CONTENTS

I.           Introduction......................................................................................7

II.      Semio-logic model of the argumentative discourse.......................17

1.  The avatars of a concept: dialektike tehné..............................................................19

2.  The argumentative discourse and the discursive logic................................................33

3.  The resurrection of semantics inside the discursive schematizing................................45

4.  The pragmatic assumption of the argumentative discourse..........................................55

5.  The integrity of the semiotic model...........................................................................68

6.  Explicative structures of argumentation.....................................................................69

III.   Rhetoric syllogism and discursive argumentation .........................73

1.   The joints of the rhetoric syllogistic model..................................................................75

2.  The semiotic interpretation of a mode!......................................................................77

3.  Extensions of the model: the lithic dimension of argumentation....................................81

3.1. Argumentative forms and functions......................................................................81

3.2. The frame of the relations of argumentative forms................................................83

3.3. Argumentative forms typology.............................................................................92

3.4. Immediate and mediate forms of argumentation....................................................95

3.5. On the frame of argumentative forms.................................................................102

4. Model functionality in didactic argumentation...........................................................104

4.1.  Supporting and rejection through rhetoric syllogism..........................................105

4.2.  Persuasion in didactic argumentation ...............................................................115

4.3.  The impact of deductive proceedings on school class.........................................123

IV. Formalized language and educational argumentation....................129

1.   Natural language and formalization........................................................................131

1.1. Language and Being........................................................................................131

1.2. Language and Form........................................................................................138

2.   Virtues and limits of formalized natural language....................................................147

2.1. The seduction of the formal.............................................................................147

2.2. The "phenomenology" of limit..........................................................................154

3.   Formalized discourse as a model of argumentation.................................................163

3.1. Oswald Ducrot's theoretic construction............................................................163

3.2. Argumentative values of formalization...............................................................171

3.3. Formalized demonstration as educative intervention..........................................175

4.   Logic formalized structures in educational language................................................177

4.1. Fichte: Addresses to the German Nation ......................................................177

4.2. Montaigne: Essays, I, XXVI...........................................................................184

V.  The model of cognitive intervention................................................187

1.  The "ideology" of cognitive intervention model........................................................189

1.1. The concept of cognitive intervention ..............................................................189

1.2.The bipolar and symmetric structure of the model.............................................194

1.3. An adagio concerning the model of cognitive intervention.................................198

2. Types of cognitive intervention................................................................................202

2.1. Scientific explanation and didactic explanation..................................................202

2.2. Argumentative intervention and epistemic autority.............................................205

2.3. Demonstration as cognitive intervention............................................................206

3. The model of cognitive intervention in the educational field .....................................209

3.1. Didactic intervention - a type of cognitive intervention......................................209

3.2. The integrity of didactic intervention.................................................................214

3.3. Didactic intervention and cognitive fields...........................................................217

3.4. Pragmatic revaluation of didactic intervention...................................................220

4. "Special effects" of didactic intervention..................................................................224

4.1. A paradox of discursiveness: the rhetoric of silence..........................................225

4.2. Didactic intervention - symbol and show.........................................................229

4.3. Didactic intervention and the paradoxes of success..........................................231

VI. Conclusion.......................................................................................233

Summary ................................................................................................ 241

 

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