Skip to content

Due to system maintenance, purchasing is not available at this time. We are working to fix the issue and apologise for any inconvenience caused. Thank you for your patience.

Your Cart

×

You have 0 items in your cart.

Register Sign in Wishlist

Dialogue, Argumentation and Education
History, Theory and Practice

Lauren B. Resnick, Faith Schantz
View all contributors
  • Date Published: December 2016
  • availability: Available
  • format: Hardback
  • isbn: 9781107141810

Hardback

Add to wishlist

Other available formats:
eBook


Looking for an inspection copy?

This title is not currently available on inspection

Description
Product filter button
Description
Contents
Resources
Courses
About the Authors
  • 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.

    • The first through-written book on argumentation, dialogue and education
    • Proposes a historical overview of talk practices in education from antiquity to modern times
    • Proposes an overview of dialogic philosophy
    Read more

    Customer reviews

    Not yet reviewed

    Be the first to review

    Review was not posted due to profanity

    ×

    , create a review

    (If you're not , sign out)

    Please enter the right captcha value
    Please enter a star rating.
    Your review must be a minimum of 12 words.

    How do you rate this item?

    ×

    Product details

    • Date Published: December 2016
    • format: Hardback
    • isbn: 9781107141810
    • length: 316 pages
    • dimensions: 236 x 158 x 25 mm
    • weight: 0.64kg
    • contains: 17 b/w illus. 1 table
    • availability: Available
  • Table of Contents

    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.

  • Authors

    Baruch B. Schwarz, Hebrew University of Jerusalem
    Baruch B. Schwarz is the Isadore and Bertha Gudelsky Chair of Early Childhood Education at the Hebrew University of Jerusalem. His research includes various domains such as mathematical abstraction, or collaborative learning, but his main interest focuses on the study of argumentation in learning contexts. He has extensively published on this topic and has co-created the Special Group Interest in Argumentation, Reasoning and Dialogue at the European Association for Research in Learning and Instruction. He has shown the crucial role of technologies in boosting collaborative learning and argumentation, and has coordinated numerous multi-national EC funded projects dedicated to computer-supported collaborative learning and argumentation.

    Michael J. Baker, Centre National de la Recherche Scientifique (CNRS), Paris
    Michael J. Baker is a Research Director (tenured Research Professor) of the CNRS, the French National Centre for Scientific Research, working in the Social and Economic Sciences Department of Telecom ParisTech, the French National Telecommunications Engineering School. His interdisciplinary research in psychology and language sciences aims to understand the processes of knowledge co-elaboration in dialogues produced in educational and work situations, mostly involving technological mediation, focusing on argumentative interactions. In collaboration with Baruch Schwarz and Jerry Andriessen, he has contributed to and co-edited several books on this topic.

    Contributors

    Lauren B. Resnick, Faith Schantz

Sign In

Please sign in to access your account

Cancel

Not already registered? Create an account now. ×

Sorry, this resource is locked

Please register or sign in to request access. If you are having problems accessing these resources please email lecturers@cambridge.org

Register Sign in
Please note that this file is password protected. You will be asked to input your password on the next screen.

» Proceed

You are now leaving the Cambridge University Press website. Your eBook purchase and download will be completed by our partner www.ebooks.com. Please see the permission section of the www.ebooks.com catalogue page for details of the print & copy limits on our eBooks.

Continue ×

Continue ×

Continue ×

Find content that relates to you

Are you sure you want to delete your account?

This cannot be undone.

Cancel

Thank you for your feedback which will help us improve our service.

If you requested a response, we will make sure to get back to you shortly.

×
Please fill in the required fields in your feedback submission.
×