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In:Argumentation in Actual Practice: Topical studies about argumentative discourse in context
Edited by Frans H. van Eemeren and Bart Garssen
[Argumentation in Context 17] 2019
► pp. 211–236

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Chapter 12
Shifting from a monological to a dialogical perspective on children’s argumentation

Lessons learned

 | University of Neuchâtel, Switzerland
 | Università della Svizzera ItalianaLugano, Switzerland
 | Università della Svizzera ItalianaLugano, Switzerland
 | University of Neuchâtel, Switzerland | Università della Svizzera ItalianaLugano, Switzerland
 | University of Neuchâtel, Switzerland
 | Università della Svizzera ItalianaLugano, Switzerland
Published online: 23 September 2019
DOI logo with link
https://doi.org/10.1075/aic.17.12per
Article outline
  • 1.Introduction
  • 2.Theoretical framework and methodology
    • 2.1From a psychological and educational perspective
    • 2.2From the perspective of theories of argumentation
  • 3.Empirical data
  • 4.Findings
    • 4.1Children’s argumentations are often interrupted by the adult
    • 4.2Children are active contributors to critical discussions using multiple argumentations and introducing issues
    • 4.3Standpoints are often co-constructed during the interaction
      • The jigsaw example
    • 4.4Available visual information is not verbally made explicit
      • The missing pieces example
      • The TUC® cookie example (quote from Schär, 2018)
    • 4.5Uses of the argument of authority and “Weltanschauungen”
      • The little Lego® blocks example
  • 5.Discussion and conclusions
  • Acknowledgments
  • Notes
  • References
  • Appendix
References (65)
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