When I taught argument and critical thinking, I argued that it didn't mean that everyone needed to go on to a career in writing.
Under this paradigm, children are taught novel argument-structure constructions characterized by non-English word order (and sometimes case-marking morphemes) associated with a particular meaning (e.g., appearance).
They want teachers to lead "high-level, text-based discussions"; "focus on process, not just content"; "create assignments for real audiences and with real purpose"; "teach argument, not persuasion"; and "increase text complexity".
My parents and other elders have always taught me "an argument with a cop is an argument you will always lose... if you don't get along with the police, you will probably go along with the police and that's a trip you do not want to take.
This dabble with a futile argument taught me a few things.
Little new science is learned here, but many arguments are taught.
They are taught how to diffuse arguments, to deal with children, drunks and administer CPR to ill passengers".
This voice is trained into us early on, back in high school or Comp 101, when we're taught to make our arguments as succinct and cogent as possible, omitting wishy-washy qualifications like "in my opinion".
But you taught me straw man arguments against feminists, liberals, post-tribbers, Calvinists, Democrats, evolutionary biologists, people in favor of gun control regulations, and anyone else you happened to personally disagree with.
Yet, as Ghazali taught, religion's greatest argument is simply one's own direct experience of God through prayer and service.
