Page 219 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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toric and argumentation are indispensable methodological tools in every 219
educational process and enable the co-construction of the learning situation
and the knowledge, regardless of any specific characteristics of the subject
matter, whereby they also leave a direct mark on student achievement.
In view of the aforementioned difficulties in relation to their conceptually
suitable use in practice, rhetoric and argumentation - as important education-
al factors - require mainly:
− teachers who are sensitive to rhetoric and argumentation;
− long-term and systematic teaching with a special focus on practical
activities;
− a productive wider public environment, where they can be performed
effectively.
Ancient Greeks and Romans were aware of this. They came up with a high-
ly meaningful and today commonly quoted, yet rarely understood, proverb -
one that the author hopes to have explained, at least to some degree, in this
paper: Poeta nascitur, orator fit.21
References
Andrews, R. (2010). Argumentation in Higher Education. Improving Theory
through Theory and Research. New York, London: Routledge.
Audigier, F. (2002). Osnovni koncepti in temeljne kompetence izobraževanja za
demokratično državljanstvo. Ljubljana: Information and Documentation
Centre of the Council of Europe and i2.
Barthes, R. (1990). Retorika Starih. Elementi Semiologije, Ljubljana: ŠKUC/FF.
Blair, J. A., and Tindale, C. W. (eds.). (2012). Groundwork in the Theory of Argu-
mentation. Selected Papers of J. Anthony Blair. Argumentation Library, Vol.
21. Dordrecht: Springer.
Booth, W. C. (2004). The Rhetoric of RHETORIC: The Quest for Effective Communi-
cation. Malden, Oxford, Carlton: Blackwell Publishing.
Dürr, K., Spajić-Vrkaš, V., and Ferreira-Martins, I. (2005). Strategije za učen-
je demokratičnega državljanstva. Ljubljana: Information and Documenta-
tion Centre of the Council of Europe at National and University Library of
Slovenia.
Eemeren, F. H., and Grootendorst, R. (2004). A Systematic Theory of Argumen-
tation: the Pragma-dialectical Approach. New York: Cambridge University
Press.
21 The poet is born, the orator is made.
rhetoric and argumentation as factors in student achievement
educational process and enable the co-construction of the learning situation
and the knowledge, regardless of any specific characteristics of the subject
matter, whereby they also leave a direct mark on student achievement.
In view of the aforementioned difficulties in relation to their conceptually
suitable use in practice, rhetoric and argumentation - as important education-
al factors - require mainly:
− teachers who are sensitive to rhetoric and argumentation;
− long-term and systematic teaching with a special focus on practical
activities;
− a productive wider public environment, where they can be performed
effectively.
Ancient Greeks and Romans were aware of this. They came up with a high-
ly meaningful and today commonly quoted, yet rarely understood, proverb -
one that the author hopes to have explained, at least to some degree, in this
paper: Poeta nascitur, orator fit.21
References
Andrews, R. (2010). Argumentation in Higher Education. Improving Theory
through Theory and Research. New York, London: Routledge.
Audigier, F. (2002). Osnovni koncepti in temeljne kompetence izobraževanja za
demokratično državljanstvo. Ljubljana: Information and Documentation
Centre of the Council of Europe and i2.
Barthes, R. (1990). Retorika Starih. Elementi Semiologije, Ljubljana: ŠKUC/FF.
Blair, J. A., and Tindale, C. W. (eds.). (2012). Groundwork in the Theory of Argu-
mentation. Selected Papers of J. Anthony Blair. Argumentation Library, Vol.
21. Dordrecht: Springer.
Booth, W. C. (2004). The Rhetoric of RHETORIC: The Quest for Effective Communi-
cation. Malden, Oxford, Carlton: Blackwell Publishing.
Dürr, K., Spajić-Vrkaš, V., and Ferreira-Martins, I. (2005). Strategije za učen-
je demokratičnega državljanstva. Ljubljana: Information and Documenta-
tion Centre of the Council of Europe at National and University Library of
Slovenia.
Eemeren, F. H., and Grootendorst, R. (2004). A Systematic Theory of Argumen-
tation: the Pragma-dialectical Approach. New York: Cambridge University
Press.
21 The poet is born, the orator is made.
rhetoric and argumentation as factors in student achievement
