"МНЕ КАЖЕТСЯ, ЧТО ИСТИНУ Я ЗНАЮ И ТОЛЬКО ДЛЯ НЕЕ НЕ ЗНАЮ СЛОВ": АРГУМЕНТАЦИЯ, ЕЕ ОСОБЕННОСТИ И ВОЗМОЖНОСТИ

Abstract

The problem of argumentation caused by the ambiguity and multi-functionality of the phenomenon itself is ranked to be an infinite one. In ancient times argumentation used to be rightly considered a component of cognition and a method to prove the truth. Its functions today have extended considerably – from systematizing the knowledge to influencing rhetorically human views and behavior. It fulfills even more ambitious targets affecting the essence of ethical standards and thus the social and political background of the society. Teaching argumentation is a constituent of the modern educational system in Russia. In accordance with the requirements registered in the State Educational Standard for higher professional training of the Russian Federation (2010), experts in the humanitarian non-linguistic fields must demonstrate the ability to critical thinking which, in its turn, presupposes thinking and speaking logically in both – native and foreign – languages, holding, formulating logically one’s thoughts in the native and foreign languages, holding argumentative discussions, accepting or counter arguing a debatable issue. The author considers the phenomenon of argumentation applying the activity approach and thus analyzing its aims, correlating argumentation and proof concepts, and estimating teacher (argumentator) – student (recipient) relationships. In addition to this, the paper is aimed at considering the factors of transforming educational process from an informative to an argumentative (persuasive) one in which argumentation might be regarded as a method of impact