In this article I aim to use the 1948 Russell-Copleston debate to highlight some recent problems I have experienced teaching argument analysis in my philosophy courses. First, I will use argument diagramming to represent the arguments in the debate while reflecting on the use of this approach use to teach argument analysis skills. Then, I will discuss the tools and methods scholars have proposed to represent debates, rather than just individual arguments. Finally, I will argue that there is not, but needs to be, a good way to represent argumentative debates in a way that neither obscures the essential details of the exchange nor becomes too unwieldy to extract a sense of the overall debate.

在这篇文章中，我打算利用 1948 年的罗素-科普勒斯顿辩论来突出我在哲学课程中教授论证分析时遇到的一些最近的问题。首先，我将使用论点图表来表示辩论中的论点，同时反思使用这种方法来教授论点分析技能。然后，我将讨论学者们提出的代表辩论的工具和方法，而不仅仅是个别论点。最后，我将争辩说，没有但需要一种很好的方式来代表辩论性辩论，这种方式既不会掩盖交流的基本细节，也不会变得过于笨拙而无法提取整体辩论的意义。