Abstract
One way of understanding how to intervene in dysfunctional public discourse is to attend to the ways that we teach argument. This article contends that argument pedagogy would benefit from consideration of the process of argumentation, in which participants are prepared to enter into deliberation by attending to relationality. To ground their discussion, the authors present rhetorical praxis taught in two university sites and one public site.
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Keith, W., Mountford, R. & Steffensmeier, T. Teaching Argument Through Relationships. Argumentation 34, 355–369 (2020). https://doi.org/10.1007/s10503-019-09506-x
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DOI: https://doi.org/10.1007/s10503-019-09506-x