Download Dialogue, argumentation, and education: history, theory, and by Baruch B. Schwarz, Michael J. Baker PDF

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 useful pedagogical strategy, throughout a number of initiatives and disciplines. Researchers have explored the stipulations lower than which arguing to benefit is Read more...

summary:

This publication provides the historic, theoretical and empirical foundations of academic practices related to discussion and argumentation. Read more...

Show description

Read or Download Dialogue, argumentation, and education: history, theory, and practice PDF

Similar administration books

Leadership Gender and Culture in Education

This edited version comprises chapters by way of top students on gender and academic management, which draw on examine on leaders in uncomplicated, secondary, and postsecondary faculties all over the world.

Good Teachers, Good Schools: How to Create a Successful School (David Fulton Books)

'Good colleges imagine with humans and never to humans' argues David Hudson during this thought-provoking sensible advisor for these desirous to bridge the distance among heart and senior administration roles, and make a distinction of their faculties. Accessibly and engagingly written and choked with real-life examples, this e-book will turn out crucial interpreting for bold lecturers and deputy heads far and wide.

Extra info for Dialogue, argumentation, and education: history, theory, and practice

Example text

But this dimension has been almost totally neglected in research on cooperative learning (but cf. Baker, Andriessen & Järvelä, 2013). g. in situation of conflict), muteness, faltering or flow cannot be fully understood. Chapter 6 focuses on ‘argumentative design’, the decisions that designers should take in order to favour the deployment of productive argumentation. We first give criteria for productivity in argumentation and claim that a particular kind of argumentation should be fostered: ‘deliberative argumentation’ designates discourse in which differences of perspective are handled critically and at the same time collaboratively.

Recommendations that have been made about the implementation of dialogic teaching are too general, however. How should the dialogical and the dialectical be handled in different disciplines? Following Dewey’s advice, the elaboration of dialogic pedagogies relies on experience. The sources that have had the most profound influence on new pedagogies are the ways that accomplished professionals behave in their trades. We will describe their practices in science, mathematics and history from ethnographic accounts and from reports of scientists.

Like Michael, I felt like a builder who can create a new (virtual) reality in which talk is richer and can help to discover new knowledge, often without the help of a teacher. I found that when an adequate design is created, the resilience of what happened in argumentative settings was impressive. Animated and rich discussions remain in our heads or in our hearts, like the disputes there at my father’s workshop. Somehow, creating adequate designs, even if it involves immense work and demands a lot of creativity, generates talk in places where people were almost silent.

Download PDF sample

Rated 4.42 of 5 – based on 28 votes