Online interventions to help college students to improve the degree of integration of their argumentative synthesis

Writing an argumentative synthesis is a common but demanding task, consequently undergraduates require some instruction. The objective of this study was to test the effectiveness of two interventions on integrative argumentation: one of them was focused on the product features of argumentative texts; and the other one on the processes involved in the written argumentation. Sixty-six undergraduate students participated voluntarily. As an academic task, they were asked to write a pre-test synthesis after reading two sources which presented contradictory positions about an educational issue, then to read two new texts about a different but equivalent issue, and write a post-test synthesis following one of two types of instructional virtual environments. The instructions, implemented in Moodle, presented similar tools, employing videos, graphic organizers, and exercises. The first condition (n = 33) focused on the linguistic features while the second (n = 33), focused on the process, including explicit instruction and a script with critical questions to guide the reading and writing processes. In this study we have also analyzed how the students in the process condition answered some of the critical questions. The results show that the level of integration of the written products improved in both conditions, although this improvement was more pronounced in the process intervention. Nonetheless, the products that achieved medium and maximum integration were still limited. Despite the lack of a relationship between how students answered the critical questions and the level of integration in their post-test, the case analysis highlights certain educational implications and further research.

Fissures in EU Citizenship

This book argues that core concepts in EU citizenship law are riddled with latent fissures traceable back to the earliest case law on free movement of persons, and that later developments simply compounded such defects. By looking at these defects, not only could Brexit have been predicted, but it could also have been foreseen that unchecked problems with EU citizenship would potentially lead to its eventual dismantling during an era of widespread populism and considerable challenges to further integration. Using a critical constructivist approach, the author painstakingly outlines the 'temple' of citizenship from its foundations upwards, and offers a deconstruction of concepts such as 'worker', the role of non-economic actors, the principle of equal treatment, and utterances of citizenship. In identifying inherent fissures in the concept of solidarity and post national identification, this book poses critical questions and argues that we need to reconstruct EU citizenship from the bottom up.

Conclusion

This chapter raises critical questions about the seemingly positive relationships between an upbringing of religious restraint and academic success. Despite the legal separation of church and state, teenagers who live their life for God do not shed their religious commitments once they pass through the schoolhouse doors. They believe that God is always with them, and they must always be on their best behavior. But there is a downside. Although abiders’ conscientious and cooperative nature may help them get better grades, this advantage may come at the expense of developing and encouraging critical thinking, creativity, and deeper engagement in the classroom. While abiders may have an academic advantage, it may be a result of an educational system that rewards dispositions for the sake of expediency rather than for the sake of learning. This chapter also raises questions about the upsides and downsides of religious restraint as teens enter adulthood.

Numerical origins: The critical questions

Four perspectives on numerical origins are examined. The nativist model sees numbers as an aspect of numerosity, the biologically endowed ability to appreciate quantity that humans share with other species. The linguistic model sees numbers as a function of language. The embodied model sees numbers as conceptual metaphors informed by physical experience and expressed in language. Finally, the extended model sees numbers as conceptual outcomes of a cognitive system that includes material forms as constitutive components. If numerical origins are to be found, each perspective must address one or more critical questions that will require working across discipline boundaries.

Journalists’ moves in political press conferences and their implications for accountability

Political press conferences are important spaces for public accountability because they give journalists the opportunity to scrutinize politicians’ decisions. However, the structure of press conferences poses specific constraints to journalists because their role is limited to ask questions. This situation is not problematic if their goal is to ask informative or critical questions, but it becomes problematic if journalists want to advance standpoints, arguments, or criticisms. In the latter case, journalists have to perform their argumentative moves through façade questions in order to comply with the protocol of press conferences. For this reason, it is not easy to distinguish the argumentative function of journalists’ questions, and consequently, their value for accountability. This paper draws on the pragma-dialectical theory of argumentation to give an argumentative account of political press conferences. Furthermore, the implications of journalists’ questions for accountability purposes are discussed.

The co-construction of campaign argumentation on U.S.A. late-night talk shows

This study shows that when presidential candidates visit, late-night talk show discourse is argumentative, and that this argumentation is co-constructed by the host and the candidate. Through their questions, hosts implicitly invoke arguments by casting doubt on the candidate’s presidential bid. By treating the host’s questions as critical questions expressing skepticism whether people should vote for the candidate, politicians prototypically use two types of argument schemes to defend their case. First, to argue that their policy proposals are needed, candidates use complex problem-solving argumentation. Second, to maintain that they have the skills and character to succeed as president, candidates use symptomatic argumentation. In their response, candidates also deal with other critical questions belonging to the argument scheme invoked through the host’s question. Which critical questions of that argument scheme the candidate addresses in addition to the one posed by the host depends on the type of question the host has asked.

Numerical Origins: The Critical Questions

Four perspectives on numerical origins are examined. The nativist model sees numbers as an aspect of numerosity, the biologically endowed ability to appreciate quantity that humans share with other species. The linguistic model sees numbers as a function of language. The embodied model sees numbers as conceptual metaphors informed by physical experience and expressed in language. Finally, the extended model sees numbers as conceptual outcomes of a cognitive system that includes material forms as constitutive components. If numerical origins are to be found, each perspective must address one or more critical questions that will require working across discipline boundaries.

Collective Healing to Address Legacies of Transatlantic Slavery: Opportunities and Challenges

In this article, we show how pathways to justice and reconciliation pertaining to the transatlantic slavery should begin with collective healing processes. To illustrate this conclusion, we first employ a four-fold conceptual framework for understanding collective healing that consists in: (1) acknowledging historical dehumanizing acts; (2) addressing the harmful effects of dehumanisation; (3) embracing relational rapprochement; and (4) co-imagining and co-creating conditions for systemic justice. Based on this framework, we then examine existing collective healing practices in different contexts that are aimed at addressing legacies of transatlantic slavery. In doing so, we further identify challenges and pose critical questions concerning such practices. While globally there are, and have been, many different kinds of racism and slavery, and even though transatlantic slavery has many features specific to it, nevertheless, we hope that this exploration of collective healing will be illuminating for other situations where acts of brutality have served to demean and dehumanize.

To Explain Tradition

Tradition has been claimed to be a keyword in the folklore lexicon. Yet the word has not proved central to the thinking of many folklorists. More often, the term is simply used to mark territory. By characterizing certain songs, tales, dances, or customs as traditions, such expressions and behaviors are declared to be part of the discipline’s proper subject. But the term is usually theoretically empty. It is rarely defined, and it raises no critical questions. In this essay, tradition is defined, the critical questions evoked by this definition are specified, and some of the ways that folklorists might go about answering these questions are delineated.