In this work, is considered the capacity of arguing as a key competence for citizenship. The development of this skill contributes to the realization of an active, participative and democratic citizenship. The incapacity of arguing, which means being unable to act in a public space to claim ideas, defend rights and propose a vision of the world, implies a disadvantage. The work starts with a historical analysis of the features of today’s world, in particular it focuses on the characteristics of complex Western societies, which are considered in their peculiar aspect of “societies of knowledge”. What follows is the individuation of the basis on which it is important to found XXI century education, bearing in mind the aim of favoring a global approach to the more and more interconnected problems faced by human beings. Is developed an analysis of the paradigm of citizenship in its historical, philosophical and juridical evolution in order to understand the origins and the necessity of an education oriented towards the acquisition of key competences for citizenship. It moves then to a scrutiny of the progression from rhetoric to argumentation. From the theory of argumentation it is possible to infer the features that make an argumentation valid and correct. On the other hand, from the same characteristics one can deduce the possibilities of manipulation by the means of fallacies. Finally, the formative potentialities of argumentation are examined in order to highlight its importance within a formation oriented towards a citizenship which is both deliberative and participative. In the part of the work dedicated to the argumentative education are listed the fundamental skills to acquire, the attitudes, the norms of conduct, and the conditions under whom the practice of the roles of language can help the assumption of responsibilities and favor actions and choices. Among the fundamental abilities above mentioned, a vital role is played by the development of social skills such as team-working, conflicts management, negotiation of solutions, consideration and discussion of community’s problems.

(2013). Argomentazione, il linguaggio della democrazia. Saper argomentare per essere cittadini. (Tesi di dottorato, Università degli Studi di Milano-Bicocca, 2013).

Argomentazione, il linguaggio della democrazia. Saper argomentare per essere cittadini

LIMONTA, ANTONELLA
2013

Abstract

In this work, is considered the capacity of arguing as a key competence for citizenship. The development of this skill contributes to the realization of an active, participative and democratic citizenship. The incapacity of arguing, which means being unable to act in a public space to claim ideas, defend rights and propose a vision of the world, implies a disadvantage. The work starts with a historical analysis of the features of today’s world, in particular it focuses on the characteristics of complex Western societies, which are considered in their peculiar aspect of “societies of knowledge”. What follows is the individuation of the basis on which it is important to found XXI century education, bearing in mind the aim of favoring a global approach to the more and more interconnected problems faced by human beings. Is developed an analysis of the paradigm of citizenship in its historical, philosophical and juridical evolution in order to understand the origins and the necessity of an education oriented towards the acquisition of key competences for citizenship. It moves then to a scrutiny of the progression from rhetoric to argumentation. From the theory of argumentation it is possible to infer the features that make an argumentation valid and correct. On the other hand, from the same characteristics one can deduce the possibilities of manipulation by the means of fallacies. Finally, the formative potentialities of argumentation are examined in order to highlight its importance within a formation oriented towards a citizenship which is both deliberative and participative. In the part of the work dedicated to the argumentative education are listed the fundamental skills to acquire, the attitudes, the norms of conduct, and the conditions under whom the practice of the roles of language can help the assumption of responsibilities and favor actions and choices. Among the fundamental abilities above mentioned, a vital role is played by the development of social skills such as team-working, conflicts management, negotiation of solutions, consideration and discussion of community’s problems.
CINGOLI, MARIO
cittadinanza, argomentazione, politica, stipulazione, deliberazione, complessità, educazione, cittadinanza deliberativa, metodologie didattiche attive, educazione al discorso, competenze, comunità, interdisciplinarietà, lifelong learning
M-FIL/06 - STORIA DELLA FILOSOFIA
Italian
28-feb-2013
SCIENZE DELLA FORMAZIONE E DELLA COMUNICAZIONE - 47R
25
2011/2012
open
(2013). Argomentazione, il linguaggio della democrazia. Saper argomentare per essere cittadini. (Tesi di dottorato, Università degli Studi di Milano-Bicocca, 2013).
File in questo prodotto:
File Dimensione Formato  
Phd_unimib_734486.pdf

Accesso Aperto

Tipologia di allegato: Doctoral thesis
Dimensione 1.42 MB
Formato Adobe PDF
1.42 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/42153
Citazioni
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
Social impact