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in limited contexts that are, however, also relevant for Slovenia – a contin- 209
uous impact of such perception of rhetoric and argumentation. On account
of a profound influence of the Greco-Roman antiquity on the so-called Euro-
pean cultural area, both rhetoric and argumentation have been preserved as
teaching contents until today and remain, in various forms, part of education-
al models, especially in the countries of Western Europe and North America, in
various forms.15
The understanding of the significance of contemporary teaching and
learning of argumentation in particular has been highlighted by Andrews
(2010).16 He based the theoretical starting points of arguments in favour of
teaching argumentation on the concepts of ‘dialogism’ (Bakhtin), ‘social con-
structivism’ (Vygotsky) and ‘rational communication’ (Habermas), whereby he
established argumentation as a dialogical, social and rational educational ac-
tivity and simultaneously content that is of key importance for both master-
ing the contents prescribed by the curriculum and developing interperson-
al relationships and communication skills in the broadest sense. Considering
such a starting point, usefulness (or even necessity) of integrating argumenta-
tion (and rhetoric) in the entire hierarchy of education needs to be viewed in
the context of comprehension of pedagogical discourse ‘as place and means
of active co-construction of teaching situations and knowledge’ (Žagar Ž. and
Domanjko, 2006: 6). In other words, this means rhetoric and argumentation
as strategies of language use in school are significant in terms of defining ‘the
language of communication of what has already been learnt (narration, de-
scribing something on the basis of prior knowledge)’ and are also part of ‘the
language of acquiring and developing knowledge’ (discussions, giving rea-
sons for one’s views and approaches in relation to problem-solving, presenta-
tion of arguments etc.) (cf. Marentič Požarnik and Plut Pregelj, 2009: 12).
To show why discussions are needed about the necessity of an independ-
ent command of the rhetoric-argumentative competence, which is based on
its systematic and comprehensive teaching and may also contribute to stu-
dent achievement, some typical factors of pedagogical discourse – where
rhetoric and argumentation are directly present – are presented below:
1. Knowledge. Knowledge, and progress in knowledge, are commonly
already present in the form of an argument or argumentation, as, for
instance, statements about the facts that are part of teaching content
15 This pertains to various, yet mainly independent teaching contents that are the successors of the
medieval trivium (i.e. rhetoric, logic and grammar) and represent literary and communication skills
that are in the broadest sense associated with skills of reading, writing, speaking, listening and of-
ten encompass the concept of critical thinking.
16 His research and analyses are limited to (short-cycle) higher education modules from Great Brit-
ain and the USA, however, conclusions about the significance of teaching such contents (providing
specific features of personal development and curricular requirements are taken into account) can
be transferred to the level of primary and secondary education.
rhetoric and argumentation as factors in student achievement
uous impact of such perception of rhetoric and argumentation. On account
of a profound influence of the Greco-Roman antiquity on the so-called Euro-
pean cultural area, both rhetoric and argumentation have been preserved as
teaching contents until today and remain, in various forms, part of education-
al models, especially in the countries of Western Europe and North America, in
various forms.15
The understanding of the significance of contemporary teaching and
learning of argumentation in particular has been highlighted by Andrews
(2010).16 He based the theoretical starting points of arguments in favour of
teaching argumentation on the concepts of ‘dialogism’ (Bakhtin), ‘social con-
structivism’ (Vygotsky) and ‘rational communication’ (Habermas), whereby he
established argumentation as a dialogical, social and rational educational ac-
tivity and simultaneously content that is of key importance for both master-
ing the contents prescribed by the curriculum and developing interperson-
al relationships and communication skills in the broadest sense. Considering
such a starting point, usefulness (or even necessity) of integrating argumenta-
tion (and rhetoric) in the entire hierarchy of education needs to be viewed in
the context of comprehension of pedagogical discourse ‘as place and means
of active co-construction of teaching situations and knowledge’ (Žagar Ž. and
Domanjko, 2006: 6). In other words, this means rhetoric and argumentation
as strategies of language use in school are significant in terms of defining ‘the
language of communication of what has already been learnt (narration, de-
scribing something on the basis of prior knowledge)’ and are also part of ‘the
language of acquiring and developing knowledge’ (discussions, giving rea-
sons for one’s views and approaches in relation to problem-solving, presenta-
tion of arguments etc.) (cf. Marentič Požarnik and Plut Pregelj, 2009: 12).
To show why discussions are needed about the necessity of an independ-
ent command of the rhetoric-argumentative competence, which is based on
its systematic and comprehensive teaching and may also contribute to stu-
dent achievement, some typical factors of pedagogical discourse – where
rhetoric and argumentation are directly present – are presented below:
1. Knowledge. Knowledge, and progress in knowledge, are commonly
already present in the form of an argument or argumentation, as, for
instance, statements about the facts that are part of teaching content
15 This pertains to various, yet mainly independent teaching contents that are the successors of the
medieval trivium (i.e. rhetoric, logic and grammar) and represent literary and communication skills
that are in the broadest sense associated with skills of reading, writing, speaking, listening and of-
ten encompass the concept of critical thinking.
16 His research and analyses are limited to (short-cycle) higher education modules from Great Brit-
ain and the USA, however, conclusions about the significance of teaching such contents (providing
specific features of personal development and curricular requirements are taken into account) can
be transferred to the level of primary and secondary education.
rhetoric and argumentation as factors in student achievement
