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 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. although, the additional development of this box almost immediately faces numerous difficulties, which the current e-book addresses. 3 dimensions of study - historic, theoretical and empirical - are built-in during the publication. Given the character of its item of research - discussion, interplay, argumentation, studying and educating - 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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Extra info for Dialogue, argumentation, and education: history, theory, and practice
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.