Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-02T19:23:09.052Z Has data issue: false hasContentIssue false

15 - Mapping Dialogic Pedagogy: Instrumental and Non-instrumental Education

from Part III - The Agent Rises a Reflective Self: Education and Development

Published online by Cambridge University Press:  25 June 2018

By
Eugene Matusov
Edited by
Alberto Rosa  and
Jaan Valsiner
Alberto Rosa
Affiliation:
Universidad Autónoma de Madrid
Jaan Valsiner
Affiliation:
Aalborg University, Denmark
Get access
Type
Chapter
Information
The Cambridge Handbook of Sociocultural Psychology , pp. 274 - 301
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adler, M. J. (1982). The Paideia Proposal: An Educational Manifesto. New York: Macmillan.Google Scholar
Adler, M. J. (1983). Paideia Problems and Possibilities. New York: Collier Macmillan.Google Scholar
Apatow, R. (1998). The Spiritual Art of Dialogue: Mastering Communication for Personal Growth, Relationships, and the Workplace. Rochester, VT: Inner Traditions.Google Scholar
Arendt, H. (1958). The Human Condition. Chicago: University of Chicago Press.Google Scholar
Argyris, C. & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Reading, MA: Addison-Wesley.Google Scholar
Aristotle, . (2000). Nicomachean Ethics (trans. by R. Crisp). Cambridge: Cambridge University Press.Google Scholar
Bakhtin, M. M. (1984). Rabelais and His World (trans. by H. Iswolsky). Bloomington: Indiana University Press.Google Scholar
Bakhtin, M. M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas Press.Google Scholar
Bakhtin, M. M. (1991). Dialogic Imagination: Four Essays by M. M. Bakhtin (trans. by C. Emerson & M. Holquist). Austin: University of Texas Press.Google Scholar
Bakhtin, M. M. (1993). Toward a Philosophy of the Act (1st edn.). Austin: University of Texas Press.CrossRefGoogle Scholar
Bakhtin, M. M. (1999). Problems of Dostoevsky's Poetics (vol. 8). Minneapolis: University of Minnesota Press.Google Scholar
Berlyand, I. E. (2009a). A few words about Bibler's dialogics: The school of the dialogue of cultures conception and curriculum. Journal of Russian & East European Psychology, 47(1), 20–33. DOI: 10.2753/RPO1061-0405470101.CrossRefGoogle Scholar
Berlyand, I. E. (2009b). Puzzles of the number: Dialogue in the early grades of the school of the dialogue of cultures. Journal of Russian & East European Psychology, 47(1), 61–95. DOI: 10.2753/RPO1061-0405470103.CrossRefGoogle Scholar
Bibler, V. S. (2009). The foundations of the school of the dialogue of cultures program. Journal of Russian & East European Psychology, 47(1), 34–60. DOI: 10.2753/RPO1061-0405470102.CrossRefGoogle Scholar
Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In McGilly, K. (Ed.), Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. (pp. 229–270). Cambridge, MA: MIT Press.Google Scholar
Burbules, N. C. (1993). Dialogue in Teaching: Theory and Practice. New York: Teachers College Press.Google Scholar
Delpit, L. D. (1995). Other People's Children: Cultural Conflict in the Classroom. New York: New Press.Google Scholar
Dewey, J. (1956). The Child and the Curriculum and the School and Society (combined edn.). Chicago: University of Chicago Press.Google Scholar
D'Souza, D. (1995). The End of Racism: Principles for a Multiracial Society. New York: Free Press.Google Scholar
Facundo, B. (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation. Retrieved from www.bmartin.cc/dissent/documents/Facundo/Facundo.html.Google Scholar
Fernyhough, C. (1996). The dialogic mind: A dialogic approach to the higher mental functions. New Ideas in Psychology, 14(1), 47–62.Google Scholar
Ferrer Guardia, F. (1913). The Origin and Ideals of the Modern School. New York: Putnam.Google Scholar
Filliou, R. & Cage, J. (1970). Lehren und Lernen als Auffuehrungskuenste: Teaching and Learning as Performing Arts. New York: Koenig.Google Scholar
Ford, M. (2015). Rise of the Robots: Technology and the Threat of a Jobless Future. New York: Basic Books.Google Scholar
Freire, P. (1978). Pedagogy in Process: The Letters to Guinea-Bissau. New York: Seabury Press.Google Scholar
Freire, P. (1986). Pedagogy of the Oppressed. New York: Continuum.Google Scholar
Freire, P. & Macedo, D. P. (1987). Literacy: Reading the Word & the World. South Hadley, MA: Bergin & Garvey Publishers.Google Scholar
Garvey, A. & Fogel, A. (2007). Dialogical change processes, emotions, and the early emergence of self. International Journal for Dialogical Science, 2(1), 51–76.Google Scholar
Gorz, A. (1989). Critique of Economic Reason. London: Verso.Google Scholar
