ERIC Number: ED330019
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Learning To Reason via Instruction in Argumentation.
Voss, James F.; Means, Mary L.
This paper discusses argumentation and how instruction may facilitate an individual's skill in argumentation. The paper contends that argumentation, defined as the generation and evaluation of arguments is a fundamental tool of reasoning and that skill in argumentation is therefore basic to a person's ability to reason. The paper is divided into two sections. The first section considers the nature and evaluation of arguments and the relation of argumentation to reasoning, while the second section describes some findings on the quality of argumentation found among students and summarizes some initial work on argumentation instruction. The paper suggests that the following points covered should be addressed when teaching argumentation: (1) students need to acquire knowledge about the structure and nomenclature of arguments; (2) students need to know the purposes of argumentation; (3) students need to know the characteristics of a good argument; and (4) argumentation skills can be developed via writing. (TD)
Descriptors: Critical Thinking, Epistemology, Higher Education, Inferences, Logic, Logical Thinking, Persuasive Discourse, Secondary Education, Student Evaluation, Teaching Methods, Thinking Skills
James F. Voss, 634 Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.