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Chapter Il dibattito come rischio educativo

By:

Załęska, Maria [auth]

Material type: Text

TextLanguage: Italian Series: Publication details: Florence Firenze University Press 2021Description: 1 electronic resource (11 p.)Content type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

978-88-5518-329-1.06
9788855183291

Subject(s):

Online resources:

Summary: ï¿½It is better to debate a question without settling it than to settle a question without debating itï¿½, 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).

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books Open Access			Available

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ï¿½It is better to debate a question without settling it than to settle a question without debating itï¿½, 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).