Baruch B. Schwarz and Michael J. Baker. (2017) Dialogue, argumentation and education: History, theory and practice

Perret-Clermont, Anne-Nelly

doi:10.1075/jaic.17025.per

Review published In: Journal of Argumentation in Context
Vol. 7:1 (2018) ► pp.101–107

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Book review

Baruch B. Schwarz and Michael J. Baker. (2017) Dialogue, argumentation and education: History, theory and practice

Reviewed by

Anne-Nelly Perret-Clermont | University of Neuchâtel

Published online: 7 May 2018

https://doi.org/10.1075/jaic.17025.per

Article outline

Introduction
From learning to ‘argue’ to ‘argue to learn’: a historical, theoretical and empirical perspective
Conclusion
Acknowledgements
References

References (4)

References

Greco, S., T. Mehmeti and A. -N. Perret-Clermont. 2017. “Do adult-children dialogical interactions leave space for a full development of argumentation? A case study.” Journal of Argumentation in Context, 6 (2): 193–219.

Latour, B. and S. Woolgar 1979. Laboratory Life : The Social Construction of Scientific Facts. London: Sage.

Rigotti, E. 2014. “The Argumentative commitment of learner and teacher in Dante’s vision.” In Activities of Thinking in Social Spaces, ed. by Tania Zittoun, and Antonio Iannaccone, 149–166. New York: Nova Science.

Sorsana, C. and A. Trognon 2011. “Contextual determination of human thinking: About some conceptual and methodological obstacles in psychology studies.” Human Development, 54 (4): 204–233.