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Eristic
In philosophy and rhetoric, eristic (from ''Eris'', the ancient Greek goddess of chaos, strife, and discord) refers to argument that aims to successfully dispute another's argument, rather than searching for truth. According to T.H. Irwin, "It is characteristic of the eristic to think of some arguments as way of defeating the other side, by showing that an opponent must assent to the negation of what he initially took himself to believe."〔Irwin, T.H. "Plato's Objection to the Sophists." The Greek World. London: Routledge, 1995. P. 585. Print.〕 Eristic is arguing for the sake of conflict, as opposed to resolving conflict.〔H.D. Rankin (1983). Sophists, Socratics and Cynics. Pp. 233–237.〕
==Use in education==
Eristic was a type of "question-and-answer"〔Alexander Nehamas. "Eristic, Antilogic, Sophistic, Dialectic: Plato's Demarcation of Philosophy from Sophistry". (page 6)〕 teaching method popularized by the Sophists, such as Euthydemos and Dionysodoros. Students learned eristic arguments to "refute their opponent, no matter whether he () yes or no in answer to their initial question".〔Irwin, T.H. "Plato's Objection to the Sophists." The Greek World. London: Routledge, 1995. 583. Print.〕
Plato contrasted this type of argument with dialectic and other more reasonable and logical methods (e.g., at ''Republic'' 454a). In the dialogue ''Euthydemus'', Plato satirizes eristic. It is more than persuasion, and it is more than discourse. It is a combination that wins an argument without regard to truth. Plato believed that the eristic style "did not constitute a method of argument" because to argue eristically is to consciously use fallacious arguments, which therefore weakens one's position.〔Alexander Nehamas. "Eristic, Antilogic, Sophistic, Dialectic: Plato's Demarcation of Philosophy from Sophistry". (page 7).〕
Unlike Plato, Isocrates (often considered a Sophist) did not distinguish eristic from dialectic.〔http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.01.0168:book=5:section=454a〕 He held that both lacked a "'useful application' ... that created responsible citizens",〔Marsh, Charles. Classical rhetoric and modern public relations: an Isocratean model. New York: Routledge, 2013. P. 121.〕 which unscrupulous teachers used for "enriching themselves at the expense of the youth."〔http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.01.0144:speech=15:section=45〕
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