The Making of Argumentation Theory: A Pragma-dialectical View

In ‘The making of argumentation theory’ van Eemeren and van Haaften describe the contributions made to the five components of a full-fledged research program of argumentation theory by four prominent approaches to the discipline: formal dialectics, rhetoric/pragmalinguistics, informal logic, and pragma-dialectics. Most of these approaches do not contribute to all components, but to some in particular. Starting from the pragma-dialectical view of the relationship between dialectical reasonableness and rhetorical effectiveness – the crucial issue in argumentation theory – van Eemeren and van Haaften explain the positions taken by representatives from the approaches discussed and indicate where they differ from the pragma-dialectical approach. It transpires that approaches focusing on dialectical reasonableness are, next to pragma-dialectics, formal dialectics and informal logic; approaches focusing on rhetorical effectiveness are, next to pragma-dialectics, rhetoric and pragmalinguistics, and the informal logician Tindale. When it comes to the relationship between dialectical reasonableness and rhetorical effectiveness, some interest in it is shown in rhetoric and pragmalinguistics, but only in pragma-dialectics and in Tindale’s work is it a real focus. The main difference between Tindale’s view and the pragma-dialectical view is that in pragma-dialectics the decisive role in deciding about reasonableness is assigned to a code of conduct for reasonable argumentative discourse and in Tindale’s approach this role is assigned to Tindale’s interpretation of the Perelmanian universal audience.

     

Differential ability and attainment in language and arithmetic of Dutch primary school pupils

Background . In preschool and primary education, pupils differ in many abilities and competences (giftedness). Yet mainstream educational practice seems rather homogeneous in providing age‐based or grade–class subject matter approaches. Aims . To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with respect to language and arithmetic compared with those displaying other initial ability levels. To investigate whether specific individual, family, or educational variables covary with the attainment of these different types of pupils in school. Samples . Data from the large‐scale PRIMA cohort study including a total of 8,258 Grades 2 and 4 pupils from 438 primary schools in The Netherlands. Methods . Secondary analyses were carried out to construct gain scores for both language and arithmetic proficiency and a number of behavioural, attitudinal, family, and educational characteristics. The pupils were grouped into four different ability categories (highly able, able, above average, average or below average). Further analyses used Pearson correlations and analyses of variance both between‐ and within‐ability categories. Cross‐validation was done by introducing a cohort of younger pupils in preschool and grouping both cohorts into decile groups based on initial ability in language and arithmetic. Results . Highly able pupils generally decreased in attainment in both language and arithmetic, whereas pupils in average and below‐average groups improved their language and arithmetic scores. Only with highly able pupils were some educational characteristics correlated with the pupils' development in achievement, behaviour, and attitudes. Conclusions . Preschool and primary education should better match pupils' differences in abilities and competences from their start in preschool to improve their functioning, learning processes, and outcomes. Recommendations for educational improvement strategies are presented at the end of the article.     

Multi‐level aspects of social cohesion of secondary schools and pupils' feelings of safety

Background. School safety and corresponding feelings of both pupils and school staff are beginning to receive more and more attention. The social cohesion characteristics of a school may be useful in promoting feelings of safety, particularly in pupils. Aims. To conceptualize theoretically, and check empirically a two‐level model of social cohesion between and within schools, in order to explain a pupil's feelings of safety at school. Samples. Data were collected aided by a national Dutch survey in secondary education carried out via the Internet. In 2008, digital questionnaires were completed by about 78,800 pupils, 6,200 teachers and educational support staff, and 600 school managers. Methods. Data were checked for reliability and representativity. Social cohesion was indicated by self‐reported measures of individual pupils and by aggregating scale and item scores of school managers, teachers, and other support staff within schools. Multi‐level analysis using individual pupil data and school‐level data was performed using MLwiN. Results. A pupil's age, educational attainment level, experience of mild physical violence, prosocial rules of conduct and joint control of these rules, and school measures against playing truant, show positive influences on a pupil's feelings of safety at school. Negative influences are exerted by not feeling most at home in The Netherlands, peers taking drugs and weapons into school, and by experiencing social violence, severe physical violence, and sexual violence. Negative school effects exist simultaneously in severe physical violence experienced by teachers and other staff, and in curriculum differentiation applied by teachers and other staff; a positive school effect is school size. Some interaction effects between pupil and school‐level variables were explored. Conclusions. The variance at school level is relatively low compared with the variance at pupil level. However, a much higher percentage of variance at school level than at pupil level is explained with respect to the pupils' feelings of safety at school. The resulting two‐level model also reflects the streaming of pupils in Dutch secondary schools. To improve school safety, the national results emphasize the need to enhance prosocial behaviour rules and to enhance the shared control of these rules between teachers and pupils. They also emphasize the need for the school to take measures that prevent truancy and redefine curriculum differentiation procedures. National educational policy and research can combine efforts to assist schools in developing reliable and valid procedures to increase effectively safety in and around schools.