辩论式教学：四项原则

Q3 Social Sciences

Journal of Curriculum and Pedagogy Pub Date : 2023-11-30 DOI:10.1080/15505170.2023.2284694

Ásgeir Tryggvason

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引用次数: 0

摘要

本文旨在将有关教育中激辩主义的理论和实证研究归纳为教学原则。激辩理论强调冲突、情感和集体身份在民主课堂讨论中的作用。关于教育中的激动主义的实证研究提供了关于如何在教学实践中发挥这些方面作用的实证见解。通过综合教育中的激辩主义理论发展和实证研究结果，本文提出了激辩主义教学的四项原则。所建议的原则旨在综合对民主教育研究领域有价值的研究成果，并为希望在教学中探索激动式教学可能性的教师提供工具。

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Agonistic teaching: Four principles

The aim of this article is to synthesize theoretical and empirical research on agonism in education into teaching principles. Agonistic theory underscores the role of conflict, emotions, and collective identities in democratic classroom discussions. Empirical studies on agonism in education provide empirical insights into how these aspects are played out in teaching practices. By synthesizing both theoretical development and empirical findings on agonism in education, this article suggests four principles for agonistic teaching. The suggested principles aim to function as a synthetization of research valuable to the research field of democratic education and as tools for teachers who want to explore the possibilities of agonism in their teaching.

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来源期刊

Journal of Curriculum and Pedagogy Social Sciences-Education

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.