669 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
Reason and creativity in classroom dialogues
No full textThe development of reason has long been an important aim for education. This is possibly reflected in the emphasis on the importance of explicit verbal reasoning in definitions of ‘Exploratory Talk’: a concept that has had some influence on classroom teaching. In this paper I argue from transcript evidence that, while Exploratory Talk is a specific dialogical model of reason that has proved to be a useful pedagogic tool, there are educationally valuable ways of talking together that are characterised more by verbal creativity than by explicit reasoning. Close analysis of actual dialogues highlights the essential importance of verbal creativity even to the task of solving reasoning test problems in small groups. This analysis also suggests that the extent and quality of creativity found in classroom dialogues is influenced by shared ground rules. This implies the need to expand our understanding of dialogical reason to incorporate creativity and to develop dialogical models to support the stimulation and channelling of creativity in educational contexts
Stand-alone computers supporting learning dialogues in primary classrooms
No full textThis paper focuses on three distinctive ways in which educational software can
support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation Discussion Response Feedback (IDRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues
Towards an account of teaching general thinking skills that is compatible with the assumptions of sociocultural theory
No full textThe sociocultural paradigm in educational research, emphasising the situatedness of learning and the embeddedness of thought in cultural and linguistic practices, has called into question the plausibility of the enterprise of teaching general thinking skills. In this paper I argue that the sociocultural research programme needs an adequate conceptualisation of general thinking skills if it is not to be vulnerable to various criticisms, including that of a lack of reflexivity, connected with the charge of relativism. I go on to argue that Habermas’ insight that rationality can be described in terms of a speech situation can be adapted to provide a coherent redescription of general thinking skills. This redescription of reason, compatible with the assumptions of the socio-cultural paradigm, is in terms of the orientations and ground rules that structure an always socially situated but self-reflective and self-transcending type of dialogue. On this account teaching general thinking skills can be conceptualised as induction into the practice of dialogue across difference
The role of educational software as a support for teaching and learning conversations
No full textMuch recent educational research focuses on teaching and learning within classroom conversations. This raises the question of the role of ICT as a support for such conversations. The central argument of this paper is that the dual nature of computers, as machines (objects) which can be made to act as if they were people (subjects), allows them to play a potentially distinctive and valuable role within educational conversations. This role is to resource and, at the same time, to frame and direct, learning conversations amongst small groups of children. Evidence in support of this argument is provided through the findings of an empirical study. In the study preparation for group work at computers was combined with the use of principles for the selection and design of software in order to develop educational activities to support discussion within the science and maths curricula over one year. One hundred and nineteen children aged between nine and ten participated in the study. The evaluation included video-recording, transcript analysis and a matching control group who covered the same areas of the curriculum without the intervention. The qualitative findings show learning occurring in the talk of the children working around computers and the quantitative findings suggest that this approach can produce significant learning gains within the normal curriculum
Editorial. Special issue on deliberation with computers: exploring the distinctive contribution of new technologies to collaborative thinking and learning
No full textThis paper focuses on three distinctive ways in which educational software can support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation, Discussion, Response, Feedback (IDRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues
Dialogue on ‘dialogic education’: has Rupert gone over to ‘the Dark Side’?
No full textThis 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
Towards a dialogic theory of education for the Internet Age
No full textThis 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
Thinking and Learning with ICT: Raising achievement in primary classrooms
No full textA book for teachers and researchers combining research findings and advice.Primary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, the authors outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on:
* raising pupil achievement in the core subject areas
* developing collaborative learning in small groups
* using group discussions as a way of improving general communication, as well as thinking and reasoning skills
The approach is to use computers as a support for collaborative learning in small groups and the book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers. <br/
Radical Encouragement: Creating Cultures for Learning
No full textRadical Encouragement is an approach to developing dispositions, skills and strategies for better thinking and learning. It combines tried-and-tested work on Philosophy for Childre, thinking skills, coaching and dispositions (or 'Habits of Mind'). This book provides an overview of the components of Radical Encouragement illustrated by the inspiring work of NRAIS (Northumberland Raising Aspirations in Society) - an independent organisation working with teachers, learners, parents and community groups
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