New Directions for Research on Argumentation: Insights from the AIR Framework for Epistemic Cognition.

This commentary addresses the diverse and stimulating articles included in this special issue (Jucks & Mayweg-Paus, 2016). We begin by discussing the overall landscape of this compilation in terms of the network of new findings described and offer a friendly critique re garding aspects of argumentation and learning to argue that could be productively extended in future research. We then briefly describe a novel framework for epistemic cognition and use it as a lens to examine a handful of common themes found in the articles. Our aim is to offer a new perspective to thinking about argumentation and a new direction for studying the learning and teaching of this central practice, extending the exciting new approaches taken in these articles. [ABSTRACT FROM AUTHOR]