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Rupert Wegerif
University of Exeter
Dialogic Education and Technology:
expanding the space of learning
Dialogic Education and Technology:
Expanding the Space of Learning
Society
Technology
Pedagogical theory
DialogicDialogic
Two metaphors of spaceTwo metaphors of spaceFor Aristotle everything has one proper place: a For Aristotle everything has one proper place: a thing cannot be in two places and and two things thing cannot be in two places and and two things can not occupy one place. Ergo: A=A & A can not occupy one place. Ergo: A=A & A ≠ B.≠ B.
But into what ‘space’ is the internet expanding?But into what ‘space’ is the internet expanding?
Where is the ‘proper place’ of my web page?Where is the ‘proper place’ of my web page?
The expansion of ‘cyberspace’ challenges The expansion of ‘cyberspace’ challenges the principle of identity – so what do we the principle of identity – so what do we put in its place?put in its place?
Identity (or A=A & AIdentity (or A=A & A≠ B)≠ B)
But what is the unthought in this picture?
OTHER
(SELF)
(A)
(OTHER)
(B)
Constitutive differenceConstitutive difference
Meaning starts with the act of drawing a boundary -differentiating Figure from Ground (a relation – 2 perspectives)
‘‘Abgrund’ or space of possibilityAbgrund’ or space of possibility
The precondition of meaning – a projected ‘infinite potential’ for meaning
Ontology of differenceOntology of difference
OTHER
(SELF)
(A)
(OTHER)
(B)
X(A ≠ A & A = All )(A ≠ A & A = All )
Identity as always open and overflowing towards the other
Je suis un autre (Rimbaud)
[Philosophical note: Why this is [Philosophical note: Why this is dialogic and not dialectic]dialogic and not dialectic]
[Hegel’s dialectic begins with Being (the Whole) [Hegel’s dialectic begins with Being (the Whole) and moves through differences to a more and moves through differences to a more complex and internally integrated Being (the complex and internally integrated Being (the Absolute Notion). Hence identity is assumed and Absolute Notion). Hence identity is assumed and we are dealing with difference within identity. we are dealing with difference within identity. Dialectical conflicts end in synthesis - Dialectical conflicts end in synthesis - teleologicalteleological
Dialogic begins with difference and never escapes Dialogic begins with difference and never escapes difference. The system is unbounded – there is difference. The system is unbounded – there is no Being – not even Abgrund - only difference]no Being – not even Abgrund - only difference]
So where are we? And where is my So where are we? And where is my Avatar?Avatar?
‘‘The ancient Greeks did not know the most The ancient Greeks did not know the most important thing about themselves: that they were important thing about themselves: that they were “ancient Greeks”’ Bakhtin“ancient Greeks”’ Bakhtin
‘‘Situatedness’ is a construction implying its other – Situatedness’ is a construction implying its other – all we have is difference within an absent wholeall we have is difference within an absent whole
now|then now|then here|therehere|thereself|otherself|other
situated|unsituated situated|unsituated So how can we understand this?So how can we understand this?
Meaning Meaning ‘is like an electric ‘is like an electric sparkspark that that occurs only when two different occurs only when two different terminals are hooked together’ terminals are hooked together’ ((VolosinovVolosinov). ).
Easy – switch the founding metaphor from space to dialogue
DialogicDialogic
Wertsch ‘when a speaker produces an utterance at Wertsch ‘when a speaker produces an utterance at least two voices can be heard simultaneously’ least two voices can be heard simultaneously’ (Wertsch, 1991, p13). (Wertsch, 1991, p13).
Dialogic consists of the ‘interanimation’ or ‘inter-Dialogic consists of the ‘interanimation’ or ‘inter-illumination’ of voicesillumination’ of voices
Bakhtin: ‘The text lives only by coming into contact with Bakhtin: ‘The text lives only by coming into contact with another text. Only at the point of this contact between another text. Only at the point of this contact between texts does a light flash …’ (SG p 162)texts does a light flash …’ (SG p 162)
Bakhtin: ‘There is neither a first nor a last word and Bakhtin: ‘There is neither a first nor a last word and there are no limits to the dialogic context …Even past there are no limits to the dialogic context …Even past meanings … can never be stable’ (SG p 170)meanings … can never be stable’ (SG p 170)
The dialogic principle
Dialogic = holding more than one incomensurately different perspective together in tension at once.
Monologic versus dialogicMonologic versus dialogic
Monologic: metaphor of physical space Monologic: metaphor of physical space one true representation or perspective one true representation or perspective thinking as the reduction of apparent thinking as the reduction of apparent
difference to identity.difference to identity.
