Learning to Argue in Higher EducationSally Mitchell, Richard Andrews Boynton/Cook, 2000 - Broj stranica: 175 "Argument" is perhaps one of the most misunderstood terms in higher education, meaning different things in different disciplines. Yet on one thing most educators agree: it is almost impossible to attain success at the highest levels in the humanities, arts, social sciences, and other language-based disciplines without a command of argumentative skills. Learning to Argue in Higher Education was written to allow for a cross-fertilization of ideas about argument between different disciplines and traditions, and to encourage conversation about their approaches to its teaching and learning. This volume makes a significant contribution to the current thinking about argument, addressing why we teach argument in the first place, how it currently figures in teaching and learning, and how me might think about it in more productive ways. Covering everything from formal discussion in seminars to tutorials and written essays, these authors approach the problem from different angles: critical accounts of practice, classroom pedagogy, as well theoretical models of argument, students' perspective on learning, and the dynamics involved in teaching and learning. The book represents a range of disciplines, including architecture, law, social science, work-based education, as well as writing and composition. |
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... possible routes of exploration and contention . My proposition is that argument is not possible in a world which doesn't accept rationality and relativity ; that's why it thrives where there is democracy , a willingness to achieve ...
... possible to see out into the paseo and across into the western wing of the museum and vice versa . From the en- trance lobby , the abrupt rotation of movement from the rotunda , through the preliminary atrium is again breathtaking ...
... possible motivational fac- tors . The student quoted earlier , who " thought [ he ] was being critical " in his writing , had thought that the act of selecting and then quoting or summarizing another author was itself a sufficiently ...
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Learning to Argue in Higher Education | 1 |
Aram Eisenschitz | 15 |
Rhetoric and Architecture | 26 |
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