Intersubjectivity as a way of informing teaching design for a community of learners classroom |
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| Institution: | 1. Center for Surgery and Public Health, Department of Surgery, Brigham and Women’s Hospital, Boston, MA;2. Department of Surgery, University of Toronto, Toronto, Canada;3. Patient-Centered Comparative Effectiveness Research Center, Brigham and Women’s Hospital, Boston, MA;1. Institute of Mechanics, Department of Mechanical Engineering, University of Kassel, 34125 Kassel, Germany |
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| Abstract: | In this paper, I relate concepts from research (mainly psychological) on intersubjectivity to problems emerging in designing classroom learning environments by considering one of my undergraduate teacher education classrooms, which I designed to run according to an educational philosophy of “community of learners”, and I consider the issues emerging from these efforts. It seems that the notion of intersubjectivity is helpful both for understanding difficulties one can face with a teaching design for a “community of learners” classroom and for improving such a design. I consider three aspects of intersubjectivity corresponding to the teaching design difficulties described here: (1) intersubjectivity as having something in common, (2) intersubjectivity as coordination of participants’ contributions, and (3) intersubjectivity as human agency. The paper is limited to the issues of internal teaching design and does not address institutional constraints. |
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