Abstract
Just over 10 years ago, Educational Review published an article “Reconceiving argument” by Richard Andrews. In the article, Andrews traced some of the changes in the conception of argument that had taken place within educational contexts (primarily within the UK) over the previous few years. An important aim of the authors’ article is to consider whether there is any evidence that the (re)conceptualization of argument discussed in Andrews’ article has permeated educational theory and practice in the last 10 years. Specifically they will consider his invocation of new metaphors to conceive of the argumentation process as more akin to a dialogic exchange in contrast to adversarial combat. They question whether such a framing diminishes the value of conflict and confrontation in the argumentation process.
| Original language | English |
|---|---|
| Pages (from-to) | 301-313 |
| Number of pages | 13 |
| Journal | EDUCATIONAL REVIEW |
| Volume | 61 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 24 Sept 2009 |