Argumentation and education: notes for a debate

The objective of the present article is twofold. On the one hand, it aims to analyse the relationship between argumentation and education with a special emphasis on the difficulties that occur when defining and assessing argumentative skills. These difficulties are related to the thinking patterns underlying the argumentation models and, at the same time, are reflected in the educational models used to train and to assess students' argumentative skills. On the other hand, this article presents and discusses common and distinctive aspects of the papers selected for this monograph.