Dialogic: metaphor of dialogueDialogic: metaphor of dialogue meaning presupposes difference meaning presupposes difference thinking as play of perspectivesthinking as play of perspectives in place of reduction – unlimited creativityin place of reduction – unlimited creativity
Dialogic “space”Dialogic “space”
Dialogos = reason (Dialogos = reason () through and ) through and across (across () difference.) difference.
Dialogic space is shared meaning space Dialogic space is shared meaning space characterised by lack of certainty and an characterised by lack of certainty and an inescapable multiplicity of perspectivesinescapable multiplicity of perspectives
……. i.e. the space into which the internet . i.e. the space into which the internet expands while at the same tie constructing expands while at the same tie constructing that spacethat space
Subject-Tool-Object triangleSubject-Tool-Object triangle
Self-Other-Sign triangleSelf-Other-Sign triangle
Theses on mediationTheses on mediation Mediation by an other (and by Otherness in Mediation by an other (and by Otherness in
general) is required for meaninggeneral) is required for meaning Relationship is not similar to mediation by thingsRelationship is not similar to mediation by things We learn first and foremost by taking the We learn first and foremost by taking the
perspective of the specific other (and through perspective of the specific other (and through this the general Other) this the general Other)
Relationship precedes and excedes the use of Relationship precedes and excedes the use of toolstools
The quality of the relationship is what counts in The quality of the relationship is what counts in education more than the quality of the toolseducation more than the quality of the tools
Dialogic and learning to thinkDialogic and learning to think
Hobson argues that an individual Hobson argues that an individual sense of self-awareness and an sense of self-awareness and an ability to think creatively are ability to think creatively are intgernalized from the creative intgernalized from the creative interanimation of perspectives that interanimation of perspectives that occurs in dialogues between Mother occurs in dialogues between Mother and child (Hobson, 1998). These and child (Hobson, 1998). These dialogues, beginning with peek-a-dialogues, beginning with peek-a-boo games in the cradle, open up boo games in the cradle, open up what he calls ‘mental space’, a what he calls ‘mental space’, a space of possibilities through which space of possibilities through which things become thinkable for the first things become thinkable for the first time.time.
Phylogenesis of creativityPhylogenesis of creativity
Through studies of apes and humans Through studies of apes and humans Tomasello claims that consciousness originates Tomasello claims that consciousness originates in: in:
““a species-unique motivation to a species-unique motivation to share emotions, experience, and share emotions, experience, and activities with other persons”activities with other persons”Which he refers to as ‘dialogic’ and claims is Which he refers to as ‘dialogic’ and claims is more fundamental than language or tool use.more fundamental than language or tool use.
Tomasello et al 2004Tomasello et al 2004
PedagogyPedagogy
Vygotskian theoryVygotskian theory 'all that is internal in the higher mental functions was at 'all that is internal in the higher mental functions was at
one time external' (Vygotsky, 1991, p36).one time external' (Vygotsky, 1991, p36). Words and forms of social interaction are internalised or Words and forms of social interaction are internalised or
appropriated as cognitive toolsappropriated as cognitive tools Thinking is a way of using words embedded in a social Thinking is a way of using words embedded in a social
practicepractice It follows that learning to reason is essentially induction It follows that learning to reason is essentially induction
into a social practice involving the internalisation of into a social practice involving the internalisation of ‘language as a tool for thinking’‘language as a tool for thinking’
(See Wegerif, Mercer and Dawes, 1999, ‘From Social (See Wegerif, Mercer and Dawes, 1999, ‘From Social Interaction to Individual Reasoning’)Interaction to Individual Reasoning’)
Change around B12Change around B12
Pre
Post
Talk and reasoningTalk and reasoning
Several studies of teaching Exploratory Talk in Several studies of teaching Exploratory Talk in the UK and also in Mexico - working with Prof the UK and also in Mexico - working with Prof Silvia Rojas Drummond of UNAM - have found Silvia Rojas Drummond of UNAM - have found various correlations various correlations
Increased use of explicit reasoning terms around Increased use of explicit reasoning terms around reasoning testsreasoning tests
Improved group solving of reasoning test Improved group solving of reasoning test problemsproblems
Statistically significant gains in individual Statistically significant gains in individual reasoning test scoresreasoning test scores
BUT…BUT…
The beauty of the experimental design was that The beauty of the experimental design was that it enabled not only quantitative correlations but it enabled not only quantitative correlations but also qualitative analysis of the talk of children also qualitative analysis of the talk of children solving reasoning tests.solving reasoning tests.
