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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.
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