Perspectives about Disciplinary Argumentation in the Era of Post-truth
Introduction to the Special Issue
Bibliographic Data
| ID | 21560508 |
|---|---|
| Authors | Ralph P Ferretti (0000-0002-1603-4550), Susan De La Paz (0000-0003-3053-1825), Linda H Mason |
| Year | 2023 |
| Volume | 40 |
| Issue | 2 |
| Pages | 289-299 |
| Publication date | 2023-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Written Communication (JOURNAL) |
| Journal identifiers | ISSN: 0741-0883 • E-ISSN: 1552-8472 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/07410883221150320 |
| OpenAlex | W4327743233 |
| Language | EN |
| References cited | 27 |
The papers that appear in this special issue are motivated by a shared concern about the cultural irrelevancy of truth (McIntyre, 2018; Oxford Languages, 2016) and the threat it represents to the institutions that buttress liberal democracy.Particularly worrisome is the imposition of restrictions on classroom discussion and instruction about "divisive" issues (Ferretti, 2023;Pendharker, 2021).Like Dewey (1916) and Gutmann (1999), we believe that barriers to free and open communication deny children and youth the chance to develop the critical capacities needed to participate meaningfully in the processes of democratic decision making.These capacities are unlikely to develop unless teachers employ pedagogical practices that promote the advanced literacy skills students need to read, reason, write, and deliberate about controversial issues.The pursuit of truth is often challenging, and except in obvious cases for which compelling evidence is readily available, truth claims are often difficult to confirm.Nevertheless, it is usually possible to establish the rational acceptability of a claim based on evidence derived from an inquiry process that is guided by epistemic values and ethical virtues that are conducive to the common good (Putnam, 1981).To be clear, rational acceptability is contingent on the best available evidence; at any point in history, new evidence may be uncovered that is inconsistent with a claim.In short, claims that seem rationally acceptable at one moment in time (e.g., "the earth is flat") can be withdrawn at any point based on new evidence adduced from a process of inquiry.We recognize, however, that people make many different types of claims, some of which may not be about truth, for example, beauty, policies, and poetic interpretation.This point was first made by Aristotle (1925) in the Nicomachean Ethics when he wrote, "it is the mark of an educated man to 1150320WC XXXX10
Argumentation theory · Discipline · Epistemology · Political science · Politics · Post truth · Social science · Sociology · Digital Storytelling and Education · Discourse Analysis in Language Studies · Educator Training and Historical Pedagogy · Law · Philosophy
The Uses of Argument
Speech Acts in Argumentative Discussions
Democratic Education
The structure of ill structured problems
Null
Reason, Truth and History
Beyond Structure
Addressing an Unfulfilled Expectation
Conceptualizing Dialogic Literary Argumentation
Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School
Historical Argumentation
When the Truth Doesn’t Seem to Matter
The Language Demands of Analytical Reading and Writing at School
Confronting the Challenges of Undergraduates’ Argumentation Writing in a “Learning How to Learn” Course
Young Children’s Ability to Produce Valid and Relevant Counter-Arguments
Teaching Disciplinary Literacy to Adolescents
Post-Truth
What Is Disciplinary Literacy and Why Does It Matter
Teaching and Learning Argumentative Reading and Writing
Perspectives on the Emergence of Scientific Disciplines
Return to Reason
| Highly cited | No |
|---|