So how did they do it? We argued that they did So how did they do it? We argued that they did it by ‘using language as a tool for thinking’ but in it by ‘using language as a tool for thinking’ but in the end I found this unconvincing …the end I found this unconvincing …
The tools worked by creating a dialogic space in The tools worked by creating a dialogic space in which new perspectives emerged uncausedwhich new perspectives emerged uncaused
To re-iterateTo re-iterate
When researching groups of children When researching groups of children solving reasoning test problems together it solving reasoning test problems together it was found that the key to success was the was found that the key to success was the children learning to listen and to change children learning to listen and to change their minds. This suggests a movement their minds. This suggests a movement into dialogue – towards identification with into dialogue – towards identification with the space of dialogue or the space of dialogue or dialogue as an dialogue as an end in itselfend in itself..
Dialogic educationDialogic educationTakes Vygotsky further by looking not only at the Takes Vygotsky further by looking not only at the
‘internalisation’ of tools but the ‘internalisation’ of ‘internalisation’ of tools but the ‘internalisation’ of dialogic space. dialogic space.
It is education It is education for dialoguefor dialogue as well as education as well as education through dialogue.through dialogue.
Teaching thinking is induction into dialogue as an end in Teaching thinking is induction into dialogue as an end in itself. itself.
Dialogue as an end in itself is the primary thinking skill Dialogue as an end in itself is the primary thinking skill from which other skills follow such as:from which other skills follow such as:
creativitycreativity learning to learning learning to learning listening to otherslistening to others critical reflection critical reflection
Images and exemplarsImages and exemplars1.1. Thinking as computation: Thinking as computation:
e.g formal logic, cognitive structurese.g formal logic, cognitive structures
2.2. Thinking as situated tool use: Thinking as situated tool use: e.g abacus usee.g abacus use(Cole and Derry, 2005)(Cole and Derry, 2005)
3.3. Thinking as shared inquiryThinking as shared inquirye.g Bakhtin, Dewey, Lipmane.g Bakhtin, Dewey, Lipman
Unsituated Central
ProcessorCutural tools
Situated social practices
‘The transactional … It excludes assertions of fixity and attempts to impose them. It installs openness and flexibility in the very process of knowing. It treats knowl- edge as itself inquiry—as a goal within inquiry, not as a terminus outside
or beyond inquiry’. Dewey and Bentley 1947, p 97
CoP
Activity systems
Forms of life
BACK TO DEWEY
The core ‘skill’ of reflectionThe core ‘skill’ of reflection‘‘An active persistent and careful An active persistent and careful consideration of any belief or supposed consideration of any belief or supposed form of knowledge in the light of the form of knowledge in the light of the grounds that support it and the further grounds that support it and the further conclusion to which it tends’. (Dewey, conclusion to which it tends’. (Dewey, 1910)1910)
I would augment this with an idea of the creative space of emergence that opens up in a dialogue, a space which can be more or less dialogic, more or
less open to the other and to the new (Wegerif, 2005, Reason and Creativity in Classroom Dialogues)
+ Trajectory of identity+ Trajectory of identity
‘‘Perhaps the greatest of all pedagogical fallacies Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the is the notion that a person learns only the particular thing he is studying. Collateral learning particular thing he is studying. Collateral learning in the way of formation of enduring attitudes, of in the way of formation of enduring attitudes, of likes and dislikes may be and often is much likes and dislikes may be and often is much more important than the spelling lesson or more important than the spelling lesson or lesson in geography or history that is learned. lesson in geography or history that is learned. The most important attitude that can be formed The most important attitude that can be formed is the desire to go on learning’. (Dewey 1938, is the desire to go on learning’. (Dewey 1938, p29). p29).
+Habits of thinking+Habits of thinking
‘‘careful, alert, and thorough habits of careful, alert, and thorough habits of thinking’. (Dewey 1933 p56).thinking’. (Dewey 1933 p56).
In between the ‘skill’ of reflection in the In between the ‘skill’ of reflection in the moment and the longer term project of a moment and the longer term project of a reflective identity as a learner and thinker reflective identity as a learner and thinker there are good intellectual habits, there are good intellectual habits, ingrained semi-automatic responses such ingrained semi-automatic responses such as questioning and comparing.as questioning and comparing.
Re-cap on teaching thinkingRe-cap on teaching thinking
Dewey’s focus on the boundary led him to Dewey’s focus on the boundary led him to see thinking as transactive inquiry. This see thinking as transactive inquiry. This stimulates a dialogic theoretical framework stimulates a dialogic theoretical framework for the practical business of teaching for the practical business of teaching thinking: learning to think as a trajectory of thinking: learning to think as a trajectory of identity towards identification with the identity towards identification with the reflective space of dialogue supported by reflective space of dialogue supported by environments, habits and skills. environments, habits and skills.
