Dialogue, argumentation and education: history, theory and practice
New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable ped...
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
New York
Cambridge University Press
2017
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| Schlagwörter: | |
| Links: | https://doi.org/10.1017/9781316493960 https://doi.org/10.1017/9781316493960 https://doi.org/10.1017/9781316493960 https://doi.org/10.1017/9781316493960 |
| Zusammenfassung: | New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 31 Jan 2017) Machine generated contents note: Foreword Lauren B. Resnick and Faith Schantz; Preface; 1. Beginnings; 2. Changes in the role of talk in education: philosophical and ideological revolutions; 3. Argumentation theory for education; 4. The pervasive role of argumentation according to progressive pedagogies; 5. Argumentative interactions in the classroom; 6. Argumentative design; 7. Conclusion |
| Umfang: | 1 online resource (xxi, 293 pages) |
| ISBN: | 9781316493960 |
| DOI: | 10.1017/9781316493960 |
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| 520 | |a New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation | ||
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Datensatz im Suchindex
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| author | Schwarz, Baruch B. Baker, Michael 1960- |
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| dewey-search | 371.3/7 |
| dewey-sort | 3371.3 17 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
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| isbn | 9781316493960 |
| language | English |
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| spelling | Schwarz, Baruch B. Verfasser aut Dialogue, argumentation and education history, theory and practice Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz New York Cambridge University Press 2017 1 online resource (xxi, 293 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 31 Jan 2017) Machine generated contents note: Foreword Lauren B. Resnick and Faith Schantz; Preface; 1. Beginnings; 2. Changes in the role of talk in education: philosophical and ideological revolutions; 3. Argumentation theory for education; 4. The pervasive role of argumentation according to progressive pedagogies; 5. Argumentative interactions in the classroom; 6. Argumentative design; 7. Conclusion New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation Questioning Discourse analysis Argumentation (DE-588)4002899-9 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Argumentation (DE-588)4002899-9 s Pädagogik (DE-588)4044302-4 s 1\p DE-604 Baker, Michael 1960- Verfasser (DE-588)1032591110 aut Erscheint auch als Druck-Ausgabe, Hardcover 978-1-107-14181-0 https://doi.org/10.1017/9781316493960 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Schwarz, Baruch B. Baker, Michael 1960- Dialogue, argumentation and education history, theory and practice Questioning Discourse analysis Argumentation (DE-588)4002899-9 gnd Pädagogik (DE-588)4044302-4 gnd |
| subject_GND | (DE-588)4002899-9 (DE-588)4044302-4 |
| title | Dialogue, argumentation and education history, theory and practice |
| title_auth | Dialogue, argumentation and education history, theory and practice |
| title_exact_search | Dialogue, argumentation and education history, theory and practice |
| title_full | Dialogue, argumentation and education history, theory and practice Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz |
| title_fullStr | Dialogue, argumentation and education history, theory and practice Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz |
| title_full_unstemmed | Dialogue, argumentation and education history, theory and practice Baruch B. Schwarz, Michael J. Baker ; foreword by Lauren B. Resnick with Faith Schantz |
| title_short | Dialogue, argumentation and education |
| title_sort | dialogue argumentation and education history theory and practice |
| title_sub | history, theory and practice |
| topic | Questioning Discourse analysis Argumentation (DE-588)4002899-9 gnd Pädagogik (DE-588)4044302-4 gnd |
| topic_facet | Questioning Discourse analysis Argumentation Pädagogik |
| url | https://doi.org/10.1017/9781316493960 |
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