Education and Dialogical Self: State of Art (Educación y yo dialógico: estado de la cuestión)

Autor/inn/en	Monereo, Carles; Hermans, Hubert
Titel	Education and Dialogical Self: State of Art (Educación y yo dialógico: estado de la cuestión)
Quelle	In: Journal for the Study of Education and Development, 46 (2023) 3, S.445-491 (47 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monereo, Carles) ORCID (Hermans, Hubert)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2023.2201562
Schlagwörter	Self Concept; Educational Psychology; Teaching Methods; Learning Processes; Professional Identity; Inclusion; Multicultural Education; Educational Research; Epistemology; Constructivism (Learning); Inner Speech (Subvocal); Cultural Awareness; Well Being; Citizenship Education; Democracy; Cooperation + Suchen Sie Ihr Suchwort? Selbstkonzept; Erziehungspsychologie; Pädagogische Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Inklusion; Multikulturelle Erziehung; Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Inneres Sprechen; Cultural identity; Kulturelle Identität; Well-being; Wellness; Wohlbefinden; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Co-operation; Kooperation
Abstract	The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical teaching and learning processes, professional identity in different educational levels, and studies pertaining to inclusive education and, particularly, intercultural education. We conclude with a section dedicated to future lines of research, in line with the most recent international reports on twenty-first-century education. After this review, we can state that DST constitutes a revolutionary epistemological approach, which permeabilizes the boundaries between the inter- and the intra-psychological, taking the mental and public planes as two parallel societies in constant dialogue, and and giving back to psychology its central function in the study of mental dynamics, that 'black box' which socio-constructivist trends had partially omitted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01