Greenberg, D. (1992). The Sudbury Valley School Experience. Framingham, MA: Sudbury Valley School Press.Google Scholar
Grice, H. P. (1975). Logic and conversation. In Cole, P. & Morgan, J. L. (Eds.), Syntax and Semantics (vol. 3, pp. 41–58). New York: Academic Press.Google Scholar
Habermas, J. (1984). The Theory of Communicative Action. Boston: Beacon Press.Google Scholar
Hegel, G. W. F. & Baillie, J. B. (1967). The Phenomenology of Mind. New York: Harper & Row.Google Scholar
Hezser, C. (1997). The Social Structure of the Rabbinic Movement in Roman Palestine. Tübingen, Germany: Mohr Siebeck.Google Scholar
Klein, M. J. (1985). Paul Ehrenfest (3rd edn). Amsterdam: North-Holland.Google Scholar
Kukathas, C. (2003). The Liberal Archipelago: A Theory of Diversity and Freedom. Oxford: Oxford University Press.Google Scholar
Kurganov, S. Y. (2009). Reading and literature in the primary and middle schools of the dialogue of cultures. Journal of Russian & East European Psychology, 47(2), 30–58.Google Scholar
Labaree, D. F. (1997). How to Succeed in School without Really Learning: The Credentials Race in American Education. New Haven, CT: Yale University Press.Google Scholar
Laclau, E. & Mouffe, C. (2001). Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (2nd edn.). London: Verso.Google Scholar
Lakatos, I. (1981). Proofs and Refutations: The Logic of Mathematical Discovery (Repr. with corrections). New York: Cambridge University Press.Google Scholar
Lampert, M. (2001). Teaching Problems and the Problems of Teaching. New Haven: Yale University Press.Google Scholar
Lefstein, A. & Snell, J. (2013). Better than Best Practice: Developing Teaching and Learning through Dialogic Pedagogy. New York: Routledge.Google Scholar
Lensmire, T. J. (1994). Writing workshop as carnival: Reflections on an alternative learning environment. Harvard Educational Review, 64(4), 371–391.CrossRefGoogle Scholar
Linell, P. (1998). Approaching Dialogue: Talk, Interaction and Contexts in Dialogical Perspectives. Philadelphia: John Benjamins.Google Scholar
Linell, P. (2009). Rethinking Language, Mind, and World Dialogically: Interactional and Contextual Theories of Human Sense-making. Charlotte, NC: Information Age Publishing.Google Scholar
Lobok, A. (2001). The Probabilistic World: The Chronicles of the Philosophical-Pedagogical Reflections of an Educational Experiment. Yekaterinburg, Russia: Association of Small Businesses.Google Scholar
Lobok, A. (2008). The Diamond-Filled Land of Olonkho Pedagogy. Yekaterinburg, Russia: Self-press.Google Scholar
Lorde, A. (1984). Sister Outsider: Essays and Speeches. Trumansburg, NY: Crossing Press.Google Scholar
Markoff, J. (2015). Machines of Loving Grace: The Quest for Common Ground between Humans and Robots. New York: HarperCollins.Google Scholar
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396. DOI: 10.1037/h0054346.Google Scholar
Matusov, E. (2009a). Journey into Dialogic Pedagogy. Hauppauge, NY: Nova Science.Google Scholar
Matusov, E. (2009b). The school of the dialogue of cultures pedagogical movement in Ukraine and Russia. Journal of Russian & East European Psychology, 47(1), 3–19.Google Scholar
Matusov, E. (2015a). Chronotopes in education: Conventional and dialogic. Dialogic Pedagogy: An International Online Journal, 3, A65–A97. DOI: 10.5195/dpj.2015.107.Google Scholar
Matusov, E. (2015b). Four ages of our relationship with the reality: An educationalist perspective. Educational Philosophy and Theory, 47(1), 61–83. Doi: 10.1080/00131857.2013.860369.Google Scholar
Matusov, E., Baker, D., Fan, Y., Choi, H. J., & Hampel, R. (2017). Magic learning pill: Ontological and instrumental learning in order to speed up education. Integrative Psychological and Behavioral Science, 51(3), 456–476.Google Scholar
Matusov, E. & Marjanovic-Shane, A. (2011). The state's educational neutrality and educational pluralism: A revolution proposal. Retrieved from https://diaped.soe.udel.edu/SEN/.Google Scholar
Matusov, E. & Marjanovic-Shane, A. (2012). Diverse approaches to education: Alienated learning, closed and open participatory socialization, and critical dialogue. Human Development, 55(3), 159–166. DOI: 10.1159/000339594.Google Scholar
Matusov, E. & Marjanovic-Shane, A. (2015). Rehabilitation of power in democratic dialogic education. In Jezierska, K. & Koczanowicz, L. (Eds.), Democracy in Dialogue, Dialogue in Democracy (pp. 193–209). Farnham, UK: Ashgate.Google Scholar
Matusov, E. & Marjanovic-Shane, A. (2016). The state's educational neutrality: Radical proposal for educational pluralism (editorial). Dialogic Pedagogy: An International Online Journal, 4, E1–E26. DOI: 10.5195/dpj.2016.170.Google Scholar
