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cational models, practically at all levels, in an explicit and, preferably, 211
implicit form; as part of various subjects (and in particular contents as-
sociated with civic culture), these contents and guidelines call for tra-
ining in the aforementioned principles as a means of learning the key
mechanisms ‘for life’.
4. Extracurricular activities. Presentation of arguments and effective
persuasion as a specific speaking-related event (e.g. in the form of a
public debate, competitive debates etc.) can be a form of a desirable
curricular/extracurricular activity that is not only used for the purpo-
ses of educating, but also developing other personality traits, abiliti-
es and habits. This is attested to by the popularity of competitive de-
bates, which have, in recent years, won recognition in many Slovenian
lower and upper secondary schools and become a regular extracurri-
cular activity with international dimensions.17
5. Subjects and learning contents. The principles of rhetoric and argumen-
tation as discourse strategies are closely interwoven with school su-
bjects and disciplines. This interwoven nature is exhibited at different
levels and reflects the peculiarities in the dynamic of inclusion in terms
of individual subjects and disciplines. Some subjects are conceived in
such a way that their basis includes rules about argumented and con-
vincing writing or speaking (e.g. languages, other humanistic and so-
cial science subjects, such as civic culture, philosophy, sociology, histo-
ry etc.). Others view these strategies as external, depending on special
features of a subject, for instance, as something that could potentially
be connected to the subject in question in terms of the content (e.g. in
particular science subjects, such as mathematics and physics, that al-
so incorporate the principles of logic) or as a form of suitable discou-
rse construction of existing contents (e.g. discussion as a form of tea-
ching and learning, regardless of content-related characteristics of the
subject).
The State of Rhetoric and Argumentation in Slovenian
Lower and Upper Secondary Schools
In Slovenia, the issue of contemporary teaching of rhetoric and argumentation
is complex. With the exception of the aforementioned conception, that still in-
sists on professional and semi-professional use of rhetoric and argumentation,
an unusual dynamic can be perceived in Slovenia in relation to non-integra-
17 A good example of implementation of such contents in education is the institute ‘For and against’
(Za in proti) (http://www.zainproti.com/web/), which coordinates the debate programme in Slove-
nia and combines debate clubs within schools at the lower- and upper-secondary, as well as univer-
sity level.
rhetoric and argumentation as factors in student achievement
implicit form; as part of various subjects (and in particular contents as-
sociated with civic culture), these contents and guidelines call for tra-
ining in the aforementioned principles as a means of learning the key
mechanisms ‘for life’.
4. Extracurricular activities. Presentation of arguments and effective
persuasion as a specific speaking-related event (e.g. in the form of a
public debate, competitive debates etc.) can be a form of a desirable
curricular/extracurricular activity that is not only used for the purpo-
ses of educating, but also developing other personality traits, abiliti-
es and habits. This is attested to by the popularity of competitive de-
bates, which have, in recent years, won recognition in many Slovenian
lower and upper secondary schools and become a regular extracurri-
cular activity with international dimensions.17
5. Subjects and learning contents. The principles of rhetoric and argumen-
tation as discourse strategies are closely interwoven with school su-
bjects and disciplines. This interwoven nature is exhibited at different
levels and reflects the peculiarities in the dynamic of inclusion in terms
of individual subjects and disciplines. Some subjects are conceived in
such a way that their basis includes rules about argumented and con-
vincing writing or speaking (e.g. languages, other humanistic and so-
cial science subjects, such as civic culture, philosophy, sociology, histo-
ry etc.). Others view these strategies as external, depending on special
features of a subject, for instance, as something that could potentially
be connected to the subject in question in terms of the content (e.g. in
particular science subjects, such as mathematics and physics, that al-
so incorporate the principles of logic) or as a form of suitable discou-
rse construction of existing contents (e.g. discussion as a form of tea-
ching and learning, regardless of content-related characteristics of the
subject).
The State of Rhetoric and Argumentation in Slovenian
Lower and Upper Secondary Schools
In Slovenia, the issue of contemporary teaching of rhetoric and argumentation
is complex. With the exception of the aforementioned conception, that still in-
sists on professional and semi-professional use of rhetoric and argumentation,
an unusual dynamic can be perceived in Slovenia in relation to non-integra-
17 A good example of implementation of such contents in education is the institute ‘For and against’
(Za in proti) (http://www.zainproti.com/web/), which coordinates the debate programme in Slove-
nia and combines debate clubs within schools at the lower- and upper-secondary, as well as univer-
sity level.
rhetoric and argumentation as factors in student achievement
