3,078
edits
Changes
→Learning and deliberation
[[curiosty]]
==Learning and deliberation==
The normative principles of deliberation stem from the nature of communication, which is seen as an educative process where preferences are transformed rather than aggregated<ref>Habermas, J. (1984). The Theory of Communicative Action, I, Cambridge:Polity.</ref><ref>Habermas, J. (1987). The Theory of Communicative Action, II, Cambridge: Polity.</ref>. Discussions help to educate citizens and tomake them more autonomous<ref>La Due Lake, R. and Huckfeldt, R. (1998). Social Capital, Social Networks, and Political Participation, Political Psychology 19(3): 567–584.</ref><ref>Paxton, P. (1999). Is Social Capital Declining in the United States? A MultipleIndicator Assessment, American Journal of Sociology 105(1): 88–127.</ref><ref>Putnam, R.D. (2000). Bowling Alone. The Collapse and Revival of American Community, New York, NY: Simon and Schuster.</ref><ref>Verba, S., Schlozman, K.L. and Brady, H.E. (1995). Voice and Equality: Civic voluntarism in American politics, Cambridge, MA: Harvard University Press.</ref><ref>Zuckerman, A.S. (ed.) (2005). The Social Logic of Politics: Personal networks as contexts for political behavior, Philadelphia, PA: Temple University Press.</ref>.
==Socratic dialoge==
Socratic dialoge is more effective in learning then didactic teaching<ref>[http://www.cs.cmu.edu/~cprose/pubweb/cogsci01.pdf Rosé, Carolyn P., et al. "A comparative evaluation of socratic versus didactic tutoring." Proceedings of Cognitive Sciences Society (2001): 869-874.]</ref>. students explain their thinking out loud enhance their learning<ref>Chi, Michelene TH, et al. "Self-explanations: How students study and use examples in learning to solve problems." Cognitive science 13.2 (1989): 145-182.</ref><ref>Chi, Michelene TH, et al. "Eliciting self-explanations improves understanding." Cognitive science 18.3 (1994): 439-477.</ref><ref>Schworm, Silke, and Alexander Renkl. "Computer-supported example-based learning: When instructional explanations reduce self-explanations." Computers & Education 46.4 (2006): 426-445.</ref>. When using ''why'' questions and explist negative feedbeck, students learn more<ref>[http://www.public.asu.edu/~kvanlehn/Stringent/PDF/03AIED_CPR_DB_SS_RS_KVL_ROLE.pdf Rosé, C. P., et al. "The role of why questions in effective human tutoring." Proceedings of the 11th International Conference on AI in Education. 2003.]</ref>