University of Windsor, Ontario: Open Journal Systems
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RAMPIKE Back Issue FULL List (1979-2016)
No full textThe complete list of Rampike contributors, from 1979-201
Argumentation, Cooperation, and Disagreement
No full textAbstract: To get a better comprehension of the nature of argumentation, we need to understand the context in which this practice produces its particular benefits. I hold that this context consists basically in the presence of two conditions: 1) the need for cooperation, and 2) the possibility of dissent. I argue that contributing to the coordination of collective action is the particular benefit argumentation is able to produce in this context and that obtaining this benefit constitutes its main function. Thus, the main function of argumentation is not epistemic. Truth is important when we argue, but epistemic improvement is not the main aim of argumentation, even if this benefit may be a common result of it.
Résumé: Pour mieux comprendre la nature de l\u27argumentation, il est nécessaire de comprendre le contexte dans lequel cette pratique produit ses bénéfices particuliers. Je soutiens que ce contexte repose essentiellement sur la présence de deux conditions : 1) le besoin de coopération ; 2) la possibilité de dissidence. Je soutiens que contribuer à la coordination de l\u27action collective est le bénéfice particulier que l\u27argumentation est capable de produire dans ce contexte et que l\u27obtention de ce bénéfice constitue sa fonction principale. Ainsi, la fonction principale de l\u27argumentation n\u27est pas épistémique. La vérité est importante lorsque nous argumentons, mais l\u27amélioration épistémique n\u27est pas l\u27objectif principal de l\u27argumentation, même si ce bénéfice peut en être un résultat courant.Pour mieux comprendre la nature de l’argumentation, nous devons comprendre le contexte dans lequel cette pratique produit ses bénéfices particuliers. Je soutiens que ce contexte consiste essentiellement en la présence de deux conditions : 1) le besoin de coopération et 2) la possibilité de dissension. Je soutiens également que contribuer à la coordination de l’action collective est le bénéfice particulier que l’argumentation est capable de produire dans ce contexte et que l’obtention de ce bénéfice constitue sa fonction principale. Ainsi, la fonction principale de l’argumentation n’est pas d’ordre épistémique. La vérité est importante lorsque l’on argumente, mais l’objectif principal de l’argumentation n’est pas notre amélioration épistémique
Navigating Argumentation: Michael Gilbert\u27s Multi-Modal Framework and Rational Integrity
No full textAbstract: Michael Gilbert challenges established norms in argumentation theory by introducing a multi-modal framework that incorporates emotive, visceral, and kisceral dimensions alongside logical modes in constructing arguments. This article critically assesses Gilbert’s multi-modal argument framework, highlighting his departure from the rational structure of arguments. Gilbert proposes distinct evaluation criteria for different argument forms, a deviation from traditional rational frameworks. To address this discrepancy within Gilbert’s framework, this paper advocates a middle ground. This position aims to appreciate extra-logical elements present in arguments while maintaining fidelity to logical structures. Bertrand Russell’s notion of knowledge by acquaintance is utilized to construct this intermediary standpoint.
Résumé: Michael Gilbert remet en question les normes établies en théorie de l\u27argumentation en introduisant un cadre multimodal intégrant les dimensions émotionnelle, viscérale et kiscérale, ainsi que les modes logiques, dans la construction des arguments. Cet article évalue de manière critique le cadre argumentatif multimodal de Gilbert, soulignant son écart par rapport à la structure rationnelle des arguments. Gilbert propose des critères d\u27évaluation distincts pour différentes formes d\u27argumentation, s\u27écartant ainsi des cadres rationnels traditionnels. Pour remédier à cette divergence au sein du cadre de Gilbert, cet article préconise une position intermédiaire. Cette position vise à apprécier les éléments extra-logiques présents dans les arguments tout en préservant la fidélité aux structures logiques. La notion de connaissance non propositionnelle, directe, et immédiate de Bertrand Russell est utilisée pour construire ce point de vue intermédiaire
Approaches to Teaching Self-Advocacy Skills in Specialized Undergraduate Programs For Autistic College Students
No full textThis study examined how faculty who teach in specialized undergraduate programs for autistic college students approach self-advocacy teaching. Test et al.’s (2005) conceptual framework of self-advocacy was used as a lens to investigate this topic. Through ten semi-structured interviews, seven themes emerged to address two research questions: (a) improve students’ learning skills; (b) support students’ career development; (c) improve students’ executive functioning skills; (d) improve students’ transition skills, (e) use flexible classrooms to support students; (f) support students’ skills development; and (g) develop students’ self-awareness skills. The discussions highlight the challenges, approaches, and conceptual implementations of the findings, within the broader literature, on faculty approaches to students\u27 development of self-advocacy skills.
