Introduction to the Special Issue “Boundaries between dialogic pedagogy and argumentation theory”

Main Article Content

Chrysi Rapanta
Fabrizio Macagno


Dialogue and argumentation are two processes that complement and mutually influence each other. However, this essential relationship is not sufficiently acknowledged by current educational research. This neglected relation is also mirrored by the lack of sufficient dialogue between two fields that are defined by the dialogical approach to education and argumentation, namely dialogic pedagogy and educational argumentation. In this Special Issue, we argue that dialogue pedagogies and argumentation theory and practice should communicate more, bridging their somehow different perspectives for the common goal of engaging learners in productive and constructive discussions.

Article Details

How to Cite
Rapanta, C., & Macagno, F. (2023). Introduction to the Special Issue “Boundaries between dialogic pedagogy and argumentation theory”. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(3), A1-A6.
Author Biographies

Chrysi Rapanta, Universidade Nova de Lisboa, Portugal

Chrysi Rapanta (Ph.D. in communication, 2011) works as a researcher in the field of Argumentation and Education at the Institute of Philosophy at the Universidade Nova de Lisboa. She has coordinated national and international projects on argumentation and dialogical practices in education, closely collaborating with teachers from various contexts and educational levels. She has authored several papers on argument-based teaching published on major international peer-reviewed journals such as Review of Educational Research, Educational Research Review, Educational Psychology Review, Teaching & Teacher Education, and Learning, culture & social interaction. She is also the author of “Argumentation strategies in the classroom” (2019, Vernon Press).

Fabrizio Macagno, Universidade Nova de Lisboa, Portugal

Fabrizio Macagno (Ph.D. in linguistics, 2008) works as an assistant professor in the departments of Philosophy and Communication at the Universidade Nova de Lisboa. He has coordinated national and international projects on dialogical practices in different contexts, including education and medical communication. He authored several papers on definition, informal fallacies, argumentation schemes, and dialogue theory published in major international peer-reviewed journals such as Journal of Pragmatics, Intercultural Pragmatics, Argumentation, Philosophy and Rhetoric, Informal Logic, and Pragmatics and Cognition. His most important publications include the books Argumentation Schemes (Cambridge University Press 2008), Emotive language in argumentation (CUP 2014), Interpreting straw man argumentation (Springer 2017), and Statutory interpretation: Pragmatics and argumentation (CUP 2021).


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