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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