Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions

Chrysi Rapanta

Abstrakt


Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more "authentic" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type of dialogue from a cognitive perspective, as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist, a socio-constructivist, and a socio-epistemological process. I then propose bewilderment, based on the philosophical concept of "critical aporia," as a necessary ingredient of pedagogical teacher-student interactions. These two elements, sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues.

Klíčová slova


critical aporia; bewilderment; pedagogical dialogue

https://doi.org/10.5817/SP2019-4-2

Celý článek:

PDF (English)

Reference

Zobrazit literaturu Skrýt literaturu

Anderson, T., & Kanuka, H. (1999). Using constructivism in technology-mediated learning: Constructing order out of the chaos in the literature. Radical Pedagogy, 1(2), 1–25. Retrieved from: https://tinyurl.com/y3zpqfux

Aukerman, M. (2013). Rereading comprehension pedagogies: Toward a dialogic teaching ethic that honors student sensemaking. Dialogic Pedagogy, 1(1), 1–31. Retrieved from https://files.eric.ed.gov/fulltext/EJ1149857.pdf

Bakhtin, M. (1999). Problems of Dostoevsky's poetics (Vol. 8). Minneapolis: University of Minnesota Press.

Burbules, N. C. (1997). Aporia: Webs, Passages, Getting Lost, and Learning to Go On. In Philosophy of Education 1997: A Publication of the Philosophy of Education Society (Annual) (pp. 33–43.) Urbana: Philosophy of Education Society.

Burbules, N., & Bruce, B. C. (2001). Theory and research on teaching as dialogue. In V. Richardson (Ed.), Handbook of research on teaching, 4th Edition (pp. 1102–1121), Washington: American Educational Research Association.

Burningham, K., & Cooper, G. (1999). Being constructive: Social constructionism and the environment. Sociology, 33(2), 296–316. | DOI 10.1017/S0038038599000188

Butcher, K. R., & Sumner, T. (2011). Self-directed learning and the sensemaking paradox. Human–Computer Interaction, 26(1–2), 123–159. | DOI 10.1080/07370024.2011.556552

Charteris, J. (2014). Epistemological shudders as productive aporia: A heuristic for transformative teacher learning. International Journal of Qualitative Methods, 13(1), 104–121. | DOI 10.1177/160940691401300102

Coll, C., & Falsafi, L. (2010). Learner identity. An educational and analytical tool. Revista de Educación, 17(353), 211–233.

Collins, J. (1982). Discourse style, classroom interaction and differential treatment. Journal of Reading Behavior, 14(4), 429–437. | DOI 10.1080/10862968209547468

Craig-Lees, M. (2001). Sense making: Trojan horse? Pandora's box?. Psychology & Marketing, 18(5), 513–526. | DOI 10.1002/mar.1019

Cunningham, D. J., Schreiber, J. B., & Moss, C. M. (2005). Belief, doubt and reason: CS Peirce on education. Educational Philosophy and Theory, 37(2), 177–189. | DOI 10.1111/j.1469-5812.2005.00108.x

Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences, 15(4), 451–498. | DOI 10.1207/s15327809jls1504_2

Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483. | DOI 10.1207/S1532690XCI2004_1

Ford, M. J. (2012). A dialogic account of sense-making in scientific argumentation and reasoning. Cognition and Instruction, 30(3), 207–245. | DOI 10.1080/07370008.2012.689383

Ford, M. J., & Wargo, B. M. (2012). Dialogic framing of scientific content for conceptual and epistemic understanding. Science Education, 96(3), 369–391. | DOI 10.1002/sce.20482

Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge: Harvard University Press.

Hammer, D., Elby, A., Scherr, R. E., & Redish, E. F. (2005). Resources, framing, and transfer. In J. P. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 89–119). Greenwich: IAP.

Klein, G., Moon, B., & Hoffman, R. R. (2006). Making sense of sensemaking 1: Alternative perspectives. IEEE intelligent systems, 21(4), 70–73. | DOI 10.1109/MIS.2006.75

Levinson, S. (1983). Pragmatics. Cambridge: Cambridge University Press.

