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 well-liked and priceless pedagogical strategy, throughout a number of initiatives and disciplines. Researchers have explored the stipulations less than which arguing to benefit is profitable, have defined a few of its studying potentials (such as for conceptual swap and reflexive studying) and feature constructed Internet-based instruments to aid such studying. even if, the additional development of this box almost immediately faces a number of difficulties, which the current publication addresses. 3 dimensions of study - historic, theoretical and empirical - are built-in during the publication. Given the character of its item of analysis - discussion, interplay, argumentation, studying and educating - the publication is resolutely multidisciplinary, drawing on examine on studying in academic and mental sciences, in addition to on philosophical and linguistic theories of discussion and argumentation"-- Read more...
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Extra info for Dialogue, argumentation, and education: history, theory, and practice
I refused to believe it. Any rational researcher would have given up and gone to another school where the children were, for whatever reason, more cooperative. But we decided to stay with the teacher and her class to the end of the study, months later. Taking a much closer look at the way in which the students discussed, speaking to each other, or via the computer, we found that, of course, they were able to argue; their reasoning was just as subtle as anyone else’s. That much was obvious, but their subtle reasoning was wrapped up in a kind of discourse, a way of speaking – insults, jokes, slang and all – in which one does not usually expect to ﬁnd it.
At the same time, the rise of Talmudic studies amongst elite Jewry and dialogical-argumentative practices in Islamic society came at a time when political power in Europe and Islamic states was not centralised. We show that especially in Christian elites, universities were lieux of argumentation and dissidence. We mention reasons for the decline of dialogical and dialectical practices in the Christian educational institutions and their alteration in Mediaeval Islamic institutions. We relate these changes to political turmoil that restricted autonomy.
The latter concerns competitive individualism oriented towards achieving success and domination over others. Habermas’ theory of communicative action strives for counterbalancing instrumental and strategic actions by working towards the deconstruction of systematic distortions that prevent mutual and reciprocal understanding. Although we have focused on sketching out the history of the philosophy of dialogue in Western culture, as we overview talk practices, we will give a broader place to other cultures, too.