By Baruch B. Schwarz, Michael J. Baker
"New pedagogical visions and technological advancements have introduced argumentation to the fore of academic perform. while scholars formerly 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based studying has turn into a favored and important pedagogical method, throughout quite a few projects and disciplines. Researchers have explored the stipulations less than which arguing to profit is winning, have defined a few of its studying potentials (such as for conceptual swap and reflexive studying) and feature built Internet-based instruments to aid such studying. notwithstanding, the extra development of this box almost immediately faces a number of difficulties, which the current publication addresses. 3 dimensions of research - ancient, theoretical and empirical - are built-in in the course of the e-book. Given the character of its item of research - discussion, interplay, argumentation, studying and instructing - the e-book is resolutely multidisciplinary, drawing on learn on studying in academic and mental sciences, in addition to on philosophical and linguistic theories of debate and argumentation"-- Read more...
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Additional info for Dialogue, argumentation, and education: history, theory, and practice
So I carried on the argument with him in silence. In any case, talking was not his strong suit in general: that was my mother’s domain (when asked a few years ago if she had any hobbies, she replied ‘Yes, talking’). But there was no debate with mother either; rather, a ﬂowing conversation about previous conversations – what she said and he said and I said, and ‘No! ’ – and questions about what I felt or liked. Beginnings 7 But I must have felt a need to express my voice, or at least to be able to show that my father was, of course, wrong on everything (of course, he was not), but in a way that was somehow not like the affectively charged, intense ﬂow of words of my mother.
In the realm of individual differences, high-level argumentative skills are crucial for productivity but are learnable in long-term programmes. Prior knowledge is also very important (and is very often held to a high level by students with high-level argumentative skills), but students can easily be immersed in prior activities that provide a minimal background on the issue at stake, which may help in engaging in productive argumentation. Epistemological beliefs constitute an important but surprisingly underexploited factor.
However, dialogue is here an instrument through which ideas are presented rather than a means that is essential to their very elaboration. Some classical dialogues are vibrant in epistolary correspondence, such as the letters of Descartes to princess Elisabeth of Sweden, the correspondence between Leibnitz and Arnauld on liberty, and Spinoza’s dialogues between Erasmus and Theophile. However, even in these beautiful exchanges of letters, dialogism is not articulated as a philosophy that conceives of an inter-subjective reality.
Dialogue, argumentation, and education: history, theory, and practice by Baruch B. Schwarz, Michael J. Baker