Disszociáció a pedagógiai kommunikációban

Abstract

This paper seeks the place of the dissociation mindset within pedagogical communication. Separative thinking (dissociation) first appeared in Chaim Perelman’s interpretation of rhetoric which contains distinction between appearance and reality. The study interprets pedagogical communication as a rhetorical situation in which need, coercion, and an able-bodied audience also appear. As a result, this paper not only places dissociation in a rhetorical-pedagogical framework, but also discusses its related and teachable concepts (paradox, manipulation, definition). The aim is to lay the foundations for an approach that can help develop critical thinking and color pedagogical communication.