## Competitive vs collaborative argument in classrooms\n## Nyāya method as an alternative model of discourse","[{\"question\":\"What problem does the roundtable identify in many classroom arguments?\",\"answer\":\"It argues that discussion is often treated as competitive, “counter-positional” and agonistic, encouraging students to win debates instead of listening and exploring ideas.\"},{\"question\":\"How does the Nyāya method structure argumentation?\",\"answer\":\"It uses a claim (Pratijñā), a reason (Hetu), and an analogy/example (Dṛṣṭānta), forming an easily comprehended narrative approach to shared understanding.\"},{\"question\":\"Why does Nyāya emphasize shared truth over self-advancement?\",\"answer\":\"It frames fruitful argument as vāda, a seeking together of sharable truth, which rejects motives like desire and fear to keep the process productive.\"}]","THE CEA FORUM - Winter/Spring 2013 - Roundtable: Pedagogy Proceedings from 2012 College English Association Conference | PDF",1792085297]