Dialogic Education and Technology: Expanding the Space of by Rupert Wegerif

By Rupert Wegerif

This ebook empowers humans to head past themselves into new spheres of studying, pondering and creativity. Drawing on contemporary paintings in communications idea in addition to psychology, laptop technology and philosophy, it unearths a few key features of studying dialogues. It additionally demonstrates ways that pcs and networks can deepen, improve and extend such dialogues. The book’s valuable argument is this dialogic point of view in schooling and the most recent advancements in info and communications know-how make perfect companions.

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237), which he writes, was based upon Tolstoy’s own experience, in which Kitty and Levin declare their love for each other in a written dialogue using the first letters of words in place of full words. For example: 3. Mediation 39 She wrote: I c n a o t. His face brightened suddenly: he had understood. ’ Somehow, despite the almost impossibly minimal nature of the signs involved, they manage to understand each other perfectly. Cheyne and Tarulli (1999) point out that Vygotsky’s expressed intention in this passage is to illustrate how language use becomes abbreviated as it approaches the unity and silence of inner speech.

This is a description by Dostoevsky of what he calls a whole conversation carried out by a group of drunk workmen using only a single expletive. Each time this expletive is spoken it carries with it an attitude which leads to a response repeating the same word but with a different emotional tone. The word here has no positive content at all, it is a shared focusing device, a vehicle for the expression of feelings and a kind of ‘hinge’ around which the conversation can revolve. 5 TWO TRIANGLES FOR THINKING ABOUT DIALOGUE AND DEVELOPMENT Anne Edwards argues convincingly that Vygotsky’s most significant contribution to educational studies is the idea of tool mediated action (Edwards, 2005).

This points us, they continue, to the way in which using signs often leads us to say more than we know that we are saying. So novices in a discourse may take up words that have complex meanings and use them with very limited understanding, but in a way that is sufficient for communication with teachers, who can thereby draw them up to more advanced levels of understanding. From this Wertsch and Kazak develop a more general theoretical position which is that all education is about ‘know how’ rather than ‘know that’ – specifically knowing how to use cultural tools appropriately and skillfully.

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