The idea of resolving dispute through the exchange of arguments and reasons has been
central to society for millennia. We exchange arguments as a way of getting at the truth in …

Over the past 20 years, a broad and diverse research literature has emerged to address how
students learn to argue through dialogue in educational contexts. However, the variety of …

Less than it is an individual ability or skill, critical thinking is a dialogic practice people
engage in and commit to, initially interactively and then in interiorized form with the other …

The construct of metacognition appears in an ever increasing number and range of contexts
in educational, developmental, and cognitive psychology. Can it retain its status as a useful …

Abstract Argumentation involves collaboration and regulation of learning. In recent years,
regulation of learning, which involves self-, co-, and socially shared regulations, has …

Philosophers, psychologists, and educators all acknowledge the need to support individuals
to develop argument skills. Less clear is how to do so. Here, we examine a particular …

Central to argument are evidence-based claims, requiring coordination of a claim with
evidence bearing on it. We advocate a dialogic approach to developing argument skills and …

This paper outlines an initial learning progression for the use of evidence to support
scientific arguments in the context of decision-making. Use of evidence is a central feature of …

Is it important to hear positions opposing one's own from others who genuinely believe
them? We examine whether the thinking of those who engage in discourse with peers who …

English as a foreign language is no longer the sole object of specialized language classes,
but increasingly a medium of university‐level instruction in a range of content areas. This …