Argumentative Skills: A Systematic Framework for Teaching and Learning

Journal of Didactics of Philosophy 5 (2):72-100 (2021)
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Abstract

In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant concepts and skills to students early on in their school career. The focus is on secondary schools, but the proposal can also be of use for learning and teaching in universities, especially in introductory classes.

Author Profiles

Donata Romizi
University of Vienna
David Löwenstein
Heinrich Heine University Düsseldorf
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