Publicación: Argumentación y Educación: la Argumentación en el Espacio Público Educativo como Elemento Fundamental de los Valores Democráticos
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2017-07-10
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Universidad Nacional de Educación a Distancia (España). Facultad de Filosofía
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Este trabajo es una reflexión con dos objetivos, uno para saber porqué la argumentación es importante en la educación de los niños y beneficia su desarrollo intelectual y social, y dos, para explorar cómo el aprendizaje de la argumentación en la escuela contribuye al valor fundamental en una sociedad democrática que es el mérito de una escuela para todos. Esta reflexión se fundamenta en la posibilidad de desarrollo cognitivo en el niño en relación con la argumentación como modo de aprendizaje en la escuela. Esta relación de la argumentación y la escuela se ve como un elemento de aprendizaje, no solo en modo diálogo, sino que proporciona, además, la base para la disposición mental adecuada. Hay fundamentos para ligar la práctica de la argumentación en la clase con la adquisición del conocimiento, propio de la escuela, como proceso meta-cognitivo. El aprendizaje o empleo de la argumentación, en cualquiera de sus perspectivas, ya sea lógica, dialéctica, retórica o pensamiento crítico, permite en el estudiante un estado mental favorable para el aprendizaje de las materias que se imparten. La práctica discursiva es el uso de discursos para crear conocimiento de diversos temas, con el fin de fomentar el debate, pero, sobre todo, el conocimiento en profundidad de la problemática. El desarrollo de las destrezas argumentativas en la escuela converge en la facultad para trabajar o pensar en un problema, realizar preguntas y lidiar con ellas, de forma que se llegue a una conclusión de forma inductiva solo después de haber demostrado la calidad de los pensamientos y la habilidad para considerar diferentes partes de la pregunta. Además, la enseñanza de la argumentación en la escuela beneficia la adquisición de virtudes cívicas necesarias en una sociedad democrática. Si la Educación tiene como objetivo un tipo de sociedad, además, debería proporcionar al estudiante los valores que le permitan tener éxito como ciudadano en una sociedad democrática, y cómo la enseñanza de la argumentación contribuye a ese objetivo.
This work is a reflective effort with two objectives, the first one, to elucidate the reasons why argumentation is important in the education of children and benefits their intellectual and social development, and the second one, to explore how the learning of argumentation in school contributes to the fundamental value in a Democratic society, that is, a school for all. This reflective effort is based on the possibility of cognitive development in the child in relation to argumentation as a mode of learning in the school. This relationship between argumentation and school is seen as an element of learning, not only in dialogic mode, but also as the basis for adequate mental disposition. There are foundations for linking the practice of argumentation in the classroom with the acquisition of knowledge, that is typical of the school, as a meta-cognitive process. The learning or use of argumentation, in any of its perspectives, either logic, dialectic, rhetoric or critical thinking, allows the student a favorable mental state for learning the subjects that are taught. The discursive practice is the use of dialogues to create knowledge of various topics, in order to encourage debate, but, above all, in order to stimulate the development of problem-solving abilities. The development of argumentative skills in the school converges in the capacity to work or to think about a problem, to ask questions and to deal with them. In such a process, a conclusion is reached inductively only after having demonstrated the quality of the thoughts and the ability to consider different parts of the question. In addition, the teaching of argumentation in school benefits the acquisition of necessary civic virtues in a democratic society. If the goal of Education is to create a certain type of society, then, that education should also ensure that the student develops the values that will enable him to succeed as a citizen in a democratic society. This thesis explores how the teaching of argumentation contributes to that ultimate goal.
This work is a reflective effort with two objectives, the first one, to elucidate the reasons why argumentation is important in the education of children and benefits their intellectual and social development, and the second one, to explore how the learning of argumentation in school contributes to the fundamental value in a Democratic society, that is, a school for all. This reflective effort is based on the possibility of cognitive development in the child in relation to argumentation as a mode of learning in the school. This relationship between argumentation and school is seen as an element of learning, not only in dialogic mode, but also as the basis for adequate mental disposition. There are foundations for linking the practice of argumentation in the classroom with the acquisition of knowledge, that is typical of the school, as a meta-cognitive process. The learning or use of argumentation, in any of its perspectives, either logic, dialectic, rhetoric or critical thinking, allows the student a favorable mental state for learning the subjects that are taught. The discursive practice is the use of dialogues to create knowledge of various topics, in order to encourage debate, but, above all, in order to stimulate the development of problem-solving abilities. The development of argumentative skills in the school converges in the capacity to work or to think about a problem, to ask questions and to deal with them. In such a process, a conclusion is reached inductively only after having demonstrated the quality of the thoughts and the ability to consider different parts of the question. In addition, the teaching of argumentation in school benefits the acquisition of necessary civic virtues in a democratic society. If the goal of Education is to create a certain type of society, then, that education should also ensure that the student develops the values that will enable him to succeed as a citizen in a democratic society. This thesis explores how the teaching of argumentation contributes to that ultimate goal.
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Facultades y escuelas::Facultad de Filosofía
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Lógica, Historia y Filosofía de la Ciencia