On the relevancy of using Vygotsky’s theoretical framework to legitimize dialogic teaching/learning

Petrová, Zuzana

doi:10.2478/jped-2013-0013

Abstract

This paper is a response to the growing acceptance that dialogic teaching/ learning focusing on the role of intersubjectivity in developing knowledge and reasoning, particularly when this intersubjectivity is mediated and maintained by means of language is an appropriate reaction to the weaknesses of direct instruction within the Vygotskian framework. In this paper, the theoretical background of dialogic teaching/learning inspired by Vygotsky’s cultural-historical theory is elaborated to discuss the crucial elements of the way in which the theoretical relevance of this stance in education has evolved from Vygotsky’s theory.

References

Arievitch, I. M., & Stetsenko, A. (2000). The quality of cultural tools and cognitive development: Gaľperin’s perspective and its implications. Human Development, 43, 69-92.10.1159/000022661
Search in Google Scholar
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press.
Search in Google Scholar
Burbules, N. C., & Bruce, B. C. (2001). Theory and research on teaching as dialogue.In V. Richardson (ed.), Handbook of Research on Teaching, (4th ed., pp. 1102-1121).Washington, DC: American Educational Research Association.
Search in Google Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Bellknap Press of Harvard University Press.
Search in Google Scholar
Cole, M., & Wertsch, J. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39, 250-256.10.1159/000278475
Search in Google Scholar
Díaz, R. M., Neal, C. J., & Amaya-Williams, M. (1990). The social origins of self-regulation.In Moll. L. C. (ed.), Vygotsky and education. instructional implications and applications of sociohistorical theory, (pp. 127-154).Cambridge: Cambridge University Press.
Search in Google Scholar
Forman, A. E. (2000). Knowledge building in discourse communities. Human Development, 43 (6), 364-368.10.1159/000022697
Search in Google Scholar
Forman, A. E., & Larreamendy-Joerns, J. (1995). Learning in the context of peer collaboration: a pluralistic perspective on goals and expertise. Cognition and Instruction, 13 (4), 549-564.10.1207/s1532690xci1304_6
Search in Google Scholar
Gaľperin, P. YA. (1989). Mental actions as a basis for the formation of thoughts and images. Soviet Psychology, 27 (3), 45-64.10.2753/RPO1061-0405270345
Search in Google Scholar
Gredler, M. E. (2009). Hiding in plain sight: the stages of mastery/self-regulation in vygotsky’s cultural-historical theory. Educational Psychologist, 44(1), 1-19.10.1080/00461520802616259
Search in Google Scholar
Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24, 113-131.10.1007/s10648-011-9183-6
Search in Google Scholar
Hasan, R. (1995). On social conditions for semiotic mediation: The genesis of mind in society. In A. R. Sadovnik (Ed.), Knowlege and pedagogy: The sociology of Basil Bernstein (pp. 171-196). Norwood, New Yersey: Ablex Publishing Corporation.
Search in Google Scholar
Hasan, R. (2002). Semiotic mediation and mental development in pluralistic societies: Some implications for tomorrow’s schooling. In. G. Wells and G. Claxton (eds.), Learning for life in the 21st Century: Socio-Cultural Perspectives on the future of education (pp. 89-123). Oxford: Blackwell.
Search in Google Scholar
Hasan, R. (2005). Semiotic mediation, language and society: Three exotripic theories - Vygotsky, Halliday and Bernstein. In J. J. Webster (ed.) Language, society and consciousness: Raqaiya Hasan (pp. 46-67) London: Equinox.
Search in Google Scholar
Hutchins, E. (1996). Cognition in the wild. Bradford: MIT Press.10.7551/mitpress/1881.001.0001
Search in Google Scholar
Karpov, Y. V. (2003). Vygotsky’s doctrine of scientific concepts. In A. Kozulin, B. Gindis, V. Ageyev, S. Miller (Eds.): Vygotsky’s educational theory and practice in cultural context (pp. 65 - 82). Cambridge: Cambridge University Press.
Search in Google Scholar
Karpov, Y. V., & Haywood, H. C. (1998). Two ways to elaborate vygotsky’s concept of mediation. American Psychologist, 53(1), 27-36.10.1037/0003-066X.53.1.27
Search in Google Scholar
Kozulin, A., & Presseisen, B. (1995). Mediated learning experience and psychological tools: Vygotsky’s and feuerstein’s perspectives in study of student learning. Educational Psychologist, 30(2), 67-75.10.1207/s15326985ep3002_3
Search in Google Scholar
Matusov, E. (1998). When solo activity is not privileged: Participation and internalization model of development. Human Development, 41, 326-349.10.1159/000022595
Search in Google Scholar
Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51, 90-100.10.1159/000113158
Search in Google Scholar
Michaels, S., O’Connor, C., & Resnick, L. B. (2007). Deliberative discourse idealized and realized: accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27, 283-297.10.1007/s11217-007-9071-1
Search in Google Scholar
Moll, L. C. (1990). Vygotsky’s zone of proximal development: Rethinking its instructional implications. Infancia y Aprendizaje, 50-51, 157-168.10.1080/02103702.1990.10822276
Search in Google Scholar
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning.Annual Review of Psychology, 49, 345-375.10.1146/annurev.psych.49.1.345
Search in Google Scholar
Pontecorvo, C. (1987). Discussing for reasoning: The role of argument in knowledge construction. In De Corte, E., Lodewijks, J. G. L. C., Parmentier, R. and Span, P. (eds.) Learning and Instruction. A Publication of the European Association for Research on Learning and Instruction (pp. 71-82). Leuven University Press, Oxford/ Leuven.
Search in Google Scholar
Pontecorvo, C. (1993). Social interactions in the acquisition of knowledge. Educational Psychology Review, 5(3), 293-310.10.1007/BF01323049
Search in Google Scholar
Resnick, L. B., & Hall, M. W. (1998). Learning organisations for sustainable educational reform. Daedalus, 127(4), 89-118.
Search in Google Scholar
Stetsenko, A. P. (1999). Social interaction, cultural tool and the zone of proximal development: In search for synthesis. In: S. Chaiklin, M. Hedegaard & U. J. Jensen: Activity theory and social practice: Cultural-historical approaches (pp. 235 - 252).Aarhus: Aarhus University Press.
Search in Google Scholar
Tuľviste, P. (1989). Education and the development of concepts: Interpreting results of experiments with adults with and without schooling. Soviet Psychology, 27(1), 5-21.10.2753/RPO1061-040527015
Search in Google Scholar
Valsiner, J. (2001). Process structure of semiotic mediation in human development.Human Development, 44, 84-97.10.1159/000057048
Search in Google Scholar
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.10.1037/11193-000
Search in Google Scholar
Vygotsky, L. S. (1978). Mind in society: The Development of higher mental functions.Cambridge: Harvard University Press.
Search in Google Scholar
Wells, G. (1999). Dialogic inquiry: Towards a social practice and theory of education. Cambridge, MA: Harvard University Press. Wells, G. (2000). Improving the quality of education for life in the 21st century. Paper presented at a Conference for Teachers, Santander, Spain, June 2000 website: http://people.ucsc.edu/~gwells/Santander.html >
Search in Google Scholar
Wells, G. (2007). Semiotic mediation, dialogue and the construction of knowledge. Human Development, 50, 244-272.10.1159/000106414
Search in Google Scholar
Wertsch, J. V. (1979). From social interaction to higher psychological processes. Human Development, 22, 1-22. 10.1159/000272425
Search in Google Scholar

On the relevancy of using Vygotsky’s theoretical framework to legitimize dialogic teaching/learning

Abstract

Paradigm

My account