Publication at Faculty of Humanities |
2020
Abstract
The paper examines how debate practices and techniques (within debate circles) can influence the cognitive perception of reality in primary and secondary school students. The main goal will be to compare the perception of social issues and the use of specific rhetorical and linguistic expressions and concepts in students who are more actively involved in debate activities and in students who are not.
The fact of the current assumption of awareness of civil society among students, whose teaching includes "media education" and its derivatives, is also observed.