Page 217 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 217
ivities (how can command of the rhetoric-argumentative competence con- 217
tribute to achieving the principles of active citizenship).
Rhetoric and Argumentation between Today
and Tomorrow
In spite of an explicit absence of their contents and unsuitable curricular defi-
nitions of rhetoric and argumentation in lower and upper secondary educa-
tion, in practice this remains a very important subject matter. This is partly re-
flected by the results of PISA (2006, 2009), which indicate lower achievement
of Slovenian students in reading literacy, in particular at those levels of the
reading process where students are required to show command of the princi-
ples of presenting arguments.
This was also confirmed (significantly) by a study on familiarity with, and
use of, rhetoric-argumentation principles in Slovenian lower and upper sec-
ondary schools (Žmavc, 2011; Gril and Videčnik, 2011). Among other things, the
study examined what Slovenian students and their teachers know and think
about rhetoric and argumentation, and what elements of rhetoric and argu-
mentation they use in a direct way as part of their daily school life, either with-
in lessons (learning contents and work methods) or in terms of a wider school
participation.20 Two hypotheses have been confirmed in the study, i.e.: 1) inte-
gration of rhetoric-argumentation principles into lessons improves the quali-
ty of lessons and 2) integration of rhetoric-argumentation principles into les-
sons fosters classroom communication and interpersonal relationships. Study
results have pointed out the complexity of issues in relation to the concep-
tion, use, and teaching of rhetoric-argumentation principles and also touched
upon student achievement. Moreover, they also indicate that rhetoric and ar-
gumentation ought to be viewed as significant educational elements which
could, providing they are systematically integrated into school curricula, con-
tribute to a greater quality of knowledge and better dynamic of lessons, and at
the same time to improved interpersonal relationships and more active partic-
ipation of students. Some key findings are listed below:
− Students who boast a better learning achievement are recognised (by
their contemporaries and teachers) as more skilled in terms of rhetoric
and argumentation and more active in participation at school.
− Integration of rhetoric-argumentation principles into lessons is positi-
vely correlated with:
− methods of active learning (the more favourably disposed tea-
chers are towards these methods, the more often they use rhetoric-
20 A detailed description of the study (the issue, methodology, results) is provided in Žmavc (2011), as
well as Gril and Videčnik (2011).
rhetoric and argumentation as factors in student achievement
tribute to achieving the principles of active citizenship).
Rhetoric and Argumentation between Today
and Tomorrow
In spite of an explicit absence of their contents and unsuitable curricular defi-
nitions of rhetoric and argumentation in lower and upper secondary educa-
tion, in practice this remains a very important subject matter. This is partly re-
flected by the results of PISA (2006, 2009), which indicate lower achievement
of Slovenian students in reading literacy, in particular at those levels of the
reading process where students are required to show command of the princi-
ples of presenting arguments.
This was also confirmed (significantly) by a study on familiarity with, and
use of, rhetoric-argumentation principles in Slovenian lower and upper sec-
ondary schools (Žmavc, 2011; Gril and Videčnik, 2011). Among other things, the
study examined what Slovenian students and their teachers know and think
about rhetoric and argumentation, and what elements of rhetoric and argu-
mentation they use in a direct way as part of their daily school life, either with-
in lessons (learning contents and work methods) or in terms of a wider school
participation.20 Two hypotheses have been confirmed in the study, i.e.: 1) inte-
gration of rhetoric-argumentation principles into lessons improves the quali-
ty of lessons and 2) integration of rhetoric-argumentation principles into les-
sons fosters classroom communication and interpersonal relationships. Study
results have pointed out the complexity of issues in relation to the concep-
tion, use, and teaching of rhetoric-argumentation principles and also touched
upon student achievement. Moreover, they also indicate that rhetoric and ar-
gumentation ought to be viewed as significant educational elements which
could, providing they are systematically integrated into school curricula, con-
tribute to a greater quality of knowledge and better dynamic of lessons, and at
the same time to improved interpersonal relationships and more active partic-
ipation of students. Some key findings are listed below:
− Students who boast a better learning achievement are recognised (by
their contemporaries and teachers) as more skilled in terms of rhetoric
and argumentation and more active in participation at school.
− Integration of rhetoric-argumentation principles into lessons is positi-
vely correlated with:
− methods of active learning (the more favourably disposed tea-
chers are towards these methods, the more often they use rhetoric-
20 A detailed description of the study (the issue, methodology, results) is provided in Žmavc (2011), as
well as Gril and Videčnik (2011).
rhetoric and argumentation as factors in student achievement
