Η υπ. Δρ, εκπαιδευτικός και μέλος της Ένωσης Φωτεινή Εγγλέζου, σε συνεργασία με την επίκ. Καθηγήτρια Σμαράγδα Παπαδοπούλου παρουσίασαν σε διεθνές συνέδριο μια ιδιαίτερα ενδιαφέρουσα ομιλία για την ανάπτυξη του επιχειρηματολογικού λόγου σε μαθητές πρωτοβάθμιας εκπαίδευσης. Η επιστημονική και θεωρητική βάση για την (επαν-)ένταξη της Ρητορικής στην Εκπαίδευση αρχίζει αργά και σταθερά να θεμελιώνεται μέσα από μεταπτυχιακές και διδακτορικές εργασίες. Με αυτόν τον τρόπο η Ένωση ελπίζει να βελτιωθεί και το πρακτικό πλαίσιο που υφίσταται αυτή τη στιγμή στον ελληνικό χώρο. Γι’ αυτό το λόγο ενθαρρύνει και στηρίζει ηθικά τους εκπαιδευτικούς που συμβάλλουν στην έρευνα και που φέρνουν σε επαφή τα ελληνικά με τα διεθνή δρώμενα.

Παραθέτουμε την περίληψη της ομιλίας:

Lessius, Antwerp, January 26-28, 2011, Rhetoric in  Society III

 Teaching for Thinking and Rhetoric: Τhe contribution of rhetoric to the argumentative writing of students of a greek elementary school.

Egglezou Fotini, Papadopoulou Smaragda

This paper concerns the main role of rhetoric in the teaching of argumentative writing of twenty five 11-years old students of a greek elementary school. Our case study research has been influenced by the social constructivist theory of Lev Vygotsky about learning. In the context of teaching for thinking, rhetoric, as methodological tool of scaffolding argumentative writing, has been used  in two ways: First, as the art of effective use of language in the oral and written discourse of students due to communicative and persuasive techniques (f.e. rhetorical questions, the figure of antithesis etc.). Secondly, rhetoric, as the bipolar view of every subject-matter (‘dissoi logoi’ of Protagoras), activated the social interaction of students and consisted the main didactic technique of confrontation of ideas and judgments  among them. The realization of multiple and repetitive classroom parliamentary debates, language games and role playing debates influenced, positively, the argumentative writing of students. The statistical analysis of data proved a significant  augmentation of counter-arguments and rebuttals in the students’ argumentative texts. Oral and written discourse have been considered  as a ‘continuum’ of the language use. Through this point of view rhetoric can be related, according to current theoretical views of social-interactive linguistics, as a useful tool, to the educational effort for the acquisition of  student’s literacy.

Egglezou Fotini is a Ph. D. Candidate at University of Ioannina and a teacher of Elementary Education in Athens, Greece. Her research interests are on Argumentation methods and teaching writing. She is also a member of the Toastmasters.

Papadopoulou Smaragda is an assistant professor at the Department of Elementary Education, University of Ioannina in Greece. She leads a team on Rhetorics, Story telling and Argumentation at the University. Her academic interests are on Language and Teaching.