The phrase "argued in the context of" is correct and usable in written English.
It can be used when discussing a specific argument or point that is being made within a particular framework or situation.
Example: "The theory was argued in the context of recent developments in climate science."
Alternatives: "discussed within the framework of" or "presented in relation to".
This is a human endeavour, and restricting it, as Amartya Sen argued in the context of international trade, would be like restricting conversation among people.
Euthanasia would be much more likely to pass from an exception to a rule, the bioethicist argued, "in the context of demographic and budgetary pressures on Social Security and Medicare as the Baby Boom generation begins to retire, around 2010".
Our strategic imperative on the Democratic side is to bring the tax debate back to something that is more squarely argued in the context of the budget and budget priorities".
In "Social Investing and the Law of Trusts", John Langbein and Richard Posner argued, in the context of disinvestment in South Africa, that "the trustee who sacrifices the beneficiary's financial well-being for another object breaches both his duty of loyalty to the beneficiary and his duty of prudence in investment"; Langbein was subsequently employed by Philip Morris as a consultant.
One contemporary theorist, whose multifaceted oevre has carefully argued in the context of those three challenges, is the French hermeneutical philosopher Paul Ricoeur.
Likewise, Demeritt et al. (2013, p. 154) argued in the context of European flood forecasting that one reason "agencies have sometimes set quite high confidence thresholds for issuing flood warnings is that their statutory responsibility is public safety".
As Lee et al. (2012) have argued, 'participation' in the context of epidemiology equates to, at a minimum, data sharing without explicit and specific individual consent.
It is argued that in the context of sustainable forestry, making a Type II error can be more costly than making a Type I error.
It might be argued that, in the context of vocational education, concepts such as formative and summative assessment, and simulated assessment might be pertinent (see for example Halliday-Wynes and Misko 2012).
For example, Peter Strawson (1982) famously argued that in the context of "ordinary interpersonal relationships," people are not haunted by the specter of determinism; indeed, they seem to have no difficulty in directing at one another the "reactive attitudes"—anger, resentment, gratitude, forgiveness, and the like associated with responsibility assessment.
Also it may be argued that in the context of the BPI pain intensity items, the patients may rate pain related interference in both versions of the questionnaire.
