久島 玲
Argumentation Education Critiquing Questions from the Bottom:
On Meta-Argument Theory
Ryo Hisajima
April,2022
Abstract
This working paper suggests an insight of the argumentation education aiming at inclusion by following three parts. ①At first, this paper reveals the exclusive nature of languages and arguments. Languages are essential for us to communicate, but at the same time, are exclusive because they are constructed with the historical and traditional power. Thus, we need to pay attention to those who have been excluded from the arguments. ②As the method of rebellion to the exclusivity, this paper focuses on the fool in Bakhtin’s dialogue theory. Bakhtin’s theory is often referred to in educational practices like P4C, but the fool and grotesque realism are not so yet. The fool have the potential to disrupt and reform the existing power structure. After reading Bakhtin’s theory, we see the actual practices through it. ③On one hand, we see the positive aspect of the destruction by the fool. Then we also have to see the negative aspect on the other hand and seek the way to control both aspects and take advantages. To accomplish it, this paper focuses on the meta-argument theory and S. Toulmin’s argument fields. Though the concept of argument fields has not been studied well in contrast with world-famous Toulmin’s argument model, it enables us to seek the terms and standards to use meta-arguments effectively.
By reexamining the top-down manner in which questions are created and given to students, the potential of the fool in Bakhtin’s dialogue theory, and the condition to use Toulmin’s model from the perspective of argument fields, in this paper we “rethink the common sense of education”, which is the theme of Young Scholar Training Program from CASEER.
