Search results for "argumentation"

Mitigation and reinforcement in general knowledge expressions

2020

Abstract Speakers often mitigate by downgrading their own role in their utterances, depersonalizing the origin of their utterances and de-focalizing the deictic-personal point of reference (Briz, 1998; Caffi, 2007). Linguistically, this can be accomplished by means of impersonalization, generalization and referencing general knowledge. Interestingly, using expressions that suggest the objective, general or shared status of information can, in some cases, lead to argumentative reinforcement or boosting 1 (Cornillie, 2007a, b; Caffi, 1999; Briz, 2016). Our goal is to examine the relationship between the functions of mitigation and reinforcement in indirect evidential expressions of common kno…

Enhancing Dialogic Argumentation in Mathematics and Science

2017

This paper reports on a teacher professional development (PD) programme addressing dialogic argumentation in mathematics and science classrooms. While argumentation skills are becoming more and more important in an increasingly polarised society, the social aspect of argumentation is often neglected in secondary education. Moreover, it is agreed that genuine argumentation requires time and space in classroom dialogue. There have been calls for research delving into how teachers could be familiarised with dialogic argumentation so that they could foster such dialogue in students. The described PD programme features versatile and continuous cooperation between scholars and participating teach…

Online Learning Environments, Scientific Argumentation, and 21st Century Skills

2019

A workshop held at the National Academies in the United States in 2007 highlighted five broad categories of skills that appear valuable across a range of jobs for people working in modern global economies. Engaging students in scientific argumentation can support the development of these 21st century skills. Unfortunately, opportunities are rare in typical classrooms for students to learn how to engage in scientific argumentation. Over the past ten years several online environments have been developed to support students engaging with one another in scientific argumentation. This paper considers how engaging students in scientific argumentation through the activity structures and scripts in…

Democracia, argumentación e ideologías jurídicas | Democracy, Argumentation and Legal Ideologies

2016

RESUMEN. Este trabajo analiza la relacion de la democracia y la argumentacion juridica desde diversas perspectivas. En primer lugar, desde un punto de vista externo, que apunta al fundamento politico y moral de las corrientes argumentativas dentro de la Filosofia del Derecho. En segundo lugar, aborda esta relacion desde un punto de vista interno, analizando el papel del principio democratico en el marco de un modelo general de racionalidad argumentativa. Y, por ultimo, pretende hacer una caracterizacion de las teorias/ideologias juridicas en el contexto de la democracia constitucional. ABSTRACT. This paper analyzes from varied perspectives the relation between democracy and legal argumentat…

Accordo e disaccordo: prospettive logico-retoriche

2012

Da ormai più di 50 anni la teoria dell’argomentazione ha acquisito un ruolo centrale nell’ambito della riflessione filosofico-linguistica. A far data dal 1958, anno in cui escono in contemporanea ma in maniera del tutto indipendente, il Trattato dell’argomentazione di Perelman ed Olbrechts-Tyteca e Gli usi dell’argomentazione di S. Toulmin si è assistito, infatti, ad una serrata rivalutazione di una logica del ragionamento che, in opposizione alla logica dimostrativa di matrice cartesiana, recupera la centralità delle nozioni di efficacia, di probabile, di uditorio. Una logica doxastica, dunque, che, per riprendere la terminologia impiegata da Aristotele, si applica a ciò che, essendo vero …

Argumentation and proving: a didactical experience with Chinese and Italian students

2009

Argumentation and Proving in Multicultural Classes: A didactical experience with Chinese and Italian students

2009

Kindergarten children's argumentation in reflection symmetry: The role of semiotic means

2017

International audience; In this paper I investigate the characteristics of children's argumentation when they work with reflection symmetry. Using Toulmin's (2003) model for substantial argumentation, I illuminate structural aspects of the ongoing argumentation. In addition, I analyse the children's argumentation with respect to their use of semiotic means. Results show that children are able to argue for a claim in a quite complex manner. The study also illustrates the extensive use of semiotic means in children's argumentation. In every element in the argumentative structure, children use gestures and other semiotic means to mediate their ideas. It is actually impossible to make sense of …

Argumentation and proving in multicultural classes: a linguistic-cultural approach with Chinese students

2009

The paper explores, through different theoretical/experimental investigations, a particular complex field of study such as the analysis of the teaching/learning phases in a multicultural setting in class. Through a linguistic-cultural approach it is a further close examination on the didactic thematic related to a possible comparison between East and West and particularly between Chinese mathematical thought and Italian thought, in some particular aspects related to the phase of argumentation and proving. To carry out the research, we chose to investigate, in a qualitative and quantitative way, the behaviour of Chinese and Italian students of different ages (13-15 years old) attending the S…

Irony as a Visual Argument

2016

Argumentation fields are extraordinarily varied. Depending on the area in which we move, our argumentative strategies should be appropriate for achieving the greatest success. The strength of a good argumentation must remain meaningfully in an argument developed in a logically valid way and rhetorically embellished, obtaining as a result a persuaded audience who consequently accept it.