Suitable methods can be developed and instructional devices can be designed for the teaching of argumentation analysis to students of varying interests, ages, and capacities. Until 1950, the study of argumentation in the Netherlands was either purely practical or a continuation of the classic logic and rhetoric traditions. A number of new research trends have developed in modern argumentation theory, and the scope of the research has increased as well. Argumentation should be studied as one element of normal communication and interaction between speakers; as such, argumentation must fulfill certain conditions in order to succeed at a communicative and interactional level. A dialectical approach to argumentation entails a certain attitude regarding discussion which can be characterized as critical rationalist. This attitude should become evident in the pedagogical principles which lie at the root of argumentation analysis and which characterize instruction in it. In addition to the problems of presenting an argument, instruction in argumentation analysis should give attention to three components: the analysis of argumentative discourse; the identification of fallacies; and the evaluation of argumentation. Suitable instruction in argumentation analysis in schools requires space in the teaching timetable, training for teachers in argumentation theory and analysis, and development of teaching materials and methods. A rough outline of the first steps in a method of argumentation analysis is included. (IAH)