Reason and Creativity in Classroom Dialogues

Autor/in	Wegerif, Rupert
Titel	Reason and Creativity in Classroom Dialogues
Quelle	In: Language and Education, 19 (2005) 3, S.223-237 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Stellungnahme; Creativity; Teaching Methods; Dialogs (Language); Classroom Communication; Educational Objectives; Verbal Development; Problem Solving; Thinking Skills; Cooperative Learning + Suchen Sie Ihr Suchwort? Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Educational objective; Bildungsziel; Erziehungsziel; Problemlösen; Denkfähigkeit; Kooperatives Lernen
Abstract	The development of reason has long been an important aim for education. This is possibly reflected in the emphasis on the importance of explicit verbal reasoning in definitions of "Exploratory Talk", a concept that has had some influence on classroom teaching. In this paper I argue from transcript evidence that, while Exploratory Talk is a specific dialogical model of reason that has proved to be a useful pedagogic tool, there are educationally valuable ways of talking together that are characterised more by verbal creativity than by explicit reasoning. Close analysis of actual dialogues highlights the essential importance of verbal creativity even to the task of solving reasoning test problems in small groups. This analysis also suggests that the extent and quality of creativity found in classroom dialogues is influenced by shared ground rules. This implies the need to expand our understanding of dialogical reason to incorporate creativity and to develop dialogical models to support the stimulation and channelling of creativity in educational contexts. (Author).
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Update	2017/4/10