Strategic Manoeuvering in Argumentative Confrontations

As far as it is pertinent to pragma pragma-dialectics, rhetoric is the theoretical study of the potential effectiveness of argumentative discourse in convincing or persuading an audience in actual argumentative practice.

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The (Re)Construction of Refugees in Slovenian Media

In 1997, Marjeta Doupona Horvat, Jef Verschueren, and myself published a study The pragmatics of legitimation: The rhetoric of refugee policies in Slovenia (Doupona, Verschueren and Zagar, 1997). The book discusses an episode in Slovenian public rhetoric, historically situated roughly as a one-year time span from April 1992 to March 1993, and topically defined in terms of “refugee policies”. The approach was a pragmatic text analysis in a tradition of empirical ideology research, paying special attention to implicit aspects of meaning construction, in interaction or in contrast with explicitly voiced perspectives and with rhetorical goals and constraints. In the present paper, I would like to re-examine and re-interpret some of these eight years old findings and conclusions in the light of the latest “refugee crisis” that culminated in the first months of 2001. This time the “problem” weren’t the Bosnians refugees who chose Slovenia as their final destination, but refugees from the former Soviet Union, Asia, Middle East and Africa, mostly seeking refuge and asylum in the West, and therefore using Slovenia mostly as a transit state. The aim of this paper is to show how their “identity” was (re)constructed in Slovenian media, and to uncover implicit mechanisms (and techniques) behind these constructions.

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Transkribiranje otroške argumentacije

Ideja, kasneje pa tudi spodbuda, za proučevanje argumentacije pri otrocih je nastala v okviru raziskave poimenovane: Edukacija in konstrukcije kritične pismenosti: percepcija, argumentacija, interpretacija, ki poteka pod vodstvom dr. Igorja Ž. Žagarja s Pedagoškega inštituta v Ljubljani. Raziskava nadaljuje proučevanje problematike, ki sta jo Žagar in Barbara Domanjko popisala v knjigi Argumentiranost kot model (uspešne) komunikacije1. Bistvo raziskovalnega dela obeh projektov, in avtorjev, predstavlja iskanje oziroma določitev vloge argumentacije na pedagoškem polju. Premisa je, da je argumentiranost v pedagoškem delu (lahko) ključen proces, ki vodi k uspešni komunikaciji, k razumevanju. Hipoteza pristopa je, da so določene argumentativne jezikovne strukture vpisane v sam jezikovni sistem, da so torej nujne za (uspešno) argumentiranje, da nosijo določen pomen.

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