Page 297 - Gabrijela Kišiček and Igor Ž. Žagar (eds.), What do we know about the world? Rhetorical and argumentative perspectives, Digital Library, Educational Research Institute, Ljubljana 2013
P. 297
debate as an educational tool:
is polarization a debate side effect? 297
Moulton, J. (1993). A Paradigm of Philosophy: The Adversary Method.
Harding, S., and M. B. Hintikka (eds.). Discovering Reality. Dor-
drecht: Reidel Publishing Company, 149–164.
Muir, S. A. (1993). A Defense of the Ethics of Contemporary Debate.
Philosophy & Rhetoric, 26/4, 277–295.
Narveson, R. D. (1980). “Development and Learning: Complementa-
ry or Conflicting Aims in Humanities Education?” Fuller, R., R. F.
Bergrstrom, E. T. Carpenter, H. J. Corzine, J. A. McShance, D. W.
Miller, D. S. Moshman, R. D. Narveson, J. L. Petr, M. C. Thornton,
and V. G. Williams (eds.). Piagetian Programs in Higher Education.
Lincoln: ADAPT Program, 79–88.
Nickerson, R. S. (1998). Confirmation Bias: A Ubiquitous Phenomenon
in Many Guises. Review of General Psychology, 2/2, 175–220.
Nicolli, S., and A. Cattani (2008). Palestra di botta e risposta. La disputa
filosofica come formazione al dibattito nella scuola, Padova: CLEUP.
O’Kon, J., and R. Sutz (2005). Using In-Class Debates to Teach Gender
Issues in Psychology. Saville, B. K., T. E. Zinn, and V. W. Hevern
(eds.). Essays from E-xcellence in Teaching. http://teachpsych.org/
ebooks/eit2004/eit04-08.html (9. August 2012).
Oros, A. L. (2007). Let’s Debate: Active Learning Encourages Student
Participation and Critical Thinking. Journal of Political Science Ed-
ucation, 3/3, 293–311.
Petty, R. E., and D. T. Wegener (1998). Attitude Change: Multiple
Roles for Persuasion Variables. Gilbert, D., S. Fiske, and G. Lindzey
(eds.). The Handbook of Social Psychology. New York: McGraw-
Hill,323–390.
Pomerantz, E., S. Chaiken, and R. S. Tordesillas (1995). Attitude
Strength and Resistance Processes. Journal of Personality and Social
Psychology, 69/3, 408–419.
Popper, K. R. (1962). Conjectures and Refutations: The Growth of Scien-
tific Knowledge, New York: Basic Books.
Popper, K. R. (1972). Objective Knowledge: an Evolutionary Approach,
Oxford: Clarendon Press.
Pruitt, D. G., and S. H. Kim (2004). Social Conflict. Escalation, Stale-
mate, and Settlement, New York: McGraw-Hill.
Raden, D. (1985). Strenght-Related Attitude Dimensions. Social Psy-
chology Quarterly, 48/4, 312–330.
Risen, J., and T. Gilovich (2007). Informal Logical Fallacies. Sternberg,
R. J., H. L. Roediger III, and D. F. Halpern (eds.). Critical Thinking
in Psychology. Cambridge: Cambridge University Press, 110–130.
is polarization a debate side effect? 297
Moulton, J. (1993). A Paradigm of Philosophy: The Adversary Method.
Harding, S., and M. B. Hintikka (eds.). Discovering Reality. Dor-
drecht: Reidel Publishing Company, 149–164.
Muir, S. A. (1993). A Defense of the Ethics of Contemporary Debate.
Philosophy & Rhetoric, 26/4, 277–295.
Narveson, R. D. (1980). “Development and Learning: Complementa-
ry or Conflicting Aims in Humanities Education?” Fuller, R., R. F.
Bergrstrom, E. T. Carpenter, H. J. Corzine, J. A. McShance, D. W.
Miller, D. S. Moshman, R. D. Narveson, J. L. Petr, M. C. Thornton,
and V. G. Williams (eds.). Piagetian Programs in Higher Education.
Lincoln: ADAPT Program, 79–88.
Nickerson, R. S. (1998). Confirmation Bias: A Ubiquitous Phenomenon
in Many Guises. Review of General Psychology, 2/2, 175–220.
Nicolli, S., and A. Cattani (2008). Palestra di botta e risposta. La disputa
filosofica come formazione al dibattito nella scuola, Padova: CLEUP.
O’Kon, J., and R. Sutz (2005). Using In-Class Debates to Teach Gender
Issues in Psychology. Saville, B. K., T. E. Zinn, and V. W. Hevern
(eds.). Essays from E-xcellence in Teaching. http://teachpsych.org/
ebooks/eit2004/eit04-08.html (9. August 2012).
Oros, A. L. (2007). Let’s Debate: Active Learning Encourages Student
Participation and Critical Thinking. Journal of Political Science Ed-
ucation, 3/3, 293–311.
Petty, R. E., and D. T. Wegener (1998). Attitude Change: Multiple
Roles for Persuasion Variables. Gilbert, D., S. Fiske, and G. Lindzey
(eds.). The Handbook of Social Psychology. New York: McGraw-
Hill,323–390.
Pomerantz, E., S. Chaiken, and R. S. Tordesillas (1995). Attitude
Strength and Resistance Processes. Journal of Personality and Social
Psychology, 69/3, 408–419.
Popper, K. R. (1962). Conjectures and Refutations: The Growth of Scien-
tific Knowledge, New York: Basic Books.
Popper, K. R. (1972). Objective Knowledge: an Evolutionary Approach,
Oxford: Clarendon Press.
Pruitt, D. G., and S. H. Kim (2004). Social Conflict. Escalation, Stale-
mate, and Settlement, New York: McGraw-Hill.
Raden, D. (1985). Strenght-Related Attitude Dimensions. Social Psy-
chology Quarterly, 48/4, 312–330.
Risen, J., and T. Gilovich (2007). Informal Logical Fallacies. Sternberg,
R. J., H. L. Roediger III, and D. F. Halpern (eds.). Critical Thinking
in Psychology. Cambridge: Cambridge University Press, 110–130.
