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<p>Argumentation and critical thinking (ACT) courses are usually taught within a mainstream tradition shaped by informal logic, pragma-dialectics, and New Rhetoric. Few systematic approaches adapt ACT for classrooms in the Middle East and North Africa (MENA). This article advances a culturally responsive three-layer framework: (1) an epistemic layer combining Humean mitigated skepticism, Popperian fallibilism, and Wittgensteinian contextualism to enable translation across traditions without erasing local identity; (2) a curricular layer pairing regional and mainstream texts and images within a third-space classroom, guided by transparent corpus selection, facilitation protocols, and a Popperian threshold of public criticism; and (3) a civic-integration layer cultivating dispositions aligned with liberal-democratic safeguards—critical stance toward authority, tolerance of dissent, reason-giving, openness to revision, and gender equality. The contribution is conceptual; it specifies mechanisms and an evaluation path rather than reporting data. Empirical validation is envisioned in a forthcoming multi-site Erasmus + consortium. The article argues that, under appropriate institutional conditions, culturally adapted ACT can strengthen liberal-democratic resilience against authoritarian, populist, and religious pressures on civic pluralism in the MENA region and beyond.</p>

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Culturally Responsive Argumentation for Democratic Resilience

  • 期刊论文

  • 发表日期：

    2025年11月19日

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  • Menashe Schwed

摘要

Argumentation and critical thinking (ACT) courses are usually taught within a mainstream tradition shaped by informal logic, pragma-dialectics, and New Rhetoric. Few systematic approaches adapt ACT for classrooms in the Middle East and North Africa (MENA). This article advances a culturally responsive three-layer framework: (1) an epistemic layer combining Humean mitigated skepticism, Popperian fallibilism, and Wittgensteinian contextualism to enable translation across traditions without erasing local identity; (2) a curricular layer pairing regional and mainstream texts and images within a third-space classroom, guided by transparent corpus selection, facilitation protocols, and a Popperian threshold of public criticism; and (3) a civic-integration layer cultivating dispositions aligned with liberal-democratic safeguards—critical stance toward authority, tolerance of dissent, reason-giving, openness to revision, and gender equality. The contribution is conceptual; it specifies mechanisms and an evaluation path rather than reporting data. Empirical validation is envisioned in a forthcoming multi-site Erasmus + consortium. The article argues that, under appropriate institutional conditions, culturally adapted ACT can strengthen liberal-democratic resilience against authoritarian, populist, and religious pressures on civic pluralism in the MENA region and beyond.