Dialogical Approaches and Tensions in Learning and Development. At the Frontiers of the Mind. 1st ed. 2021.

Sonst. Personen	Muller Mirza, Nathalie (Hrsg.); Dos Santos Mamed, Marcelo (Hrsg.)
Titel	Dialogical Approaches and Tensions in Learning and Development. At the Frontiers of the Mind. 1st ed. 2021.
Quelle	Cham: Springer International Publishing (2021), IX, 136 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Social Interaction in Learning and Development
Beigaben	Illustrationen 16; farbige Illustrationen 3
Zusatzinformation	Zusammenfassung
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-84225-3; 978-3-030-84226-0; 978-3-030-84227-7; 978-3-030-84228-4
DOI	10.1007/978-3-030-84226-0
Schlagwörter	Pädagogische Psychologie; Angewandte Linguistik; Schreib- und Lesefähigkeit; Philosophie; Sozialwissenschaften; Alphabetisierung
Abstract	The book pursues the goal of exploring and strengthening a dialogical approach of communication and cognition. It brings together contributions from world-leading researchers related to the dialogical approach in education and psychology. It presents, among others, the place of language and materiality in the development of communication and thinking, as well as the role of the methods in the relationship between researchers and participants. This leads to an innovative definition of the dialogicality and how a dialogical approach can provide heuristic (conceptual and methodological) tools to better understand how people think, communicate and learn in a complex world. The authors hereby develop an epistemological framework inspired by scholars such as Michail Bakhtin, Lev Vygotsky and Herbert Mead under the assumption that dialogue, or dialogicality - and therefore the presence of the other - is fundamentally entangled into the human thinking and development. This book contributes to the understanding of human communication, cognition and mind, and participates in a scientific dialogue which helps to advance future research. It includes theoretical and empirical chapters and presents innovative methods of inquiry, which makes it a useful tool for both teaching and research. Contents: 1. Dialogical interaction in the making of social theories -- 2. Languaging and dialogue beyond linguistics and conversation analysis -- 3. Units of analysis in the study of human development -- 4. Toward a dialogical and sociocultural method of inquiry: Three steps participative generalization and reflection (3PGR) -- 5. Makerspaces as tertiary artefacts? The meaning of material artefacts in students' social interaction during technology-rich creative learning -- 6. Dialogic interactions and literacy as a sociocultural practice -- 7. Social interactions, design and learning: A dialogical analysis of a Program of language education.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/3