Fachdidaktisch übergreifend: Argumentieren

Abstract

Arguing is a culturally specific technique for the production of shared knowledge. After a brief insight into argumentation theory, this paper presents a tripartite heuristic model of the competence argue and discusses this model using the example of specific learning tasks for Protestant religious education. The examination of how this model could be transferred to other school subjects shows that argue is a skill that should be incorporated into all subject didactics or teaching methodologies while, at the same time, it poses a general challenge in subject didactics.