Towards a dialogic theory of how children learn to think |
| |
| Authors: | Rupert Wegerif |
| |
| Institution: | Graduate School of Education, University of Exeter, St Luke's, Heavitree Road, Devon EX1 2LU, United Kingdom |
| |
| Abstract: | 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. |
| |
| Keywords: | Dialogic Creativity Knowledge construction Heidegger Bakhtin Levinas Ontology Theory Thinking Cognitive development |
| 本文献已被 ScienceDirect 等数据库收录！ |
