Search results for "Dialogic"
showing 10 items of 160 documents
Naturalizzazione della dialettica. L'errore nella giustificazione dialogica delle credenze.
2011
Oikeudenmukaisuus sisäsyntyisinä oikeuksina ja kasvatus oikeudenmukaisuuteen dialogisen pluralismin kontekstissa : näkökulmia ja tulkintoja Nicholas …
2017
The study offers a philosophical analysis of Nicholas Wolterstorff’s theory of justice and education for justice. Crucial aspects of Wolterstorff’s theory are his understanding of justice as inherent rights and justice as inherent worth. Interrelated to this are the concepts of life-goods, well-being and the good life. Within this framework of rights grounded in worth, the notions of natural human rights and human dignity occupy a special position. These notions in turn form the philosophical foundation and implications for education for justice. The study is divided into two parts. The first part delves into the notion of justice as inherent rights. The key aspects addressed in this sectio…
Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education
2021
Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs…
Enriching primary student teachers’ conceptions about science teaching : Towards dialogic inquiry-based teaching
2011
Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of conducting science, in addition to conceptually learning, thus attaining also the epistemological dimension of science. Although curricula are based on these ideas of inquiry, all too often authentic inquiry is hindered by overly authoritative approaches and teacher directions. To avoid this, the communicational ways in which teachers can encourage pupil reasoning during different phases of inquiry should be explicitly addressed. This paper addresses this gap by introducing a d…
PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS
2016
Article
"I need your eyes to see myself" : on the inclusion of dialogues and an otherness of the other into psychology and clinical work : explored through s…
2018
Violence in close relationships with children raises intriguing questions for our society. The sense making may go on in a fragile balance between possible false accusations and possible neglect of needed concerns. This study explores contexts where such concerns are at stake. From the vantage point of outlining main contributors towards a dialogical understanding of human meaning making, the study explores how this evolves when issues of child sexual abuse, violence, and maltreatment are at stake. The study examines three naturalistic settings: (1) A Norwegian university hospital’s specialty mental health service for children and adolescents, including all cases (N = 20) referred in two ye…
Reflections on dialogicity : Challenges and suggestions by mathematics student teachers
2021
Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked to dialogic teaching. In addition, empirical studies have explained how dialogic teaching manifests itself in educational dialogue and classroom interactions. However, studies addressing how the dialogic theory and practice could be linked meaningfully in teacher education and professional development programs in subject teacher education and related praxis are still limited. Especially in the case of math teacher education, the reported professional development programs are limited in number. Whereas the tendency has bee…
Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics
2022
In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic interactions, we suggest that transparency of student reasoning and students' engagement with each other's ideas are two key aspects in dialogic argumentation. We examine what levels might exist in these key aspects and how they can exist simultaneously. We collected data by video recording mathematics and physics lessons in lower secondary school, and created a coding scheme for students' dialogic and justifying moves. By using the coding scheme, we recognized different k…
La sociología de la educación y la teoría del reconocimiento de Axel Honneth
2017
El articulo relaciona la teoria del reconocimiento de Axel Honneth y la sociologia de la educacion. Hace una exposicion breve de las formulaciones y reformulaciones de la teoria del reconocimiento y explica las relaciones de la educacion con los modos de reconocimiento. El articulo critica las perspectivas dialogicas y comenta las posibilidades para el analisis de las practicas educativas. Por ultimo, se introduce la nocion de reconocimiento anticipatorio y se relaciona la teoria con los procesos de aprendizaje y con la nocion de semiformacion. ----- The article relates the recognition theory of Axel Honneth and the sociology of education. It gives a brief exposition of the formulations and…
Creating Learning Environments Free of Violence in Special Education through the Dialogic Model of Prevention and Resolution of Conflicts
2021
Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools –the Dialogic Model of Prevention and Resolution of Conflicts (DMPRC)– in the context of a special school, and its impact on the reduction …