米国の論証教育にみる文学批評学習の意義と課題 : オハイオ州立大学の Argumentative Writing Project を視座として

The significance and issues of literary argumentation through US argumentative writing education: An argumentative writing project at Ohio State University

Hayashi Issei

Mase Shigeo

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This study reviews the Argumentative Writing Project (AWP) at Ohio State University and dialogic literary argumentation (DLA), which is embedded in the AWP to reveal the relationship between argumentation and literary education in the US. The AWP underscores three argumentative epistemologies (structural, ideational, and social processes), and three kinds of instructional chains (integrated, episodic, and collection). According to DLA, the teacher’s epistemology moves the structural epistemology to the social process, and instruction is put together via the integrated instructional chain. In addition, the foundational principles of DLA state that students should acquire argumentation skills and embrace conflict between themselves and their peers, who may have differences of opinion or different reasoning, by exploring personhood in DLA. This overview suggests that the AWP/DLA helps to build literary argumentation, with an awareness of the diverse skills that have been highlighted in recent years in Japan.

AWP

DLA

literary argumentative writing

argumentation

dialog

文学テクストの批評文

論証

対話

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2022 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086