Historical Argumentation: Watching Historians and Teaching Youth

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2023-02-08 DOI:10.1177/07410883221148679

J. Nokes, Susan De La Paz

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引用次数: 3

Abstract

In this article, we explore the uniqueness of argumentation within the field of history, considering whether historians’ processes in crafting an interpretive argument from inexact evidence might provide insights into processes vital for informed civic engagement and civil dialogue in democratic societies. We discuss the role of argumentation in history, taking both historian (expert) and student (novice) perspectives by considering what historical writing is and how it is produced, taught, and learned. Unlike other research on argumentative historical processes, we examine the role of dispositions that complement skills and enrich collaborations as historians grapple with historical problems together. We examine the role that dispositions and historical thinking skills play as students discuss evidence, plan for argumentative writing, and evaluate their peers’ ideas. We propose that the dispositions and skills involved in historians’ reading, writing, and thinking parallel the critical thinking needed for deliberative and collaborative reasoning about complex social issues. Finally, we explore how instruction and experience with deliberative collaboration within historical problem spaces may prepare students for meaningful civic engagement. We call for increased research on these potential connections.

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历史论证:观察历史学家与教育青年

在本文中，我们探讨了历史领域内论证的独特性，考虑历史学家从不准确的证据中起草解释性论证的过程是否可以为民主社会中知情的公民参与和公民对话的重要过程提供见解。我们讨论论证在历史中的作用，从历史学家(专家)和学生(新手)的角度来考虑什么是历史写作，以及它是如何产生、教授和学习的。不同于其他关于争论性历史过程的研究，我们研究了在历史学家共同努力解决历史问题时，补充技能和丰富合作的性格的作用。我们考察了性格和历史思维技能在学生讨论证据、计划议论文写作和评估同龄人观点时所起的作用。我们认为，历史学家的阅读、写作和思考所涉及的性格和技能，与对复杂社会问题进行审慎和协作推理所需的批判性思维是平行的。最后，我们探讨了在历史问题空间中进行审慎合作的教学和经验如何使学生为有意义的公民参与做好准备。我们呼吁加强对这些潜在联系的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.