Journey into dialogic pedagogy / Eugene Matusov.

Format:

Book

Author/Creator:

Matusov, Eugene.

Language:

English

Subjects (All):

Questioning.

Interaction analysis in education.

Communication in education.

Education--Philosophy.

Education.

Physical Description:

1 online resource (493 p.)

Edition:

1st ed.

Place of Publication:

Hauppauge, NY : Nova Science Publishers, c2009.

Language Note:

English

Summary:

The author came to the decision to embark on this journey into dialogic pedagogy when he firmly realized that education is essentially dialogic. It is not that pedagogy should be dialogic - he rather argues that it is always dialogic. This is true whether the participants in it, or outside observers of it, realise it or not - and even when the participants are resistant to dialog. This statement is in contrast with views that promote dialogic interaction in the classroom as a form of instruction.This conceptualization contrasts with views that dialogic interaction or conversational instruction are more effective instructional means in comparison to, let's say, a more monologic genre of instruction such as a lecture or a demonstration. This statement is also in contrast with views that assume dialog is a pedagogical instrument that can be turned on and off. He argues that whatever teachers and students do (or not do) whether in their classrooms or beyond it, they are locked in dialogic relations.

Contents:

Intro

Journey into Dialogic Pedagogy

Contents

Preface

Introduction: Ontological vs. Instrumental Dialogic Pedagogy

Abstract

Part 1. Dialogue: Search for Truth and Social Justice

Dialogicity and Monologicity of Socratic Pedagogical Dialogues

Plato's Account of Socratic Dialogues as Educational Ethnography

Findings

Conclusions

Does Socratic Dialogue Enslave Students?: Three Types of Socratic Pedagogical Dialogue in Modern Schooling

Socratic Dialogues with Free Citizens Versus with the Slave

Students' Non-Ontological Engagement: Socratic Dialogue with the Slave

Students' Ontological Engagement with the Teacher Being the Expert Number One in the Classroom: Socratic Pedagogical Dialogues with Free Citizens

Building a Community of Learners: Socrates' Espoused Theory of Pedagogical Dialogue

Conclusion

Freire's Dialogic Pedagogy for Liberation... and Totalitarianism

Freire's Cultural-Dialogic Pedagogy

Freire's Totalitarian Pedagogy of Liberation from People's Freedom

Bakhtin's Polysemic Notions of Dialogue and Monologue: Education Perspective

Bakhtinian Analyses of Instruction

Bakhtin's Polysemy about the Concepts of "Dialogue" and "Monologue

Complementary Vista: "D and M Are Both Good

Vista of Discursive Excesses: "D and M Are Both Bad

Oppositional Vista: "D Is Good while M Is Bad

Conclusions: Chronotype of Polyphonic Classroom Regime

Pedagogical Chronotypes of Monologic Conventional Classrooms: Ontology and Didactics

Axiological Chronotope in Education

Chronotopes of Monologic Conventional Pedagogy

Internally Persuasive Discourse and Its Collapse in Ms. Vivian Paley's Classroom

Why IPD for Education?

Internally Persuasive Discourse in Ms. Vivian Paley's Classroom.

Collapse of Internally Persuasive Discourse in Ms. Vivian Paley's Classroom

The Teacher's Monologic Coup D'etat: The New Order of an Authoritarian Discursive Regime (Our Dialogic Finalizing of Ms. Vivian Paley)

Conclusion: What Is Polyphonic Classroom?

Part 2. Dialogue and Activity

Argumentation in Dialogic Education

Non-Educational Views on Argumentation

Problems with Traditional Education in Argumentation

Argumentation in Education

Research Method and Pedagogical Problem of Dialogic Pedagogical Argumentation

Appendix: Sample of Sandy's Writing and My Feedback through Her Drafts

Learning Ecology of a Polyphonic Classroom

The Problem of Violent Ecology of Conventional Schooling and Its Alternatives

The Lego-Logo Club as a Polyphonic Classroom

Designing the Students' Ontological Engagement and Ontologically-Oriented Teaching

Lesson on "Designing Students' Ontological Engagement": Setting the Problem

Inquiry of Reflection on the Practice of Ontologically-Oriented Teaching

Ontological Engagement, Non-Ontological Engagement, and Ontological Disengagement

Designing Students' Ontological Engagement into Academic Curriculum

Dialogic and Polyphonic Teaching

Problematics of Ontologically-Oriented Teaching

Dialogue and Activity

Creatively Productive Activities: Re-Productive Versus by-Productive Activities

Dialogic Teaching as a Creative by-Productive Activity: A Case of Designing Order with Children in an Afterschool Program

Polyphonic Mediation to Support Dialogue

Design for Educational Polyphony

Conclusion: Limits of Dialogue and Dialogic Pedagogy

Age: "Too Young to Dialogue

Autism: "Being Cut off from Human Communication

References.

Name Index

Subject Index

Index.

Notes:

Description based upon print version of record.

Includes bibliographical references and indexes.

ISBN:

1-60876-969-0

OCLC:

833574011