The Argumentation in the University Training from a Humanistic Perspective

Abstract

The argumentation is an inherent activity to the human being, no matter neither the culture nor the level of schooling. It is implemented according to the referential and contextual support in which it was formed. In the teaching field, this argument obtained in a reasoned way is valuable in itself, and constitutes a direct way for the acquisition of knowledge. In this way it is possible to develop critical and reflective thinking of the students. The humanist perspective advocates learning as a planned activity, but by means of the dialogue which seeks to expand the perspectives of meanings, accepts them and it involves the transformation of the world and the development of the students themselves. Starting from these considerations it was decided to analyze their influence on the training process and therefore in the social and personal performance as a fundamental element in the conceptual thinking of the university students. As a result, it was found that developing the argumentative skill of the students is meaningful for their training, so that there must not only be promoted the acquisition of technical knowledge, but also the development of a critical and argumentative thinking. It is concluded that the work of argumentation in educational spaces is still insufficient.

Formation of Humanistic Values of Future Foreign Language Teachers in the Process of Studying Social and Humanitarian Disciplines: Empirical Findings

“…This paper is predominantly based on the works of researchers who provide the issues and results of studies connected with the scope of the problem under consideration: formation of tolerance and humanistic worldview of students based on personality-oriented technology (Beisenbayeva, 2013), humanization of the pedagogical process as the basis of professionally mobile training of a future teacher (Uspanov, 2014), value of humanistic grounds in the field of legal education of youth (Miller, 2015), humanistic sense of creativity in professional university education (Zhuravlyova & Zhuravlyov, 2015), humanistic foundations of foreign language education (Fedorenko, 2018), formation of humanistic values in future teachers (Kuznetsova, 2001), embodied solutions enabling humanistic moral education (Schwarz-Franco, 2016), concept of judgment for humanistic teaching in a Postmetaphysical age (Kwak, 2015), cultivating responsibility and humanity in public schools through democratic citizenship education (Waghid, 2015), humane attitudes and empathic tendencies (Fung, 2019), argumentation in the University training from a humanistic perspective (Torres, 2019).…”