This book provides a comprehensive overview of empirical studies based on various approaches devoted to examining the interpersonal argumentative processes involved in different contexts. It also identifies context-dependent similarities and differences in the ways in which argumentative interactions are managed by individuals in a range of educational and professional settings.
How can some forms of negotiation, change and debate result from engaging in interpersonal processes during argumentation? How do interpersonal dimensions affect the interdependencies between argumentative exchanges and construction of knowledge and skills? The book clarifies these open questions by providing a discussion of theoretical and empirical issues at the forefront of research, in order to provide a view of how interpersonal argumentation in educational and professional contexts is actually questioned and investigated.
It offers readers an opportunity to discover the crucial importance of an in-depth understanding of the role and functions played by the interpersonal dynamics within argumentative interactions occurring in a wide range of educational and professional contexts.
Inhoudsopgave
Forewords, Clotilde Pontecorvo.- Interpersonal dynamics within argumentative interactions: An introduction, Francesco Arcidiacono, Antonio Bova.- Chapter 1. Inter-generational argumentation: Children’s account work during dinner conversations in Italy and Sweden, Franco Pauletto, Karin Aronsson, Francesco Arcidiacono.- Chapter 2. What can studying designed marital argument interventions contribute to argumentation scholarship? Harry Weger Jr.- Chapter 3. Reading together: The interplay between social and cognitive aspects in argumentative and non-argumentative dialogues, Nevena Buđevac, Francesco Arcidiacono, Aleksandar Baucal.- Chapter 4. The role of teacher in promoting argumentative interactions in the learning contexts of higher education, Antonio Bova.- Chapter 5. The epidemic effect of scaffolding argumentation in small groups to whole-class teacher-led argumentation, Baruch Schwarz, Irit Cohen, Yaakov Ophir.- Chapter 6. Processes of negotiation in socio-scientific argumentation about vegetarianism in teacher education, María Pilar Jiménez Aleixandre, Paolo Brocos.- Chapter 7. Argumentation and conflict management in online epistemic communities: A narrative approach to Wikipedia debates, Michael J. Baker, Françoise Détienne, Flore Barcellini.- Chapter 8. The interplay of argumentative dialogues and work observations in collective reflection for work transformation. Cross self-confrontations in a public health institution, Laure Kloetzer.- Chapter 9. “It may also be the case that you say I don’t want to do it”. Imaginary scenarios as resources to argue for treatment advice in cancer consultations, Francesca Alby, Marilena Fatigante, Cristina Zucchermaglio.- Chapter 10. Notes on similarities and differences in studying argumentation: A synthetic view, Antonio Bova, Francesco Arcidiacono.- Argumentation in dialogue: Final conclusions, Antonio Iannaccone, Francesco Arcidiacono.
Over de auteur
Professor Francesco Arcidiacono, Director of the Research Department at the University of Teacher Education (HEP-BEJUNE) of
Biel/Bienne (Switzerland); Lecturer at the Institute of psychology and education, University of Neuchâtel (Switzerland)
Dr Antonio Bova, Swiss National Science Foundation Research Fellow in the Department of Psychology at the Utrecht University (The Netherlands); Lecturer at the Franklin University Switzerland (Switzerland)
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