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In argumentation, a question is shared and answers are integrated into participants’ shared understanding, whereas in Bakhtinian dialogue new questions continuously emerge within the Q&A exchange, preventing a fixed shared questioner–answerer structure. The study analyzes Japanese classroom thoughts through a Bakhtinian lens and tests the emergence of new questions under a constructivist framework informed by cognitive science.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/questioning-in-bakhtinian-dialogic-pedagogy-and-argumentation-theory/601463/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/questioning-in-bakhtinian-dialogic-pedagogy-and-argumentation-theory/601463.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper distinguish dialogue from argumentation?","Question",{"text":112,"@type":113},"It argues that both involve inquiry, but they differ in their orientation to questioning: argumentation presumes a shared question, while dialogue continuously generates new questions in exchanges of questions and answers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper mean by “questioning” in Japanese pedagogy?",{"text":117,"@type":113},"“Question” refers to the problem or issue presented in learning materials, and “questioning” refers to generating and presenting that problem or issue, including acts not only by teachers but also by students.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does Bakhtinian dialogue generate new questions in Q&A?",{"text":121,"@type":113},"The paper explains that in Bakhtin’s later view, an answer always produces a new question, including after wrong answers, so the shared structure of questioner and answerer does not hold in the same way.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601463,1792144358,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ISSN: 2325-3290 (online)  \nQuestioning in Bakhtinian dialogic pedagogy and argumentation theory  \nKiyotaka Miyazaki  \nWaseda University, Japan  \n\n| Abstract\u003Cbr>This paper examines differences between Bakhtin’s dialogic view and argumentation theories with respect to questioning and analyzes the significance of these differences for the theories of pedagogy. In argumentation theories, a question is thought to be shared among the parties in a discussion. In the fields of argumentation and education, in particular science education, not only is a question shared, but also an answer is integrated into one among the participants (Schwarz and Baker 2017). Bakhtin’s view on questioning, advanced in his later writings, shows how new questions emerge continuously in answers to the previous questions so that a question is not shared by a questioner and an answerer. Using the Bakhtinian framework in the analysis of some Japanese pedagogical thoughts and classroom interactions, it is shown that each student can develop her/his own unique understanding of the topic – not the shared, integrated understanding – by finding out a new question in seemingly wrong answers, or by discovering different questions in the same problem. Finally, the reason why new questions emerge in question-and-answer exchange is investigated within a constructivist perspective from cognitive science. |\n| --- |\n| Keywords: dialogue, questioning, Bakhtin, deliberative argumentation, outsideness, personal history of understanding |\n\nKiyotaka Miyazaki is a professor emeritus at the Faculty of Human Sciences, Waseda University, Japan. His research interest is examining the views of Japanese elementary and early childhood education teachers’ knowledge of practice and making them encounter Bakhtin’s view on dialogism to discover some universal principles of dialogic education.  \nÏÏÒ  \nIntroduction  \nThis paper proposes an important difference between dialogue and argumentation that has been overlooked so far and examines its significance for pedagogy. We should first draw a clear difference between dialogue and argumentation and then explore how this distinction can be bridged.  \nSome researchers (Schwarz & Baker, 2017) argue that a conversation is dialogic when it is performed with interpersonal care and mutual respect. Furthermore, such an inquiry becomes intellectual when it follows the rules of argumentation. For those researchers, the dialogue itself is not an intellectual inquiry but only refers to social regulation between the participants of the inquiring conversation for them. In opposition to these views, this paper proposes that dialogue is itself an intellectual and critical inquiry, although it is distinct from argumentation, and the difference between the two comes from their orientation toward questioning. In argumentation theory, the participants in an argumentative discussion share the  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj](DOI: 10.5195/dpj).2023.544 | Vol. 11 No. 3 (2023)  \nA42  \nQuestioning in Bakhtinian dialogic pedagogy and argumentation theory  \nKiyotaka Miyazaki  \nsame question. On the contrary, in dialogue, new questions continuously emerge in the exchange of questions and answers, and a focus on newly emerging questions makes a dialogic inquiry rich and fruitful.  \nThe problem of questioning is central to Japanese pedagogies where the term Hatsumon, or asking a question, has been and is popularly used as one of the teacher’s important teaching acts (Toyoda, 2007) . Here the term “question” means the problem or issue in the learning material which the teacher presents to students to make them explore/discuss/think in the lesson. This act often appears as an I-term of the IRE/IRF sequence. The presentation of the problem or the issue in asking questions does not necessarily take an interrogative form. Making a claim can be the presentation of the problem or the issue. In ","cbCaiie0kEaVqWph","https://ap.wps.com/l/cbCaiie0kEaVqWph","pdf",349944,23,"English","# Introduction\n## Dialogue vs argumentation: orientation toward questioning\n## Hatsumon and questioning in Japanese pedagogy\n## Argumentation theory and shared questions\n## Bakhtinian dialogic pedagogy and emergence of new questions","[{\"question\":\"How does the paper distinguish dialogue from argumentation?\",\"answer\":\"It argues that both involve inquiry, but they differ in their orientation to questioning: argumentation presumes a shared question, while dialogue continuously generates new questions in exchanges of questions and answers.\"},{\"question\":\"What does the paper mean by “questioning” in Japanese pedagogy?\",\"answer\":\"“Question” refers to the problem or issue presented in learning materials, and “questioning” refers to generating and presenting that problem or issue, including acts not only by teachers but also by students.\"},{\"question\":\"Why does Bakhtinian dialogue generate new questions in Q\\u0026A?\",\"answer\":\"The paper explains that in Bakhtin’s later view, an answer always produces a new question, including after wrong answers, so the shared structure of questioner and answerer does not hold in the same way.\"}]","Questioning in Bakhtinian dialogic pedagogy and argumentation theory | PDF",1792092661,58]