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Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy of the disagreement (absolutist, multiplist, and evaluativist perspectives). In two studies, topic familiarity increased agreement with belief-consistent expert claims and the perceived trustworthiness of the expert who presented these claims. Topic familiarity also impacted the coordination of evaluation strategies and led to greater reliance on knowledge-based validation. However, topic familiarity did not affect meta-epistemic understanding of the legitimacy of the controversy. In the second study, reading an explanation about reasons for disagreements between historians resulted in higher evaluativism. Teaching about expert disagreement may be a productive approach for promoting appreciation of the diversity of knowledge. 相似文献
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Lars Laird Iversen 《British Journal of Religious Education》2019,41(3):315-326
The idea of the classroom as a ‘safe space’ has been popular in education for at least two decades. More recently, the term has also been used by religious education scholars not least in the wake of the use of the term in the influential Council of Europe publication ‘Signposts’. In this article, I want to question the usefulness of the term ‘safe space’ within RE. The argument is not against many of the pedagogical aims and strategies that are referred to by the term ‘safe space’. However, the term is ambiguous, fraught with politicised controversy and promises more than in can deliver. These problems cannot be easily fixed by defining the term anew. The article is not only critical in its aim. It presents an alternative strategy. In the conclusion of the article, I suggest construing the RE classroom as a community of disagreement. 相似文献
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《Journal of Intercultural Communication Research》2013,42(2):91-116
This paper explores the exercise of politeness by Malays in business negotiations with Japanese. The study looks at how disagreement is realized linguistically. Its linguistic configurations in the form of speech acts and discourse strategies and their underlying politeness strategies are identified and described. The study also reports on how Malay cultural values are reflected in the language use. The implications of the study for negotiation in general and the expression of disagreement in particular are then discussed. The findings are significant for an understanding of disagreement by Malays, particularly when interacting in English. Additionally it provides insights into how Malay cultural values impinge on Malay interaction styles vis-à-vis styles of disagreement. The findings work towards an understanding of how Malay values are manifested in the discourse of disagreement in oral communication. 相似文献
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Alan K. Goodboy Rebecca M. Chory Katie Neary Dunleavy 《Communication Research Reports》2013,30(4):255-265
This study examined the relationships between perceptions of organizational justice and enacting organizational dissent. Participants were 107 full-time employees working in various organizations. Results indicated that employee perceptions of distributive and interpersonal justice negatively predicted latent dissent, while perceptions of informational justice positively predicted latent dissent. Perceptions of interpersonal justice were the strongest predictor of latent dissent. Perceptions of justice were not related to articulated or displaced dissent. Future research should continue to explore triggering agents of dissent in organizations. 相似文献
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异议表达是言语交际中常见的一种行为,是冲突的一种形式.本文从探讨异议与礼貌原则的关系出发,以现代汉语交际中一些真实的语料为例,结合具体的语境,探讨了在言语交际中,交际者常采用的模糊限制语策略、部分肯定策略、以问句的形式表达异议、给出反对理由间接表达异议等语用策略.来表达这一本质上并不礼貌的言语行为,以达到减轻对对方面子的威胁力度、促进交际曼顺利进行的目的. 相似文献
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异议言语行为研究在语用学中一向是不太受关注的领域。影响异议言语习得的因素很多,师生权位关系差异是其中很重要的因素之一。中国留学生在与自己权位平等的人交流时,很善使用异议言语;与比自己权位高的人交流时,中国学生不善使用异议言语。在课堂学习中,中国学生极少使用异议言语。英语教师在教学中应鼓励学生有效地使用异议言语策略。 相似文献
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Darren L. Linvill Joseph P. Mazer Brandon C. Boatwright 《Communication Research Reports》2016,33(4):363-369
This study examined the need for cognition as a mediator between aggressive communication traits and tolerance for disagreement. Previous research suggests that argumentativeness is a positive predictor of tolerance for disagreement, while verbal aggressiveness is a negative predictor of tolerance for disagreement. Our findings indicate that need for cognition positively mediates the relationship between argumentativeness and tolerance for disagreement, as well as verbal aggressiveness and tolerance for disagreement. 相似文献
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This case study investigates how participants in public dialogue sessions engaged in what they term “civil disagreement.” These sessions encouraged participants to explore a wide range of policy options on a public issue and consider diverse perspectives and possibilities for action. Using Action Implicative Discourse Analysis, we examine civil disagreement as a discursive problem. We argue that “civil disagreement” in public dialogue sessions is temporally bound, involves extended engagement in disagreement, and is viewed as productive by group members. Group members use discursive strategies such as challenging through questions, rearticulating claims while acknowledging other perspectives, and editing or reframing. Group members also use silence to demonstrate listening or to indicate their assessment of the situation as finalized. These discursive strategies demonstrate aspects of participants' situated ideals about public dialogue, which are related to their role in the disagreement and their construals of time. We offer practical implications for facilitators' use of guidelines, discussion of timing, and awareness of the multiple meanings of silence during disagreement. 相似文献
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