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 develop into a favored and worthwhile pedagogical process, throughout quite a few initiatives and disciplines. Researchers have explored the stipulations lower than which arguing to benefit is winning, have defined a few of its studying potentials (such as for conceptual switch and reflexive studying) and feature constructed Internet-based instruments to help such studying. even if, the additional development of this box almost immediately faces numerous difficulties, which the current booklet addresses. 3 dimensions of study - historic, theoretical and empirical - are built-in through the e-book. Given the character of its item of research - discussion, interplay, argumentation, studying and educating - the booklet is resolutely multidisciplinary, drawing on examine 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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Extra info for Dialogue, argumentation, and education: history, theory, and practice
2 Changes in the Role of Talk in Education: Philosophical and Ideological Revolutions This book is about forms of talk that favour learning. We will claim that certain argumentative forms of talk have general properties with respect to this endeavour. Since, as we will see, these forms of talk are currently rare in educational institutions, our claim naturally calls for educational change. However, educational change focusing on forms of talk demands great caution. Forms of talk naturally link thinking and communication and, as such, characterise to some extent the cultures in which they take place.
We then describe the ideological and political dimensions of the progressive pedagogies that have been implemented since the 1960s. We show that argumentative practices – even when not denoted as such – are central in these pedagogies. They are central for progressive educational change. The third part of Chapter 2 is dedicated to the kind of talk that takes place in most classrooms in Western countries. We show that talk is poorly used. It is generally teacher centred in that the teacher chooses the issues to be discussed, asks questions, controls answers given by the students and draws the conclusions he or she planned to reach before talking with the students.
In addition, interlocutors challenge, elaborate, counter-challenge, ask questions or refute. This is ‘dialogue’ – an exchange between people (‘dia-’: ‘inter-’, ‘through’, ‘across’) of reasoned discourse (‘-logos’: ‘discourse’, ‘reason’) that can take many forms (providing information, arguing, inquiring and so on). The Platonic dialogues blend together empathic reference to the other and commitment to critical consideration of alternative views, or ‘dialectic’ (a particular type of dialogue involving argumentative ‘techniques’).