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dc.contributor.authorvan Laar, Jan Albert
dc.date.accessioned2022-06-01T12:22:47Z
dc.date.available2022-06-01T12:22:47Z
dc.date.issued2021
dc.identifierONIX_20220601_9788855183291_587
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/56402
dc.description.abstractHow can we foster sound argumentation and valid criticism in education? How to help students to avoid fallacies, resist polarization, respond wisely to misleading information, and how to make them produce arguments that are genuinely responsive to the position of those they address? I sketch a dialogical account of the nature of sound argument and criticism. Then, I discuss two types of argumentative dialogue: persuasion dialogue and negotiation dialogue. Finally, I explain how software applications provide an opportunity for students to analyse, evaluate and produce arguments, and to critically think about the design of discussion procedures. I also discuss a third software application that enables teachers and advanced students to themselves design online discussion procedures, so as to experiment with them and to advance their understanding of the advantages and disadvantages of various design choices. This paper support the idea that students’ argumentative skills will be enhanced by letting them engage in the online discussion procedures presented.
dc.languageEnglish
dc.relation.ispartofseriesCommunication and Philosophical Cultures. Researches and Instruments
dc.subject.otherArgumentation Theory
dc.subject.otherdebate
dc.subject.othereducation
dc.titleChapter Improving Argumentative Skills in Education: Three Online Discussion Tools
dc.typechapter
oapen.identifier.doi10.36253/978-88-5518-329-1.09
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9788855183291
oapen.series.number1
oapen.pages12
oapen.place.publicationFlorence


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