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  1.  33
    The Dimensions of Argumentative Texts and Their Assessment.Fabrizio Macagno & Chrysi Rapanta - 2019 - Studia Paedagogica 24 (4):11-44.
    The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in (...)
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  2.  14
    Teaching as Abductive Reasoning: The Role of Argumentation.Chrysi Rapanta - 2018 - Informal Logic 38 (2):293-311.
    The view that argumentation is a desired reasoning practice in the classroom is well reported in the literature. Nonetheless, it is still not clear what type of reasoning supports classroom argumentation. The paper discusses abductive reasoning as the most adequate for students’ arguments to emerge in a classroom discussion. Abductive reasoning embraces the idea of plausibility and defeasibility of both the premises and the conclusion. As such, teachers’ role becomes the one of guiding students through formulating relevant hypotheses and selecting (...)
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  3.  13
    Potentially Argumentative Teaching Strategies—And How To Empower Them.Chrysi Rapanta - forthcoming - Journal of Philosophy of Education.
  4.  6
    Argumentation As Critically Oriented Pedagogical Dialogue.Chrysi Rapanta - 2019 - Informal Logic 39 (1):1-31.
    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 (...)
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