The importance of developing students’ argumentation skills is well established across the curriculum: students should grasp how claims are made and supported in different disciplines. One challenge is to follow and thereby agree with or critique the arguments of others, which requires perspective-taking, in tracing these other reasons and reasoning. This challenge is increased when disciplines construct argumentation and perspective-taking differently. Here, we consider the role of perspective-taking in argumentation within and between science education and pluralistic religious education, where the former aims at the justification of scientific claims and the latter at both an empathetic understanding of different religions and worldviews, and personal reasoning. We interpretively analyze student data to identify salient features of students’ strategies to perspective-taking within argumentation. Data from 324 pupils across nine schools are explored in relation to students’ challenges in perspective-taking, strategies for perspective-taking within argumentation, and the use of perspective-taking to construct personal argumentation. The analysis shows some barriers to perspective-taking within argumentation, the range of students’ perspective-taking strategies within argumentation, and how personal argumentation could hermeneutically build upon perspective-taking strategies. The importance and implications of perspective-taking within argumentation across the curriculum are considered highlighting challenges in the etic/emic shift, both within the individual subject as well as across them, and some reflections on how this provides a fresh pedagogical perspective on the science/religions debate are made. To end, we conclude with the wider challenges for disciplines and perspective-taking across schooling and university.

培养学生论证技能的重要性在整个课程中都得到了很好的体现：学生应该掌握不同学科如何提出和支持主张。一个挑战是遵循并因此同意或批评他人的论点，这需要在追踪这些其他原因和推理时采取不同的观点。当学科以不同的方式构建论证和观点时，这一挑战就会增加。在这里，我们考虑观点采择在科学教育和多元宗教教育内部和之间的争论中的作用，前者旨在证明科学主张的合理性，后者旨在对不同宗教和世界观的同理心理解以及个人推理。我们解释性地分析学生数据，以确定学生在辩论中采取观点的策略的显着特征。对来自九所学校的 324 名学生的数据进行了探讨，这些数据涉及学生在观点采择方面的挑战、论据中的观点采择策略以及使用观点采择来构建个人论点。分析显示了在论证中采用观点的一些障碍，学生在论证中的观点采择策略的范围，以及个人论证如何可以解释性地建立在观点采择策略上。在整个课程的论证中采用观点的重要性和影响被认为突出了 etic/emic 转变中的挑战，无论是在单个学科内还是在它们之间，并对这如何为科学/宗教辩论提供了新的教学视角进行了一些反思。最后，我们总结了整个学校教育和大学对学科和观点采择的更广泛挑战。