One way of understanding how to intervene in dysfunctional public discourse is to attend to the ways that we teach argument. This article contends that argument pedagogy would benefit from consideration of the process of argumentation, in which participants are prepared to enter into deliberation by attending to relationality. To ground their discussion, the authors present rhetorical praxis taught in two university sites and one public site.

中文翻译：

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通过关系教授论证

理解如何干预功能失调的公共话语的一种方法是关注我们教授论证的方式。本文认为，论证教学法将受益于对论证过程的考虑，在这个过程中，参与者准备通过关注关系来进入商议。为了展开讨论，作者展示了在两个大学站点和一个公共站点教授的修辞实践。