Review published in:
Journal of Argumentation in Context
Vol. 7:1 (2018) ► pp. 101–107
Book review

Baruch B. Schwarz and Michael J. Baker. (2017) Dialogue, argumentation and education: History, theory and practice

Baruch B. Schwarz & Michael J. Baker. Dialogue, argumentation and education: History, theory and practice
New York NY: Cambridge University Press, 2017.

Reviewed by
| University of Neuchâtel
Article outline
  • Introduction
  • From learning to ‘argue’ to ‘argue to learn’: a historical, theoretical and empirical perspective
  • Conclusion
  • Acknowledgements
  • References
Published online: 07 May 2018
https://doi.org/10.1075/jaic.17025.per
References
Greco, S., T. Mehmeti and A. -N. Perret-Clermont
2017 “Do adult-children dialogical interactions leave space for a full development of argumentation? A case study.” Journal of Argumentation in Context, 6 (2): 193–219. CrossrefGoogle Scholar
Latour, B. and S. Woolgar
1979 Laboratory Life : The Social Construction of Scientific Facts. London: Sage.Google Scholar
Rigotti, E.
2014 “The Argumentative commitment of learner and teacher in Dante’s vision.” In Activities of Thinking in Social Spaces, ed. by Tania Zittoun, and Antonio Iannaccone, 149–166. New York: Nova Science.Google Scholar
Sorsana, C. and A. Trognon
2011 “Contextual determination of human thinking: About some conceptual and methodological obstacles in psychology studies.” Human Development, 54 (4): 204–233. CrossrefGoogle Scholar