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Conversation --- Success --- Gesprekstechniek --- Technique de la discussion --- Conversation Gesprek
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Book clubs (Discussion groups) --- Children --- Books and reading
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Negotiation in business. --- Negotiation. --- Negotiation --- Negotiation in business --- Business --- Management --- Bargaining --- Dickering --- Haggling --- Higgling --- Negotiating --- Negotiations --- Discussion --- Psychology, Applied
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Controversies may be particularly prominent in one or another culture. Yet, there is hardly any culture where they do not exist. This book assumes that the practice of controversy, along with its theorization, constitutes - in each of the cultures and disciplines where it develops - a tradition. Whether there are enough shared elements in these traditions to consider them as, fundamentally, universal or not is something that can only be determined on the basis of a rich sample of controversies and theorizations thereof belonging to different traditions. This is what this volume provides to the reader. By presenting side by side controversies from the East and from the West, from the ancient past up to the present, from different domains of scholarship and action, the reader is in a position not only to admire the widespread nature, role, and richness of the phenomenon, but also to begin to evaluate its variety as well as universality. While the editors have purposefully avoided comparative studies of traditions of controversy, in order to focus on each tradition so to speak from its practitioners' point of view, some of the chapters take a bird's eye view and exemplify how such studies can be systematically conducted. In a world that is globalizing itself at a fast pace, the awareness of the multiplicity of traditions of controversy is fundamental for ensuring both that the integration of the various perspectives is harmonious and that each one of them is granted its place in a plural universe.
Polemics. --- Debates and debating. --- Propaganda --- Public opinion --- Argumentation --- Speaking --- Elocution --- Forensics (Public speaking) --- Public speaking --- Rhetoric --- Discussion --- Oratory
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This book is packed with strategies that school and district leaders at all levels can use to run effective staff meetings, inclusion teaching teams, and committees or task forces.
Meetings. --- Meetings --- Teaching teams --- Teachers --- School management and organization --- Education --- Social Sciences --- Theory & Practice of Education --- Planning --- Professional relationships --- Planning. --- Conferences --- Congresses and conventions --- Discussion
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Federal government --- Debates and debating --- United States. --- United States --- Politics and government --- Argumentation --- Speaking --- Elocution --- Forensics (Public speaking) --- Public speaking --- Rhetoric --- Discussion --- Oratory --- States' rights (American politics)
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Logic --- Literary rhetorics --- Debates and debating --- Rhetoric --- Rhetoric. --- 82.085 --- Retorica. Argumentatieleer. Voordrachtkunst --- 82.085 Retorica. Argumentatieleer. Voordrachtkunst --- Language and languages --- Speaking --- Authorship --- Expression --- Literary style --- Argumentation --- Elocution --- Forensics (Public speaking) --- Public speaking --- Discussion --- Oratory --- Debates and debating - Netherlands
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Cet ouvrage pose la question de l'apprentissage par les enfants et les adolescents, plus généralement par les adultes, d'une réflexion visant à " penser par soi-même ". L'originalité de l'ouvrage est double : montrer que c'est possible et même souhaitable avec des enfants et des adolescents, pour " grandir en humanité " en tant qu'homme, et éduquer les élèves à une " citoyenneté réflexive" ; développer l'idée que cet entraînement à une pensée rigoureuse peut se faire par la discussion, et pas forcément par des cours, l'étude de grands textes ou la rédaction de dissertations, dès lors que l'on constitue le groupe-classe en " communauté de recherche " (Lipman), avec une " éthique discussionnelle " (Habermas), et que l'animateur fasse preuve de vigilance intellectuelle pour garantir une " visée philosophique " des échanges. Ce livre s'adresse à ceux qui s'intéressent à l'enfance, éducateurs, enseignants, parents, puisqu'il explore les possibilités de réflexion de jeunes élèves, enfants, adolescents. Mais aussi ceux qui s'intéressent à la philosophie, et à l'apprentissage du philosopher ainsi qu'à la discussion, puisqu'il présente celle-ci comme une des modalités de l'apprentissage
Argumentatie (Debatten en debatteren) --- Argumentation (Debates and debating) --- Argumentation (Débats et discussions) --- Debates and debating --- Debatten en debatteren --- Débats et controverses --- Débats et discussions --- Speading --- Philosophie --- Réflexion (Philosophie) --- Discussion. --- Étude et enseignement. --- Philosophy --- Study and teaching --- Étude et enseignement
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De redelijkheid van Klassieke Retorica bevat een ongewone kijk op de klassieke retorica. Deze wordt nu niet gezien als een verzameling opportunistische adviezen om een zaak hoe dan ook te winnen, maar als een vroege bijdrage aan het opstellen van 'regels voor redelijke discussies'. Klassiek-retorische begrippen als stasis (geschil- of bewijslastpunt), enthymeem (enkelvoudige argumentatie), argumentatieve topen (argumentatieschema's) en schijnbare of foutieve argumentaties (drogredenen) worden geduid als evenzovele voorlopers van noties uit de moderne normatieve argumentatietheorie. Deze visie wordt ontwikkeld via een analyse van drie representatieve klassieke werken: de anonieme Rhetorica ad Alexandrum (rond 340 v. Chr.), de Rhetorica van Aristoteles (ongeveer 330 v. Chr.) en de retorica van Hermagoras van Temnos (iets na 150 v. Chr. geschreven, verloren gegaan, maar grotendeels te reconstrueren). The reasonableness of Classic Rhetoric contains an unusual view of classical rhetoric. This is now not seen as a collection of opportunistic advice to win a case anyway, but as an early contribution to drafting 'rules for reasonable discussions'. Classical rhetorical concepts such as stasis (dispute or burden of proof), enthusyme (simple argumentation), argumentative topen (argumentation schemes) and apparent or erroneous argumentations (fallacies) are interpreted as just as many precursors of notions from modern normative argumentation theory. This vision is developed through an analysis of three representative classical works: the anonymous Rhetorica ad Alexandrum (around 340 BC), the Rhetorica of Aristotle (about 330 BC) and the rhetoric of Hermagoras of Temnos (just after 150 BC, written, lost, but largely to be reconstructed).
Debates and debating -- Netherlands. --- Debates and debating. --- Rhetoric. --- Debates and debating --- Language and languages --- Speaking --- Argumentation --- Rhetoric --- Authorship --- Expression --- Literary style --- Elocution --- Forensics (Public speaking) --- Public speaking --- Discussion --- Oratory
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