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Book Chapter

Il dibattito come rischio educativo

  • Maria Załęska

«It is better to debate a question without settling it than to settle a question without debating it», says a quote from Joseph Joubert. Debate is one of the most valued text genres and is therefore included in curricular or extracurricular academic activities. What do we teach by teaching how to debate? What do students learn by learning how to debate? They can compete, collaborate and might even develop a new skill. Since concrete educational choices reflect a certain underlying educational philosophy, in what follows the model proposed by Biesta (2010,2016,2017) will be illustrated. The theoretical knowledge drawn from this framework will then be applied to the analysis of the Oxford Debate, in the version adopted by the regulated debate tournaments in Poland as well as to the discussion of a modification of the Oxford Debate itself, inspired by the concept of 'risk of education' (or rather, 'The Beautiful risk of educatio', as the title of one of Biesta’s books reads).

  • Keywords:
  • Argumentation Theory,
  • debate,
  • education,
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Maria Załęska

University of Warsaw, Poland - ORCID: 0000-0003-2973-0173

  1. Biesta, G. J. J. 2010. Good education in an age of measurement: Ethics, politics, democracy. Boulder, Co: Paradigm Publishers.
  2. Biesta, G. J. J. 2016. The beautiful risk of education. London/New York: Routledge.
  3. Biesta, G. J. J. 2017. The rediscovery of teaching. London/New York: Routledge.
  4. Cattani, A. 2018. Palestra di botta e risposta. Per una formazione al dibattito. Padova: Libreriauniversitaria.it.
  5. Cattani, A. 2019. Avere ragione. Piccolo manuale di retorica dialogica. Roma: Dino Audino.
  6. Cattani, A., e N. Varisco. 2019. Dibattito argomentato e regolamentato. Teoria e pratica di una Palestra di botta e risposta. Torino: Loescher.
  7. Cunliffe, A. L. 2004. “On Becoming a Critically Reflexive Practitioner.” Journal of Management Education 28 (4): 407-26.
  8. Field, J. 2000. Lifelong learning and the new educational order. Stroke-on-Trent, UK: Trentham.
  9. Joubert, J. 1838. Recueil des pensées de M. Joubert. Paris: Hachette Livre-BNF.
  10. Mouffe, C. 2016. Agonistics: Thinking the World Politically. London: Verso.
  11. Załęska, M. 2003. “Non scholae, sed vitae discimus. Retoryka a sprawność pisania w języku obcym.” [Non scholae, sed vitae discimus. Rhetoric and writing competence in a foreign language] In Nauczanie retoryki w teorii i praktyce, a cura di J. Z. Lichański
  12. Załęska, M. 2014a. Retorica della linguistica. Scienza, struttura, scrittura, Frankfurt: Peter Lang.
  13. Załęska, M. 2014b. “Retoryka i glottodydaktyka: nauczanie języka włoskiego.” [Rhetoric and glottodidactics: teaching the Italian language] Języki Obce w Szkole 3: 35-9.
  14. Załęska, M. 2015. “Glottodidattica e retorica: dall’ars recte loquendi verso l’ars bene dicendi.” In Creatività nell’insegnamento dell’italiano come lingua straniera. Dalle parole ai testi, a cura di M. Załęska, 279-97. Warszawa: Katedra Italianistyki – U
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  • Publication Year: 2021
  • Pages: 55-65
  • Content License: CC BY 4.0
  • © 2021 Author(s)

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  • Publication Year: 2021
  • Content License: CC BY 4.0
  • © 2021 Author(s)

Chapter Information

Chapter Title

Il dibattito come rischio educativo

Authors

Maria Załęska

Language

Italian

DOI

10.36253/978-88-5518-329-1.06

Peer Reviewed

Publication Year

2021

Copyright Information

© 2021 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Table of Contents

Book Title

Competing, cooperating, deciding: towards a model of deliberative debate

Editors

Adelino Cattani, Bruno Mastroianni

Peer Reviewed

Number of Pages

168

Publication Year

2021

Copyright Information

© 2021 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-5518-329-1

ISBN Print

978-88-5518-328-4

eISBN (pdf)

978-88-5518-329-1

Series Title

Communication and Philosophical Cultures. Researches and Instruments

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