Dialogue Argumentation and Education

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.