Keywords: Faculty, autistic college student development, self-advocacy, autism spectrum disorder (ASD), specialized academic programs, and higher education
Open the Black Box of Autonomous Learning: A Sustainable Approach to Language Learning
No full textAutonomous learning is a fundamental aspect of education that builds important skills, like critical thinking, problem-solving, and adaptability, which are important for achievement in a constantly changing professional environment. Cultivating it promotes lifelong learning, self-improvement, and knowledge beyond traditional educational settings. The objective of this study is to demonstrate the impact of the investigated autonomous learning approach to learners, and assess their ability to sustain the learning process, hence fostering lifelong learning within the framework of formal education. An Autonomous Learning Model (ALM) based 14-week qualitative study examined learners\u27 work and reflections. Theme-based analysis was conducted with 62 fourth-semester English-language learners. A six-stage thematic analysis discovered coded responses\u27 themes. The ALM examined the following key aspects of individual development: personal responsibility, positive self-esteem, decision-making, problem-solving, interpersonal skills, critical and creative thinking abilities, and a strong enthusiasm for learning. The results showed that autonomous learning is achievable, and that instructors’ support and institutional collaboration will improve new curriculum and courses. This study aims to enhance semester-end evaluations, leading to significant improvements for future language-programed learners and ensuring the sustainability of their learning
Exploring the Lived Experiences of Chronic Absenteeism Among Undergraduate Students at a Historically Black University: An Interpretative Phenomenological Analysis
No full textThis research examines chronic absenteeism at an American public, historically Black university. Chronic absenteeism, which became a problem during and following the COVID-19 pandemic, has contributed to rising failure rates and a 34% graduation-to-retention rate among students. Using the interpretative phenomenological analysis (IPA) method, the authors, who are college instructors, interviewed 13 students with histories of absenteeism. Student cases were analyzed separately and together to identify relevant absenteeism themes. Significant themes include life conflicts (such as a flat tire or illness), lack of perceived relevance of courses (such as courses that fall outside of a student’s major), and lack of course structure (such as inconsistent policies within a course). These barriers impact all students to some degree, and these obstacles have become more frequent and substantial post-COVID-19. The barriers are described using examples and recommendations, to mitigate the problems that include, among others, clear course policies of student support in syllabi. During course introductions, course time devoted to making clear, the items that are relevant to the students’ academic majors, and care taken to ensure correspondence between what is in the course schedule and what happens in class
Fostering Teachers’ Competencies for Integrated Language Arts, Science, and Technology Instruction: An Exploratory Study
No full textThis study examined the impact of a teacher professional development (TPD) program on primary school teachers’ skills and self-efficacy in integrated language arts, science, and technology (ILS&T) instruction. The program’s design is based on the four-component instructional-design (4C/ID) model, validated in many areas for developing complex professional skills. Nine teachers from one primary school participated in five TPD group meetings during one school year. The TPD program focused on developing prerequisite skills for ILS&T instruction. Data were collected through lesson observations and interviews to assess teachers’ skills in ILS&T instruction, as well as through a self-efficacy questionnaire. Findings demonstrated varying proficiency levels in the required skills for ILS&T instruction among teachers after the program. This suggests that the program may have provided insufficient support for the development of some, potentially more complex, skills. Although teachers showed an overall increase in self-efficacy, the pre-post-test difference was not statistically significant. There were statistically significant increases in student engagement and instructional strategies subscales. This study discusses the exploratory impact of the TPD program for equipping teachers for ILS&T instruction. A discussion of the findings provides indications for optimizing the program for future large-scale implementation
Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional Practices
No full textThis book examines how Indigenous knowledge and customs can improve literacy outcomes, teacher development practices and children\u27s learning outcomes in Ethiopia. Research from a collaborative project between Ethiopia and Norway is shown in it. The research shows how students can be supported to learn critically, think logically and acquire the citizenship skills needed to live in a multilingual environment. The authors honour multilingualism and lift up Indigenous traditions such as speech, storytelling and folklore, showing their positive impact on educational outcomes. The book plays a vital role in introducing Ethiopia\u27s cultural heritage to the West and bridging cultural differences between north and south by addressing the issues of language diversity and systematic ignorance of Indigenous literacy practices
Sound Tactics : Auditory Power in Political Protests
No full textRecent research in argumentation and rhetoric has increasingly recognized the importance of sound—not merely as a component of delivery (an appeal to the ear, as described in Rhetorica ad Herennium), nor solely as a contributor to ethos or pathos, but also as an element of invention and a contributor to logos. Although Eckstein’s book is not explicitly devoted to argumentation theory, it undoubtedly makes a valuable and much-needed contribution to the growing field of multimodal argumentation. As Eckstein (p. 131) states: “This book is about what happens when sound, as a noun, becomes understood as a process, when sound is disseminated through the public screen soundly (adjective).