Argumentation As Critically Oriented Pedagogical Dialogue
Argumentation in educational contexts has been proposed as a dialogic practice that stimulates and promotes students’ critical thinking. However, the way critical thinking relates to argumentation is still not clear in the literature. This essay proposes the exploration of the concept of criticality...
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| Format: | Article |
| Language: | English |
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University of Windsor
2019-03-01
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| Series: | Informal Logic |
| Online Access: | https://informallogic.ca/index.php/informal_logic/article/view/5116 |
| _version_ | 1811314916192157696 |
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| author | Chrysi Rapanta |
| author_facet | Chrysi Rapanta |
| author_sort | Chrysi Rapanta |
| collection | DOAJ |
| description | Argumentation in educational contexts has been proposed as a dialogic practice that stimulates and promotes students’ critical thinking. However, the way critical thinking relates to argumentation is still not clear in the literature. This essay proposes the exploration of the concept of criticality, as manifested in students’ and teachers’ contributions within argumentative interactions, as the basis for the redefinition of “pedagogical dialogue” as a dialogue oriented towards critical argumentation. The main characteristics of this type of dialogue are described, shedding light on the connection between argumentation and critical thinking. These characteristics are illustrated through examples drawn from classroom interactions. |
| first_indexed | 2024-04-13T11:20:57Z |
| format | Article |
| id | doaj.art-56c353bcab4144aa9b946f40c2ee96ec |
| institution | Directory Open Access Journal |
| issn | 0824-2577 2293-734X |
| language | English |
| last_indexed | 2024-04-13T11:20:57Z |
| publishDate | 2019-03-01 |
| publisher | University of Windsor |
| record_format | Article |
| series | Informal Logic |
| spelling | doaj.art-56c353bcab4144aa9b946f40c2ee96ec2022-12-22T02:48:50ZengUniversity of WindsorInformal Logic0824-25772293-734X2019-03-0139110.22329/il.v39i1.5116Argumentation As Critically Oriented Pedagogical DialogueChrysi Rapanta0Universidade Nova de LisboaArgumentation in educational contexts has been proposed as a dialogic practice that stimulates and promotes students’ critical thinking. However, the way critical thinking relates to argumentation is still not clear in the literature. This essay proposes the exploration of the concept of criticality, as manifested in students’ and teachers’ contributions within argumentative interactions, as the basis for the redefinition of “pedagogical dialogue” as a dialogue oriented towards critical argumentation. The main characteristics of this type of dialogue are described, shedding light on the connection between argumentation and critical thinking. These characteristics are illustrated through examples drawn from classroom interactions.https://informallogic.ca/index.php/informal_logic/article/view/5116 |
| spellingShingle | Chrysi Rapanta Argumentation As Critically Oriented Pedagogical Dialogue Informal Logic |
| title | Argumentation As Critically Oriented Pedagogical Dialogue |
| title_full | Argumentation As Critically Oriented Pedagogical Dialogue |
| title_fullStr | Argumentation As Critically Oriented Pedagogical Dialogue |
| title_full_unstemmed | Argumentation As Critically Oriented Pedagogical Dialogue |
| title_short | Argumentation As Critically Oriented Pedagogical Dialogue |
| title_sort | argumentation as critically oriented pedagogical dialogue |
| url | https://informallogic.ca/index.php/informal_logic/article/view/5116 |
| work_keys_str_mv | AT chrysirapanta argumentationascriticallyorientedpedagogicaldialogue |