Education/obrazovanie as an experience of an encounter

Experience is something which cannot be received like knowledge from someone else. Experience is what you live through yourself. Therefore experience is something that belongs only to the person him/herself. It is his/her absolutely individual and irreplaceable testament to reality. Every person without exception has HIS/HER absolutely unique experience of the encounter with culture (= experience of education/obrazovanie). The multiple trajectories of this inner experience are the most profound and significant result of the educational process. And the increase in the diversity of such trajectories of inner experience can be seen as a key indicator of what we call the quality of education/obrazovanie.Video 1 https://vimeo.com/88029209 Video 2 https://vimeo.com/8803250

Concluding Commentary: Response to Eugene and Kiyo

At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo.  His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote ‘authentic’ learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as “lively and expressive” debate (p. 24) on this topic

An Integrated Theory of Thinking and Speaking that Draws on Vygotsky and Bakhtin/Vološinov

Vygotsky’s social-psychological theory of human development and Bakhtin/Vološinov’s theory of language and the dialogical nature of thought have received increasing interest in the educational research literature but tend to remain unrelated even where co-citation occurs. In this article, I first present a model that integrates the fundamentally common features in the two approaches and present a table with the correspondences of the theoretical terms across four European languages; the model thereby integrates the psychological and sociological dimensions at the heart of the two approaches. I then articulate and elaborate on six main issues that are relevant to and have implications for research: (a) sensual life as integrative unit, (b) self-movement and development, (c) the nested relations between activity and living utterance, (d) signification, (e) vernacular as the origin and locus of development, and (f) unit analysis

Dialogic approaches to the study of subjectivity

Book Review Sullivan, P. (2012). Qualitative Data Analysis: Using a dialogic approach. Los Angeles: SAGE Publications Ltd. ISBN 978-1-84920-609-

Bakhtinian pedagogy is needed in our postmodern world

Book review for Dialogic Pedagogy Journal:  E. Jayne White & Michael A. Peters (Eds) (2011) Bakhtinian Pedagogy: Opportunities and Challenges for Research, Policy and Practice in Education across the Glob

Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic that Honors Student Sensemaking

oai:ojs.dpj.pitt.edu:article/9This conceptual essay critiques reading comprehension pedagogies that are part of the current educational landscape.  I argue that comprehension pedagogy generally reflects one of three differing orientations, each with its own assumptions about what comprehension is:  comprehension-as-outcome pedagogies, which emphasize getting textual meaning “right”; comprehension-as-procedure pedagogies, which emphasize knowing the “right” ways doing reading; and comprehension-as-sensemaking pedagogies, which take all textual interpretation seriously, regardless of “rightness.”  Comprehension-as-sensemaking pedagogies, in turn, can be distinguished as either primarily responsive – aimed at surfacing student understandings – or primarily dialogic – aimed at getting student understandings to refract.  Arguably, comprehension-as-outcome pedagogy dominates current reading instruction.  A focus on measuring and teaching toward “right” interpretations permeates almost all aspects of comprehension pedagogy even when one of the other orientations toward comprehension pedagogy is also at play.  While seemingly intuitive, this overarching outcome emphasis reifies textual meaning in ways that are both theoretically and ethically problematic.  I make the case that comprehension-as-sensemaking pedagogy should become primary instead.  I propose that comprehension-as-outcome and comprehension-as-procedure pedagogies should not be abandoned, but should be subordinated to dialogic comprehension-as-sensemaking pedagogy so that students’ textual sensemaking is more fully heard, respected, and examined in reading classrooms

DPJ Editorial: Launching the new journal

We welcome and invite new readers, authors, reviewers and editors to the new journal.  A short history of the journal foundation is given along with the reasons for launching this publication. A long, but not finished, list is provided of important and interesting themes and areas of interest for dialogic educational practice, research and theory

Wegerif\u27s 21st century advance on dialogic space

Book review for Dialogic Pedagogy Journal: Wegerif, R. (2013). Dialogic: Education for the Internet age, London Routledg

Dialogue-based teaching: The art museum as a learning space

Book review: Olga Dysthe, Nana Bernhardt & Line Esbjørn (2013). Dialogue-based teaching. The art museum as a learning space. Copenhagen, Denmark: Skoletjenesten