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The Normative Sociology of Pierpaolo Donati: A Polemical Note on “The Possibility of Humanism After Modernity: The Relational Perspective”

100%
Federowicz M., Sobota D. R.
Stan Rzeczy
|
2017
|
issue 1(12) The Relational Turn in Sociology: Implications for the Study of Society, Culture, and Persons
339-361
2

Argumentacja w edukacji szkolnej: przykład języka polskiego i matematyki. Wyniki badań i wnioski z warsztatów

61%
Federowicz M., Białek K., Biedrzycki K., Karpiński M., Zambrowska M., Hącia A., Swat M.
Edukacja Filozoficzna
|
2018
|
issue 65
5-32
EN
The paper presents the importance of discursive argumentation in school education. Based on theoretical assumptions and previous extensive empirical studies the authors propose the case of a joint class of mathematics and the mother tongue, and discuss the results of a workshop with a group of 10–14 y-o students. The findings show that: 1) it is possible to develop young students’ autonomous argumentation and at the same time follow a formal school programme; 2) this requires students’ engagement in intensive class discussions in pairs, in small groups, and in the class as a whole; 3) discursive rather than formal argumentation allows children to develop mathematical reasoning, as well as broadening their understanding and interpretation of a poem. A key factor in students’ engagement is the teachers’ subtle support of the students’ independent discussion. We call this the student-teacher micro-relation to distinguish it from a broader classical term of relations.
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