Page 265 - Igor Ž. Žagar, Janja Žmavc in Barbara Domajnko. ?? »Učitelj kot retorik«: retorično-argumentativni vidiki pedagoškega diskurza. Ljubljana: Pedagoški inštitut, 2018. Digitalna knjižnica, Dissertationes 35.
P. 265
Summary
Language can be interpreted as the basis of our everyday activities. It is
the foundation of our living together – our understanding of the world de-
pends upon it, we communicate with language, and, last but not least, we
teach and learn by using it. Language use is fundamental for every seg-
ment of educational practice, such as explanation, clarification, asking
questions, giving answers, testing and evaluating knowledge, critical as-
sessment, exchange of opinions, development of new viewpoints, etc. The
knowledge along with the mastering of communication skills in the class-
room is, therefore, one of the most critical aspects of the quality of the ed-
ucational process.
In their almost 2500 years long tradition, rhetoric and argumentation
set the foundations for the proper and effective persuasion and construc-
tion of arguments. By mastering rhetorical and argumentative skills, teach-
ers, as well as students, can substantially improve the quality of the educa-
tional process. They can become independent, competent, critical agents
that can construct, adequately express, critically evaluate, defend and re-
fute arguments, and effectively persuade their audience in the concrete
situation.
The book is divided into three main parts. The first part defines peda-
gogical communication as a particular form of the language use, that is, as
the pedagogical discourse. Pedagogical discourse is conceptualized as a dy-
namic social process, in which the pedagogical process and knowledge are
265
Language can be interpreted as the basis of our everyday activities. It is
the foundation of our living together – our understanding of the world de-
pends upon it, we communicate with language, and, last but not least, we
teach and learn by using it. Language use is fundamental for every seg-
ment of educational practice, such as explanation, clarification, asking
questions, giving answers, testing and evaluating knowledge, critical as-
sessment, exchange of opinions, development of new viewpoints, etc. The
knowledge along with the mastering of communication skills in the class-
room is, therefore, one of the most critical aspects of the quality of the ed-
ucational process.
In their almost 2500 years long tradition, rhetoric and argumentation
set the foundations for the proper and effective persuasion and construc-
tion of arguments. By mastering rhetorical and argumentative skills, teach-
ers, as well as students, can substantially improve the quality of the educa-
tional process. They can become independent, competent, critical agents
that can construct, adequately express, critically evaluate, defend and re-
fute arguments, and effectively persuade their audience in the concrete
situation.
The book is divided into three main parts. The first part defines peda-
gogical communication as a particular form of the language use, that is, as
the pedagogical discourse. Pedagogical discourse is conceptualized as a dy-
namic social process, in which the pedagogical process and knowledge are
265