Promote pauses not just explicit reasoning Promote pauses not just explicit reasoning
Augment focus on talking with focus on Augment focus on talking with focus on active listeningactive listening
Augment construction of knowledge with Augment construction of knowledge with deconstruction of knowledgedeconstruction of knowledge
Maintain awareness of context, situatedness Maintain awareness of context, situatedness limitedness which is the awareness of the limitedness which is the awareness of the unbounded potentialunbounded potential
Implications for practice
Development into dialogue is a kind of Development into dialogue is a kind of oxymoron – but an illuminating one.oxymoron – but an illuminating one.
It is learning as a trajectory of identity but It is learning as a trajectory of identity but also a trajectory away from identification also a trajectory away from identification with things (self, group etc) and towards with things (self, group etc) and towards identification with non-identity – ie with the identification with non-identity – ie with the multiple and uncertain space of dialogue.multiple and uncertain space of dialogue.
Negative CapabilityNegative Capability I had not a dispute but a disquisition, I had not a dispute but a disquisition,
with Dilke on various subjects; several with Dilke on various subjects; several things dove-tailed in my mind, and at things dove-tailed in my mind, and at once it struck me what quality went to once it struck me what quality went to form a Man of Achievement, especially form a Man of Achievement, especially in Literature, and which Shakespeare in Literature, and which Shakespeare possessed so enormously - I mean possessed so enormously - I mean Negative Capability, that is, Negative Capability, that is, when a man when a man is capable of being in uncertainties, is capable of being in uncertainties, mysteries, doubts, without any mysteries, doubts, without any irritable reaching after fact and irritable reaching after fact and reason’reason’
(Sunday 21 Dec. 1817 Hampstead.)
Educational technologyEducational technology
Role of tools and technologyRole of tools and technologyNot direct mediation of cognition as in the idea of ‘mindtools’ but opening, deepening, widening, resourcing a space
e.g words and ground rules to open space of reflection, also to abstract, consolidate and build on
E.G Ong – face to face dialogue limited in space and time - writing and social practices around reading and writing lead to the development of an inner space of reflection – now with Blogs and Vlogs does this inner space of possibility become a shared space?
Quality of thinking is seen in move from dialogue with specific others to dialogue with the general Other – the Superaddressee or witness
Teaching thinkingTeaching thinking Open dialogic spacesOpen dialogic spaces
build agora in Athensbuild agora in Athens prompt the kids to talk together when engaged in a gameprompt the kids to talk together when engaged in a game
Deepen dialogic spaceDeepen dialogic space give a topic more time for reflection using markergive a topic more time for reflection using marker objectify dialogue as provisional artefact objectify dialogue as provisional artefact
Widen dialogic spaceWiden dialogic space let women and slaves talk in the agoralet women and slaves talk in the agora design for multiple voicesdesign for multiple voices
Resource dialogic spacesResource dialogic spaces E.g role play and staging E.g role play and staging E.g role play and staging E.g role play and staging [tools as voices – not voices as tools][tools as voices – not voices as tools]
Coding
Critical reasoningCritical reasoningClaimClaim
CounterCounterSupportSupportQualifierQualifier
QuestionQuestionChecking Checking understandingunderstandingRequest for more Request for more informationinformationChallenging Challenging previous previous utterancesutterances
Reason/ChallengeReason/ChallengeEvidenceEvidenceLogical Logical reasoningreasoningElaboration/Elaboration/unpackingunpackingSuggestionSuggestion
Creative Creative reasoning reasoning
Opening Opening question/statemquestion/statemententOpen Open questionquestionNew New perspectiveperspectiveWideningWideningBuild onBuild on
Dialogic Dialogic engagementengagement
Expression of Expression of uncertaintyuncertaintyEmpathyEmpathyEliciting Eliciting viewsviewsAddressivityAddressivityVentriloquotaVentriloquotationtionIntertextualitIntertextualityyAffectionAffection
ModerationModeration
Encourage Encourage participationparticipationAffective Affective instructioninstructionRecapitulatiRecapitulationonSummarySummaryEvaluationEvaluationSeeking Seeking agreement/disagreement/disagreementagreementPlanning Planning and regulationand regulation
What sparks ‘Aha’ moments?What sparks ‘Aha’ moments?
Analysis of the ‘argument maps’ suggests Analysis of the ‘argument maps’ suggests that new perspectives are emerging after that new perspectives are emerging after open questions and/or disagreementsopen questions and/or disagreements
This co-occurrence will be investigated This co-occurrence will be investigated using critical event recall interviews in using critical event recall interviews in conjunction with the playback facility of the conjunction with the playback facility of the system.system.
Society
TechnologyPedagogical
theory
Thank you!
www.rupertwegerif.name
Contains recent papers and draft chapters of Dialogic Education and Technology
