Facilitating argumentative knowledge construction with computer-supported collaboration scripts

Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Computer-supported scripts have been found to support learners during online discussions. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument–counterargument sequences, during online discussions. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. One hundred and twenty (120) students of Educational Science participated in the study with a 2×2-factorial design (with vs. without script for the construction of single arguments and with vs. without script for the construction of argumentation sequences) and were randomly divided into groups of three. Results indicated that the collaboration scripts could improve the formal quality of single arguments and the formal quality of argumentation sequences in online discussions. Scripts also facilitated the acquisition of knowledge on argumentation, without affecting the acquisition of domainspecific knowledge

Satisfaction, Restriction and Amalgamation of Constraints in the Framework of M-Adhesive Categories

Application conditions for rules and constraints for graphs are well-known in the theory of graph transformation and have been extended already to M-adhesive transformation systems. According to the literature we distinguish between two kinds of satisfaction for constraints, called general and initial satisfaction of constraints, where initial satisfaction is defined for constraints over an initial object of the base category. Unfortunately, the standard definition of general satisfaction is not compatible with negation in contrast to initial satisfaction. Based on the well-known restriction of objects along type morphisms, we study in this paper restriction and amalgamation of application conditions and constraints together with their solutions. In our main result, we show compatibility of initial satisfaction for positive constraints with restriction and amalgamation, while general satisfaction fails in general. Our main result is based on the compatibility of composition via pushouts with restriction, which is ensured by the horizontal van Kampen property in addition to the vertical one that is generally satisfied in M-adhesive categories.Comment: In Proceedings ACCAT 2012, arXiv:1208.430

‘Don’t call me a leader, but I am one’:The Dutch mayor and the tradition of bridging-and-bonding leadership in consensus democracies

In some democratic contexts, there is a strong aversion to the directive, individualistic and masculine expressions of leadership that have come to dominate the study of political leadership. Such leadership is antithetical to consensus democracies in parts of continental Europe, where the antipathy to leadership has linguistic, institutional as well as cultural dimensions. Political-administrative and socio-cultural contexts in these countries provide little room for heroic expressions of leadership. Consequently, alternative forms of leadership and associated vocabularies have developed that carry profound practical relevance but that have remained underexplored. Based on an in-depth mixed-method study, this article presents the Dutch mayoralty as an insightful and exemplary case of what can be called ‘bridging-and-bonding leadership’; it provides a clear illustration of how understandings of democratic leadership can deviate from the dominant paradigm and of how leading in a consensus context brings about unique practical challenges for office holders. The analysis shows that the important leadership task of democratic guardianship that is performed by Dutch mayors is in danger of being overlooked by scholars of political leadership, as are consensus-oriented leadership roles in other parts of the world. For that reason, a recalibration of the leadership concept is needed, developing an increased theoretical sensitivity towards the non-decisive and process-oriented aspects of the leadership phenomenon. This article specifies how the future study of leadership, as a part of the change that is advocated, can benefit from adopting additional languages of leadership