Authors
Donata Romizi
University of Vienna
David Löwenstein
Heinrich Heine University Düsseldorf
1 more
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.
Keywords argument reconstruction  informal logic  critical thinking  argument  standards for argumentative skills  teaching philosophy
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References found in this work BETA

Making It Explicit.Isaac Levi & Robert B. Brandom - 1996 - Journal of Philosophy 93 (3):145.
The Nature and Future of Philosophy.Michael Dummett - 2010 - Cambridge University Press.
Eleven Principles of Effective Character Education.Thomas Lickona - 1996 - Journal of Moral Education 25 (1):93-100.

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Citations of this work BETA

Peter Singer: Die Teich-Analogie.David Löwenstein - forthcoming - Zeitschrift Für Didaktik der Philosophie Und Ethik.

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