Levinson, S. (1992). Activity types and language. In P. Drew, & J. Heritage (Eds.), Talk at work: Interaction in institutional settings (pp. 66–100). Cambridge: Cambridge University Press.

Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22(3), 222–240. | DOI 10.1080/09500780802152499

Macagno, F., & Bigi, S. (2017). Analyzing the pragmatic structure of dialogues. Discourse Studies, 19(2), 148–168. | DOI 10.1177/1461445617691702

Matusov, E. (2009). Journey into dialogic pedagogy. New York: Nova Science Publishers.

Matusov, E., Baker, D., Fan, Y., Choi, H. J., & Hampel, R. L. (2017). Magic Learning Pill: Ontological and instrumental learning in order to speed up education. Integrative Psychological and Behavioral Science, 51(3), 456–476. | DOI 10.1007/s12124-017-9384-8

Matusov, E., Marjanovic-Shane, A., & Gradovski, M. (2019). Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators. New York: Palgrave McMillan.

Mehan, H. (1979). "What time is it, Denise?": Asking known information questions in classroom discourse. Theory into practice, 18(4), 285–294. | DOI 10.1080/00405847909542846

Murray, T. (2006). Collaborative knowledge building and integral theory: On perspectives, uncertainty, and mutual regard. Integral Review, 2(1), 210–268.

Ng, P. T., & Tan, C. (2009). Community of practice for teachers: sensemaking or critical reflective learning?. Reflective Practice, 10(1), 37–44. | DOI 10.1080/14623940802652730

Nystrand, M., Gamoran, A., Kachur, R., & Prendergast, C. (1997). Opening dialogue. New York: Teachers College Press.

Papastephanou, M., & Angeli, C. (2007). Critical thinking beyond skill. Educational Philosophy and Theory, 39(6), 604–621. | DOI 10.1111/j.1469-5812.2007.00311.x

Pirolli, P., & Russell, D. M. (2011) Introduction to this Special Issue on sensemaking. Human–Computer Interaction, 26(1–2), 1–8. | DOI 10.1080/07370024.2011.556557

Politis, V. (2006). Aporia and searching in early Plato. In L. Judson & V. Karasmanēs, (Eds.) Remembering Socrates: Philosophical Essays (pp. 87–109). Oxford: Oxford University Press.

Rapanta, C. (2018). Potentially argumentative teaching strategies – and how to empower them. Journal of Philosophy of Education, 52(3), 451–464.

Scott, Ph., Mortimer, E., & Aguiar, O. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. | DOI 10.1002/sce.20131

Sleegers, P., Geijsel, F., & Van den Berg, R. (2002). Conditions fostering educational change. In K. Leithwood, & Ph. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 75–102). Dordrecht: Springer.

Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching thinking dispositions: From transmission to enculturation. Theory into Practice, 32(3), 147–153. | DOI 10.1080/00405849309543590

Van Dijk, T. (1977). Semantic macro-structures and knowledge frames in discourse comprehension. In M. A. Just, & P. Carpenter (Eds.), Cognitive processes in comprehension (pp. 3–32). Hillsdale: Lawrence Erlbaum Associates.

Vrikki, M., Kershner, R., Calcagni, E., Hennessy, S., Lee, L., Hernández, F., Estrada, N., & Ahmed, F. (2019). The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue. International Journal of Research & Method in Education, 42(2), 185–203. | DOI 10.1080/1743727X.2018.1467890

Vygotsky, L. (1986). Thought and language. Boston: MIT Press.

Weick, K. (1995). Sensemaking in organizations. Thousand Oaks: Sage.

Wells, G. (1993). Re-evaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5(1), 1–37. | DOI 10.1016/S0898-5898(05)80001-4




 


Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

Časopis vydává čtyři čísla ročně.

ISSN 1803-7437 (print), ISSN 2336-4521 (online)