ISBN:
9783319590844
Language:
English
Pages:
1 Online-Ressource (236 pages)
Parallel Title:
Print version Arcidiacono, Francesco Interpersonal Argumentation in Educational and Professional Contexts
DDC:
370
Keywords:
Language and languages
;
Language and languages
;
Electronic books
Abstract:
Foreword -- Contents -- Interpersonal Dynamics within Argumentative Interactions: An Introduction -- 1 Inter-generational Argumentation: Children's Account Work During Dinner Conversations in Italy and Sweden -- 1.1 Accounts and Family Inter-generational Argumentation -- 1.2 Data -- 1.3 Laments and Plaintive/Pleading Voice as Account Work: Preschool-Age Children's Proto-Accounts -- 1.4 Repeats and Want-Statements as Account Work: Preschool-Age Children's Proto-Accounts -- 1.5 Varied Verbal Accounts by School-Age Children -- 1.6 Irony as Argument -- 1.7 Prior Contracts as Arguments: School-Age Children -- 1.8 Language Socialization and Intergenerational Argumentation -- Appendix: Transcription Key -- References -- 2 What Can Studying Designed Marital Argument Interventions Contribute to Argumentation Scholarship? -- 2.1 History of Marital Intervention -- 2.2 Marriage Education -- 2.3 The PAIRS Approach -- 2.3.1 Fair Fight for Change -- 2.3.2 Talking Tips -- 2.3.3 Daily Temperature Reading -- 2.3.4 Initiation and Conclusion of PAIRS Communication Tools -- 2.4 The PREP Approach -- 2.4.1 Speaker-Listener Technique -- 2.4.2 Problem Solving Discussion Structure -- 2.4.3 Friendship and Commitment -- 2.5 Evaluating Designed Marital Argumentation Interventions -- 2.5.1 Design Hypotheses 1: Marital Interaction is a Designable Activity -- 2.5.2 Design Hypothesis 2: Marital Argumentation Involves Multiple Goals that are Best Managed Individually Rather Than Simultaneously -- 2.5.3 Design Hypothesis 3: "Good" Arguments Results in a Resolution of the Problem Without Damaging the Relationship -- 2.6 Conclusion -- References -- 3 Reading Together: The Interplay Between Social and Cognitive Aspects in Argumentative and Non-argumentative Dialogues -- 3.1 Introduction -- 3.2 Learning Through Social Interaction Among Peers
Abstract:
3.3 The Interweaving of Social and Cognitive Aspects in Regulating Joint Activities of Solving Tasks -- 3.4 Towards an Understanding of the Impact of Regulating Social Relations on Joint Thinking -- 3.5 Methodology -- 3.5.1 Sample -- 3.5.2 Data Corpus -- 3.5.3 Transcription Procedures -- 3.5.4 Analytical Approach -- 3.6 Analysis and Results -- 3.6.1 Excerpts for the Analysis -- 3.7 Discussion and Conclusion -- Acknowledgements -- Appendix 1: Transcription Symbols -- References -- 4 The Role of the Teacher in Promoting Argumentative Interactions in the Learning Contexts of Higher Education -- 4.1 Introduction -- 4.2 Argumentation Studies in Learning Contexts of Higher Education -- 4.3 Methodology -- 4.3.1 Data Corpus -- 4.3.2 Students' Level of Knowledge of the Discipline -- 4.3.3 Data Collection and Transcription Procedures -- 4.3.4 Ethical Issues -- 4.3.5 Analytical Approach -- 4.3.6 Selection of Argumentative Discussions -- 4.3.7 Identification of the Types of Questions -- 4.4 Results -- 4.4.1 Teacher's BROAD QUESTIONS -- 4.4.2 Teacher's SPECIFIC QUESTIONS -- 4.5 Discussion -- Acknowledgements -- Appendix 1: Teacher-Student Dialogue in the Academic Context Questionnaire -- Appendix 2 -- Appendix 3: Teacher-Student Dialogue in the Academic Context -- References -- 5 The Epidemic Effect of Scaffolding Argumentation in Small Groups to Whole-Class Teacher-Led Argumentation -- 5.1 Theoretical Background -- 5.2 Pilot Research -- 5.3 Description of the Research -- 5.4 Population -- 5.5 Methodology -- 5.5.1 The Program of Intervention -- 5.5.2 The First Round (Teachers 1 and 2) -- 5.5.3 The Second Round (Teachers 3 and 4) -- 5.5.4 The Questionnaire -- 5.5.5 Interviews of Students -- 5.6 Collection and Analysis of Data -- 5.7 Findings for the First Research Question (Improvement of Guided Small-Group Discussions)
