کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
375723 | 622819 | 2011 | 12 صفحه PDF | دانلود رایگان |
This paper develops a dialogic theory of thinking and of learning to think that has implications for education. The theory is offered as a contrast to theories that are based on both Piaget and Vygotsky. The paper proceeds by unpacking and interweaving three key concepts: dialogue, thinking and learning in order to argue that learning to think can be understood as a shift in self-identification towards becoming dialogue. This theory is then applied to the context of primary classrooms through the analysis of three short episodes of interaction. These analyses offer evidence that a dialogic theory of learning to think can offer new and valuable insights into classroom interaction with the potential to inform pedagogy.
► A dialogic theory of learning to think that has implications for education.
► The theory contrasts to both Piaget and Vygotsky.
► Learning to think as a shift in self-identification towards becoming dialogue.
► Theory is applied to three short episodes of classroom interaction.
► This dialogic theory of learning to think offers insights which can inform pedagogy.
Journal: Thinking Skills and Creativity - Volume 6, Issue 3, December 2011, Pages 179–190