1,721,024 research outputs found
Interview with Rupert Wegerif: education for meaning. the role of theory and philosophy in educational science
No full textIn this conversation, Rupert Wegerif generously shares his own guiding life experiences as a child, a young student, a young man and finally as an educational scholar. These existential experiences are all about struggling with meaning; the meaning in life, the meaning of schooling and the meaning of educational theory. He suggests how these intricate issues are related in theory and practice. In doing so he also contrasts his pedagogical visions with classical ‘heroes’ who have influenced pedagogy and educational systems profoundly throughout history, questioning their validity from a dialogic stance. Finally, Rupert reports about his new book: the exploration of a novel research approach. Tina Kullenber
Dialogue on ‘dialogic education’: has Rupert gone over to ‘the Dark Side’?
No full textThis email dialogue that we record and report here between Eugene Matusov and Rupert Wegerif, exemplifies Internet mediated dialogic education. When Eugene emailed Rupert with his initial (mis)understanding of Rupert's position about dialogic pedagogy Rupert felt really motivated to reply. Rupert was not simply motivated to refute Eugene and assert his correctness, although Rupert is sure such elements enter into every dialogue, but also to explore and to try to resolve the issues ignited by the talk in New Zealand. Through this extended dialogue Rupert's and Eugene's positions become more nuanced and focussed. Rupert brings out his concern with the long-term and collective nature of some dialogues claiming that the – "dialogue of humanity that education serves is bigger than the interests of particular students and particular teachers.…" – and so he argues that it is often reasonable to induct students into the dialogue so far so that they can participate fully. On the other hand, Eugene's view of dialogue seems more focussed on personal responsibility, particular individual desires, interests and positions, individual agency and answering the final ethical "damned questions" without an alibi-in-being. Rupert claims that dialogic education is education FOR dialogue and Eugene claims that dialogic education is education AS dialogue. Both believe in education THROUGH dialogue but education through dialogue is not in itself dialogic education. For Rupert dialogic education can include ‘scaffolding’ for full participation in dialogue as long as dialogue is the aim. For Eugene dialogic education has to be a genuine dialogue and this means that a curriculum goal cannot be specified in advance because learning in a dialogue is always emergent and unpredictable. Our dialogue-disagreement is a relational and discursive experiment to develop a new genre of academic critical dialogue. The dialogue itself called to us and motivated us and flowed through us. This dialogue is much bigger than us. It participates in a dialogue that humanity has been having about education for thousands of years. We hope that it also engages you and calls you to respond
Dialogue on ‘dialogic education’: has Rupert gone over to ‘the Dark Side’?
Full text linkThis is the final version of the article. Available from the publisher via the DOI in this record.This email dialogue that we record and report here between Eugene Matusov and Rupert Wegerif, exemplifies Internet mediated dialogic education. When Eugene emailed Rupert with his initial (mis)understanding of Rupert's position about dialogic pedagogy Rupert felt really motivated to reply. Rupert was not simply motivated to refute Eugene and assert his correctness, although Rupert is sure such elements enter into every dialogue, but also to explore and to try to resolve the issues ignited by the talk in New Zealand. Through this extended dialogue Rupert's and Eugene's positions become more nuanced and focussed. Rupert brings out his concern with the long-term and collective nature of some dialogues claiming that the – "dialogue of humanity that education serves is bigger than the interests of particular students and particular teachers.…" – and so he argues that it is often reasonable to induct students into the dialogue so far so that they can participate fully. On the other hand, Eugene's view of dialogue seems more focussed on personal responsibility, particular individual desires, interests and positions, individual agency and answering the final ethical "damned questions" without an alibi-in-being. Rupert claims that dialogic education is education FOR dialogue and Eugene claims that dialogic education is education AS dialogue. Both believe in education THROUGH dialogue but education through dialogue is not in itself dialogic education. For Rupert dialogic education can include ‘scaffolding’ for full participation in dialogue as long as dialogue is the aim. For Eugene dialogic education has to be a genuine dialogue and this means that a curriculum goal cannot be specified in advance because learning in a dialogue is always emergent and unpredictable. Our dialogue-disagreement is a relational and discursive experiment to develop a new genre of academic critical dialogue. The dialogue itself called to us and motivated us and flowed through us. This dialogue is much bigger than us. It participates in a dialogue that humanity has been having about education for thousands of years. We hope that it also engages you and calls you to respond
Diverse, disengaged and reactive: A teacher’s adaptation of ethical dilemma story pedagogy as a strategy to re-engage learners in education for sustainability
No full textIt is of great concern that science education is failing to impress many young people to engage deeply in learning, in learning for a purpose other than preparing for tests and exams. Many of these future decision-makers demonstrate a sense of hopelessness and helplessness with regard to the challenges lying ahead of them, particularly global issues of sustainability, with many feeling disempowered. So, what can be done to reverse the trend of disengagement? In this chapter, we present an overview of ongoing research into science teachers’ adaptation of ethical dilemma story pedagogy as a classroom strategy for enacting socially responsible education with a special focus on sustainability. This pedagogical approach marries values and ethics education with science and environmental education. It promotes dilemma-based, content-related and values-dependent decision-making. Teachers participated in our research with a view to re-engaging academically and socioculturally diverse, and often disenchanted, learners in science education by linking ethical dilemma stories to science and sustainability topics directly relevant to community issues. Education for sustainability has far-reaching implications for many learning areas, especially science education which is well suited to providing the necessary knowledge, skills and values base for informed ethical decision-making with a view to achieving a sustainable future for the world. Drawing on the results of a recent case study of an innovative science teacher engaging her students in education for sustainability, we address the question: What makes ethical dilemma story teaching compelling for students
Towards a dialogic theory of education for the Internet Age
Full text linkThis chapter begins with a brief outline of the way in which print literacy influences the practice of education, how we think about education and also, more generally, how we think about anything and everything. It outlines a dialogic theory of education that can apply equally to education in oral societies, literate societies and the emerging global Internet-based society. Education in oral societies is different from education in literate societies. The Internet is a major new step in communications technology offering in its turn a threat to social life but also an even greater potential for collective thinking than literacy alone can provided. In South Africa, an educational intervention using mobile phones can be used to illustrate how central to education the Generalised Other is and how spontaneously it arises. Adding a concept of the Infinite Other to our understanding of how educational dialogue works has practical implications
Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue
No full textTowards a dialogic understanding of the relationship between CSCL and teaching thinking skills
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