Abstract:
5.7.1 Active Participation During the Discussion -- 5.7.2 Characteristics of the Talk -- 5.7.3 Pragmatics and Meta-Pragmatics in Students' Discussions -- 5.7.4 Transformation of Ideas and Elaboration of Arguments in Discussions -- 5.7.5 Teachers' Structuring of the Discussions -- 5.8 Findings for the Second Research Question (Improvement of Guided Whole-Class Discussions) -- 5.9 Conclusions -- References -- 6 Processes of Negotiation in Socio-scientific Argumentation About Vegetarianism in Teacher Education -- 6.1 Introduction: Two Perspectives on Studying Argumentation in Science Education -- 6.2 Rationale: Argumentative Interactions as Negotiation Processes -- 6.2.1 Argumentation -- 6.2.2 Negotiation Processes -- 6.3 Research Methodology -- 6.3.1 Participants, Educational Context, and Data Collection -- 6.3.2 The Task: Constructing Arguments About Diets -- 6.3.3 Data Analysis -- 6.4 Questions Negotiated, Weight of Evidence and Cultural Values -- 6.5 Negotiation Paths and Mutual Appropriation of Interlocutors' Positions -- 6.6 Concluding Remarks -- Acknowledgements -- Annex 1. Task Handout: Building an Argument About Diets -- References -- 7 Argumentation and Conflict Management in Online Epistemic Communities: A Narrative Approach to Wikipedia Debates -- 7.1 Introduction -- 7.2 Background -- 7.2.1 Rules for Editing, Conflicts and Emerging Debates in Wikipedia -- 7.2.2 Aspects of Conflict Management in Argumentative Discussions -- 7.3 A Narrative Study -- 7.4 Case-Study Analysis: "the Turin Shroud" -- 7.5 Teb's Narrative (Synthesis) -- 7.5.1 The Turin Shroud: Summary of Argumentation and Conflict Management Strategies -- 7.6 Concluding Discussion -- Acknowledgements -- References
Abstract:
8 The Interplay of Argumentative Dialogues and Work Observations in Collective Reflection for Work Transformation. Cross Self-confrontations in a Public Health Institution -- 8.1 Introduction -- 8.2 Dialogue as a Way to Articulate Collective Reflection and Work Transformation -- 8.3 Context and Goals of the Research Project -- 8.4 Research Methodology -- 8.5 The Interplay of Work Observations and Argumentative Dialogues for the Development of Professional Reflection: The "Lunch Discussion" -- 8.6 Conclusion: The Research Process as a «True Dialogue», Opening Spaces for Identification and Resolution of Conflictual Perspectives on Work Objects -- Acknowledgements -- Annex: French Original Version of the Selected Sequence -- References -- 9 Imaginary Scenarios as Resources to Argue for Treatment Advice in Cancer Consultations -- 9.1 Introduction -- 9.2 Research Method, Data Corpus, and Analysis Procedures -- 9.3 Analysis -- 9.3.1 Imaginary Debate -- 9.3.2 Simplified Representations -- 9.3.3 Hypothetical Scenarios -- 9.4 Conclusions -- References -- 10 Notes on Similarities and Differences in Studying Argumentation: A Synthetic View -- 11 Argumentation in Dialogue: Final Conclusions -- 11.1 The Dialogue as a Source of Inspiration -- 11.2 Around Two Epistemologies -- 11.2.1 Formal Versus Informal -- 11.2.2 Monologic Versus Dialogic -- 11.2.3 Decontextualized Versus Contextualized -- 11.2.4 Symmetric Versus Asymmetric -- 11.2.5 Temporal Perception Versus A-Temporal Perception -- 11.2.6 Consciousness Versus Exteriorization -- 11.3 Towards a Pedagogical Conclusion -- References -- Author Index -- Subject Index
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