Harnessing emotions to deliberative argumentation in classroom discussions on historical issues in multi-cultural contexts

Goldberg, Tsafrir; Schwarz, Baruch B.

doi:10.14786/flr.v4i4.211

Cited by 8 publications

(2 citation statements)

References 18 publications

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“…No entanto, como Felton e colegas ressaltam, "embora o diálogo argumentativo possa melhorar o aprendizado do conteúdo e a qualidade dos argumentos em questões sociocientíficas, os benefícios são mediados pelos objetivos da tarefa realizada pelos indivíduos enquanto argumentam" (FELTON et al, 2009, p. 433). Nessa perspectiva, concluiu-se que a argumentação deliberativa, considerada como um diálogo argumentativo prático e colaborativo orientado por objetivos, é aquela que gera os melhores efeitos tanto na compreensão e na aprendizagem dos alunos quanto na qualidade de seus argumentos, que eram mais completos, mais focados em evidências (FELTON et al, 2009, p. 433;GARCIA-MILA et al, 2013;GOLDBERG;SCHWARZ, 2016;BAKER, 2016, p. 187), dotados de diferentes tipos de refutação, incluindo as mais aprofundadas e meta-dialógicas (MACAGNO et al, 2015;MAYWEG-PAUS et al, 2016). O enquadramento teórico da argumentação deliberativa conduz à reflexão sobre alguns aspectos importantes e problemáticos dos modelos apresentados para representar argumentos práticos.…”

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Argumentos de raciocínio prático: uma abordagem modular

Macagno

Walton

2019

EID&A

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Este artigo tem por objetivo comparar as formas atuais de modelar a estrutura inferencial de argumentos de raciocínio prático (baseados em objetivos) e propor uma nova abordagem na qual esta estrutura é considerada de maneira modular. O raciocínio prático não é visto simplesmente como um raciocínio que parte de um objetivo e de um meio para uma ação usando o esquema básico de argumentação; em vez disso, é concebido como uma estrutura complexa de inferências classificatórias, avaliativas e práticas, formalizada como um agrupamento de três tipos de esquemas de argumentação distintos e interligados. Usando dois exemplos reais, mostramos como a aplicação dos três tipos de esquemas a um conjunto de raciocínio prático permite que a/o analista reconstrua as premissas tácitas pressupostas e avalie as etapas de raciocínio argumentativo envolvidas. Esta abordagem será apresentada de modo a superar as limitações dos modelos de argumentos de raciocínio prático existentes nos quadros teóricos de BDI (Belief – Desire – Intention) e de Comprometimento, ao fornecer uma ferramenta útil para a Análise do Discurso e outras disciplinas. Especificamente, a aplicação deste método revela o papel crucial da classificação no raciocínio prático, mostrando como a ordenação de valores e de preferências consiste em apenas uma das possíveis áreas de desacordo profundo.

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Argumentos de raciocínio prático: uma abordagem modular

Macagno

Walton

2019

EID&A

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“…Although the integration of these themes into school education is rarely questioned, there is considerable debate about the way in which themes related to cultural diversity should be introduced and talked about at school. One risk of broaching sensitive societal issues such as historically contested events (Goldberg and Schwarz 2016), socioscientific issues (Mäkitalo et al 2009) or politically relevant projects (Rajala et al 2013) is not only to taint them with ideology, but also to trap the students in their personal opinions and everyday understanding, and to make it hard for them to overcome the emotions these issues may arouse.…”

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Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation

Grossen

Mirza

2019

Eur J Psychol Educ

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In Switzerland, as elsewhere, issues dealing with cultural diversity raise major challenges in education. At present, little is known about how students make sense of these highly sensitive societal issues and relate them to their everyday experience. Drawing on a sociocultural and dialogical approach to learning, this study aimed at understanding how the students made sense of themes related to cultural diversity. More generally, it sought to examine whether secondarisation (i.e. a transformation of everyday experience into a more generic and scientific form) took place. In this study, ten focus groups were carried out: five in primary school (11-to 12-year-old students) and five in lower secondary school (13-to 14-year-old students) in the French-speaking part of Switzerland. The specificity of the research design consisted of setting up a situation that had both similarities and differences with lessons on cultural diversity that had previously been taught in the classroom. We assumed that this would create dialogical tensions and thereby shed light on the obstacles that may arise when themes related to cultural diversity are taught in school. Analysis of the discursive dynamics of the focus-group discussions showed that education for cultural diversity cannot be considered independently of the student's other spheres of experiences. Personal, social and moral dimensions are part of the students' effort to make sense of the themes under discussion. Talking about cultural diversity, even though with pleasure and involvement, cannot be equated with learning and transforming these themes into scientific concepts. Moreover, dialogical tensions can create unexpected effects and even bring about the very phenomena that education for cultural diversity is supposed to fight.

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Practical Reasoning Arguments: A Modular Approach

Macagno

Walton

2018

Argumentation

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Harnessing emotions to deliberative argumentation in classroom discussions on historical issues in multi-cultural contexts

Abstract: This theoretical paper is about the role of emotions in historical reasoning in the context

Cited by 8 publications

References 18 publications

Argumentos de raciocínio prático: uma abordagem modular

Argumentos de raciocínio prático: uma abordagem modular

Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation

Practical Reasoning Arguments: A Modular Approach

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