Get Dialogic Education and Technology: Expanding the Space of PDF

By Rupert Wegerif

ISBN-10: 0387711406

ISBN-13: 9780387711409

This publication empowers humans to move past themselves into new spheres of studying, pondering and creativity. Drawing on contemporary paintings in communications concept in addition to psychology, machine technology and philosophy, it finds a few key features of studying dialogues. It additionally demonstrates ways that pcs and networks can deepen, improve and extend such dialogues. The book’s relevant argument is this dialogic point of view in schooling and the most recent advancements in details and communications expertise make perfect companions.

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Extra info for Dialogic Education and Technology: Expanding the Space of Learning (Computer-Supported Collaborative Learning Series)

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That this dialogic perspective is not easily compatible with Vygotsky’s account of education, can be brought out through reconsidering Vygotsky’s analysis of the how children first learn to use signs by learning how to point. Vygotsky writes that infants grasp towards an object that they want but cannot reach and then their mother, interpreting their reaching action as a desire for the object, gives them the object. Eventually, Vygotsky claims, infants learn sign-mediated action, that is they learn that they can achieve their desires through others by using signs (Vygotsky, 1981, pp.

He supported this view by the fact that no family can get on without women to help; that in every family, poor or rich, there are and must be nurses, either relations or hired. “No,” said Kitty, blushing, but looking at him all the more boldly with her truthful eyes; “a girl may be so circumstanced that she cannot live in the family without humiliation, while she herself…” At the hint he understood her. “Oh, yes,” he said. ” And he saw all that Pestsov had been maintaining at dinner of the liberty of woman, simply from getting a glimpse of the terror of an old maid’s existence and its humiliation in Kitty’s heart; and loving her, he felt that terror and humiliation, and at once gave up his arguments.

While this assumption of identity appears to make sense when we are talking about objects in physical space it is unhelpful when we use it to refer to meaning. When things are just what they are – for example these black marks on the page or on the screen in front of you – then they have no meaning. It is only when they are also something else that they take on meaning. This problem leads to various reference theories of meaning that try to preserve identity thinking by describing signs as things that refer to other things, including in this category of the signified ‘thought things’ or concepts as well as material things or objects.

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Dialogic Education and Technology: Expanding the Space of Learning (Computer-Supported Collaborative Learning Series) by Rupert Wegerif


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