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Reconceiving argument
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DOI：10.1080/0013191970490305.png)
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Abstract
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Argument and argumentation have become topics of interest at primary secondary and tertiary levels in the last few years. This paper traces some of the changes in the conception of argument that have taken place during that period, particularly the shift from a basis in logic and philosophy to a rhetorical perspective. The reconceptions are grounded in three educational research projects: one covering the 5-16 age range, one on the transition from sixth forms to universities and the most recent one focusing on higher education.
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