Philosophical Roots of Argumentative Writing in Higher Education

Autor/in	Simsek, Erhan
Titel	Philosophical Roots of Argumentative Writing in Higher Education
Quelle	In: Educational Philosophy and Theory, 54 (2022) 5, S.581-595 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simsek, Erhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1865922
Schlagwörter	Academic Language; Writing (Composition); Educational Philosophy; Teaching Methods; Persuasive Discourse; Writing Teachers; Writing Processes; Higher Education; Comparative Analysis; Humanities + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Humanwissenschaften
Abstract	The split between analytic philosophy (AP) and Continental philosophy (CP) has mainly preoccupied scholars of philosophy so far, but in fact, it has broader pedagogical implications. This article argues that conventions of argumentative writing, as taught in colleges today, have their roots in analytic philosophy and its assumptions regarding ways of disseminating knowledge. Behind writing instructors' emphasis on the 'thesis and evidence' structure lie analytic tendencies such as verifiability and intersubjectivity. By contrast, Continental philosophy emphasises the subjective human experience, which leads to a more experimental form of writing. This split and the embeddedness of argumentation in analytic philosophy is indispensable in comprehending the rationale behind the conventions of academic writing taught in colleges today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01