Negotiation and Argumentation as Mediating Mechanisms†

An approach for analysing and modelling learning as the result of the interweaving of reasoning minds in verbal interaction ("dialogic learning") is described. It is argued that giving primacy to modelling dialogue in learning situations can establish requirements for Intelligent Tutoring Systems architectures and provide a means for understanding collaborative learning processes in humans and machines. Two specific and related types of dialogue are considered that are fundamental mediating mechanisms in learning : negotiation and argumentation. Modelling these mechanisms in learning dialogues show that a richer set of epistemic attitudes is required in order to understand cognitive change in students, and highlights metacognitive processes as means for coordination and control. "Without negotiation the dialogue is transformed into monologue, the function of the interlocutor being reduced to that of a simple receptor of the message." (Moeschler, 1985, p. 176). "... somebody corners me and proceeds to present me with an argument of great persuasiveness, of irresistible logic, step by step. I can think of nothing to say against any of the steps. I get to the conclusion and can think of no reason to deny the conclusion, but I don't believe it !" (Dennett, 1981, p. 308 ; [Dennett's italics]).