Matusov, E. & Marjanovic-Shane, A. (2017). Many faces of the concept of culture (and education). Culture & Psychology, 23(3), 309–336.Google Scholar
Matusov, E., & von Duyke, K. (2010). Bakhtin's notion of the internally persuasive discourse in education: Internal to what? (A case of discussion of issues of foul language in teacher education). In Junefelt, K. & Nordin, P. (Eds.), Proceedings from the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, Stockholm University, Sweden June 3–5, 2009 (pp. 174–199). Stockholm: Stockholm University.Google Scholar
Matusov, E., von Duyke, K., & Han, S. (2012). Community of learners: Ontological and non-ontological projects. Outlines: Critical Social Studies, 14(1), 41–72.CrossRefGoogle Scholar
McLaren, P. & Lankshear, C. (1994). Politics of Liberation: Paths from Freire. New York: Routledge.Google Scholar
Mitra, S. (2013). Build a school in the cloud. Retrieved from www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.Google Scholar
Morson, G. S. (2004). The process of ideological becoming. In Ball, A. F. & Freedman, S. W. (Eds.), Bakhtinian Perspectives on Language, Literacy, and Learning (pp. 317–331). New York: Cambridge University Press.CrossRefGoogle Scholar
Morson, G. S. & Emerson, C. (1990). Mikhail Bakhtin: Creation of a Prosaics. Stanford, CA: Stanford University Press.Google Scholar
Neill, A. S. (1960). Summerhill: A Radical Approach to Child Rearing. New York: Hart Publishing.Google Scholar
O'Connor, C. & Michaels, S. (2007). When is dialogue “dialogic”? Human Development, 50(5), 275–285.Google Scholar
Packer, M. J. & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35(4), 227–241.Google Scholar
Paley, V. G. (1992). You Can't Say You Can't Play. Cambridge, MA: Harvard University Press.Google Scholar
Phillips, C. (2002). Socrates Café: A Fresh Taste of Philosophy. New York: W. W. Norton.Google Scholar
Plato, (1984). Great dialogues of Plato (trans. by W. H. D. Rouse). New York: Mentor.Google Scholar
Plato, (1997). Complete Works (trans. by J. M. Cooper & D. S. Hutchinson). Indianapolis, IN: Hackett.Google Scholar
Plato, & Bluck, R. S. (1961). Meno. Cambridge: University Press.Google Scholar
Rancière, J. (1991). The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation (trans. by K. Ross). Stanford, CA: Stanford University Press.Google Scholar
Rawls, J. (1993). Political Liberalism. New York: Columbia University Press.Google Scholar
Renshaw, P. D. (2013). Classroom chronotopes privileged by contemporary educational policy: teaching and learning in testing times. In Phillipson, S., Ku, K. Y. L. & Phillipson, S. N. (Eds.), Constructing Educational Achievement: A Sociocultural Perspective (pp. 57–69). Oxford: Routledge.Google Scholar
Rifkin, J. (2014). The Zero Marginal Cost Society: The Internet of Things, the Collaborative Commons, and the Eclipse of Capitalism. New York: Palgrave Macmillan.Google Scholar
Rogoff, B., Matusov, E., & White, C. (1996). Models of teaching and learning: Participation in a community of learners. In Olson, D. R. & Torrance, N. (Eds.), The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling (pp. 388–414). Malden, MA: Blackwell.Google Scholar
Rule, P. N. (2015). Dialogue and Boundary Learning: Rotterdam: Sense Publishers.Google Scholar
Sen, A. K. (2005). The Argumentative Indian: Writings on Indian History, Culture, and Identity. New York: Farrar, Straus and Giroux.Google Scholar
Shor, I. (1987). Freire for the Classroom: A Sourcebook for Liberatory Teaching (1st. edn.). Portsmouth, NH: Boynton/Cook.Google Scholar
Shor, I. & Freire, P. (1987). What is the “dialogical method” of teaching? Journal of Education, 169(3), 11–31.Google Scholar
Sidorkin, A. M. (1999). Beyond Discourse: Education, the Self, and Dialogue. Albany: State University of New York Press.Google Scholar
Sloan, S. (1998). The Slave Children of Thomas Jefferson. Santa Monica, CA: Kiseido Publications.Google Scholar
Sullivan, P., Smith, M. P., & Matusov, E. (2009). Bakhtin, Socrates and the carnivalesque in education. New Ideas in Psychology, 27(3), 326–342. DOI: 10.1016/j.newideapsych.2008.12.001.Google Scholar
Tolstoy, L. (1967). Tolstoy on Education (trans. by L. Wiener). Chicago: University of Chicago Press.Google Scholar
Wegerif, R. (2007). Dialogic, Educational and Technology: Expanding the Space of Learning. New York: Springer.Google Scholar
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.Google Scholar
Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Cambridge Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×