The role of argumentation in intellectual development of children

1394

Abstract

Argumentation, as a necessary skill which is formed in the process of learning oratory, facilitates the child’s intellectual development – transition from simple fantasizing through egocentric mindsets to objective position in the solution of a task. The theoretical basis of this hypothesis were the ideas of J.Piaget, research of Perre-Clermont, T.Zittun, B.Schwartz and others, as well as the cultural-historical theory of L.S.Vygotsky, Elkonin-Davydov’s theory of developing education, P.Y.Galperin’s theory of formation of mental activity, theoretical and experimental works of G.A.Zukerman. The research was carried out in Moscow children’s art school named after M.A.Balakirev. Children aged from 9 to 12 participated. Egocentric and objective statements of children in the course of oratory classes were analyzed. These positions were correlated with the quality and logic of arguments usage from the point of view of rhetorical argumentation theory. The research allowed to identify how decentration, i.e. child’s transition from egocentric position to viewing the problem on the basis of objective criteria, occurs in the process of discussion,

General Information

Keywords: oratory, argumentation, discussion, decentration, egocentric position, objective position

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Rybka E.V. The role of argumentation in intellectual development of children [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2012. Vol. 4, no. 1 (In Russ., аbstr. in Engl.)

References

  1. Vygotskii L.S. Konkretnaya psihologiya cheloveka // Vestnik Mosk. un-ta. Ser. 14. Psihologiya. 1986. ¹1.
  2. Margolis A.A. Programma «Filosofiya dlya detei» // Psihologicheskaya nauka i obrazovanie. 1996. ¹1.
  3. Margolis A.A., Kovalev S.D., Telegin M.V., Kondrat'ev E.A. Sobrat'sya s myslyami: Metodicheskoe rukovodstvo po programme «Filosofiya dlya detei». M., 1997.
  4. Obuhova L.F. Sociokognitivnyi podhod k issledovaniyu intellektual'nogo razvitiya rebenka // Psihologicheskaya nauka i obrazovanie. PSYEDU.ru. 2010. ¹5.
  5. Perre-Klermon A.N. Rol' social'nyh vzaimodeistvii v razvitii intellekta detei. M., 1991.
  6. Retyunskih L.T. Shkola Sokrata: Filosofskie igry desyat' let spustya. M., Voronezh, 2003.
  7. Rubcov V.V. Social'nye vzaimodeistviya i obuchenie: kul'turno-istoricheskii kontekst // Kul'turno-istoricheskaya psihologiya. 2005. ¹1.
  8. Telegin M.V. Vospitatel'nyi dialog: obrazovatel'naya programma dlya detei starshego doshkol'nogo vozrasta. M., 2006.
  9. Filosofiya dlya detei / Pod red. N.S. Yulinoi. M., 1996.
  10. Cukerman G.A. Kak mladshie shkol'niki uchatsya uchit'sya? Riga, 2000.
  11. Muller N., Perret-Clermont A.N. Argumentation and Education: Theoretical Foundation and Practices. N. Y., 2009.
  12. Piaget J. Psychology et pedagogie. Paris,1969.
  13. Schwarz B.B., Linchevski L. The Role of Task Design and of Argumentation in Cognitive Development During Peer Interaction. The Case of Proportional Reasoning // Learning and Instruction. 2007. ¹17.
  14. Zittoun T., Perret-Clermont A.N. Four Social Psychological Lenses for Psychology of Learning and Development // European Journal of Psychology of Education. 2009. №24.

Information About the Authors

E. V. Rybka, Psychologist, children’s art school named after M.A.Balakirev, Moscow, Russia, e-mail: liana-345@mail.ru

Metrics

Views

Total: 2030
Previous month: 5
Current month: 7

Downloads

Total: 1394
Previous month: 4
Current month: 6