Download PDF by Nathalie Muller Mirza, Anne-Nelly Perret-Clermont: Argumentation and Education: Theoretical Foundations and

By Nathalie Muller Mirza, Anne-Nelly Perret-Clermont

ISBN-10: 0387981241

ISBN-13: 9780387981246

ISBN-10: 038798125X

ISBN-13: 9780387981253

During the decade, argumentation has attracted becoming recognition as a way to elicit techniques (linguistic, logical, dialogical, mental, etc.) which can maintain or impress reasoning and studying. Constituting a tremendous measurement of everyday life and actions, argumentation performs a different position in democracies and is on the center of philosophical reasoning and clinical inquiry. Argumentation, as such, calls for particular highbrow and social abilities. therefore, argumentation can have an expanding significance in schooling, either since it is a crucial competence that needs to be discovered, and since argumentation can be utilized to foster studying in philosophy, heritage, sciences and in lots of different domains.

However, studying argumentation and studying by way of arguing, in class, nonetheless elevate theoretical and methodological questions equivalent to: How do studying tactics increase in argumentation? tips on how to layout powerful argumentative actions? How can the argumentative efforts of students will be sustained? What are the mental concerns concerned whilst arguing with others? the right way to assessment and examine the freshmen’ productions?

Argumentation and Education solutions those and different questions by way of offering either theoretical backgrounds, in psychology, schooling and concept of argumentation, and urban examples of experiments and ends up in university contexts in quite a number domain names. It stories on present leading edge practices in schooling settings at a variety of degrees.

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Can this general rule be reasonably applied even if it only concerns a particular category of workers (primary school teachers) asking for a rise in salary? Is it reasonable to apply it without considering other specific factors (do these teachers actually need a rise in salary? why are they asking for it now? is a substantial salary equity respected in comparison to analogous categories of employees? ). An argumentative move that is unsound in a certain context might be adequate and legitimate in another.

8 A Generation-Oriented Model of Argumentation Above, we have mentioned the manifold aspects that Argumentation theory is in charge of tackling in the current cultural and scientific era. In the following, we illustrate a proposal expounded in the e-course Argumentum,45 aiming at realizing a theoretical approach to Argumentation theory which focuses on the generation of an argumentative intervention. The complex interplay of contextual conditions, communicative and psychological dynamics, logical structures and rhetorical techniques, through which arguers work out and activate their argumentative strategies, is outlined in an interdisciplinary perspective.

33 It is worth quoting here the rules, which can be considered as setting the “contract” that arguers have to sign in order to be considered as taking part in argumentation: 32 The other three stages are certainly not irrelevant for argumentation, not only because they represent as many essential moments of a critical discussion, but also because they frequently require argumentative moves for the fulfilment of their own tasks. 33 It is interesting to compare the formulation of the ten rules with the definition of “exploratory talk” fostered in the Thinking Together program, presented by Mercer in chapter “Developing Argumentation: Lessons Learned in the Primary School” of this volume.

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Argumentation and Education: Theoretical Foundations and Practices by Nathalie Muller Mirza, Anne-Nelly Perret-Clermont

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