The vision of the project is that school students would deeply internalize practices of deliberative argumentation, which combines criticality and respect to the other. In turn, they would be involved in practicing deliberative democracy, while in school, and thus, would be better prepared to functioning in a democratic society in their afterschool life. Dialogical lessons are based on small-group and whole-class discussions of controversial issues and of alternative approaches to resolving them.
In the area of mathematics, we experiment with tasks of "who-is-right?" format. Such tasks involve a textual story introducing a situation that can be interpreted in (at least) two contradictory ways, which are explicitly given. The solvers of the task are required deciding which interpretation is correct and support their decision by an argument that would convince their peers. Examples can be found here.