In Plato's Apology, Socrates says he spent his life examining and questioning people on how best to live, while avowing that he himself knows nothing important. Elsewhere, however, for example in ...Plato's Republic, Plato's Socrates presents radical and grandiose theses. In this book Sandra Peterson offers a hypothesis which explains the puzzle of Socrates' two contrasting manners. She argues that the apparently confident doctrinal Socrates is in fact conducting the first step of an examination: by eliciting his interlocutors' reactions, his apparently doctrinal lectures reveal what his interlocutors believe is the best way to live. She tests her hypothesis by close reading of passages in the Theaetetus, Republic and Phaedo. Her provocative conclusion, that there is a single Socrates whose conception and practice of philosophy remain the same throughout the dialogues, will be of interest to a wide range of readers in ancient philosophy and classics.
Educational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of ...productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted.
Drawing upon a broad range of theoretical perspectives, this collection examines:
theoretical frameworks for understanding teaching and learning dialogues
teacher-student and student-student interaction in the curricular contexts of mathematics, literacy, science, ICT and philosophy
the social contexts supporting productive dialogues
implications for pedagogic design and classroom practice.
Bringing together contributions from a wide range of internationally renowned researchers, this book will form essential reading for all those concerned with the use of dialogue in educational contexts.
Karen Littleton is Professor of Psychology in Education at the University of Jyväskylä, Finland. Christine Howe is Professor of Education at the University of Cambridge, UK.
"A strength of this collection is that elements are included in the text which allow readers to engage fully with the each learning scenario, for example, through data extracts of educational dialogues, learning materials, photographs of learners engaging in dialogue." - Jane Andrews, International Journal of Lifelong Education, 2012
Contributors Acknowledgements Introduction: Educational Dialogues: Understanding and Promoting Productive Interaction Part 1: Productive Dialogue Introduction to Part 1 1. Knowing and Arguing In A Panel Debate: Speaker Roles and Responsivity to Others Mikaela Åberg, Åsa Mäkitalo and Roger Säljö 2. Peer Dialogue and Cognitive Development: A Two-Way Relationship? Christine Howe 3. Productive Interaction as Agentic Participation in Dialogic Enquiry Kristiina Kumpulainen and Lasse Lipponen 4. Can You Think With Me? The Social and Cognitive Conditions and the Fruits of Learning Valérie Tartas, Aleksandar Baucal and Anne-Nelly Perret-Clermont Part 2: Understanding Productive Interaction in Specific Curricular Contexts Introduction to Part 2 5. The Role of Discourse in Learning Science Jonathan Osborne and Christine Chin 6. Argumentation and Mathematics Baruch B. Schwarz, Rina Hershkowitz and Naomi Prusak 7. Dialogical Interactions Among Peers in Collaborative Writing Contexts Sylvia Rojas-Drummond, Karen Littleton, Flora Hernández and Mariana Zúñiga 8. Philosophy for Children as Dialogic Teaching Margaret Hardman and Barbara Delafield Part 3: Social Context Introduction to Part 3 9. More Helpful as Problem than Solution: Some Implications of Situating Dialogue in Classrooms Adam Lefstein 10. Dialogue Enhancement in Classrooms: Towards a Relational Approach for Group Working Peter Kutnick and Jennifer Colwell 11. Gender, Collaboration and Children’s Learning Patrick J. Leman 12. Change in Urban Classroom Culture and Interaction Ben Rampton and Roxy Harris Part 4: Promoting Productive Educational Dialogues Introduction to Part 4 13. The Significance of Educational Dialogues Between Primary School Children Karen Littleton and Neil Mercer 14. Teaching and Learning Disciplinary Knowledge: Developing the Dialogic Space for an Answer When There Isn’t Even a Question Phil Scott, Jaume Ametller, Eduardo Mortimer and Jonathan Emberton 15. Dialogue and Teaching Thinking With Technology: Opening, Expanding and Deepening The ‘Inter-Face’ Rupert Wegerif 16. Collaborative Learning of Computer Science Concepts R. Keith Sawyer and Kenneth J. Goldman
Plato famously promised a final dialogue in the series Sophist-Statesman, a series aiming to define three sorts of experts — the sophist, statesman, and philosopher — but the final dialogue on the ...philosopher is missing. This book argues that Plato promised the Philosopher but did not write it to stimulate his audience to work out the portrait it would have contained. The Sophist and Statesman are themselves members of a larger series starting with the Theaetetus, Plato’s investigation of knowledge, and the whole series relies on the Parmenides, whose second part presents a philosophical exercise, introduced as the first step in a larger philosophical program. This book contends that the dialogues in the series leading up to the missing Philosopher, though they reach some substantive conclusions, are philosophical exercises of various sorts designed to train students in dialectic, the philosopher’s method; and that a second version of the Parmenides exercise, closely patterned on it, spans parts of the Theaetetus and Sophist and brings the philosopher into view. This is the exercise about being, the subject-matter studied by Plato’s philosopher. Plato hides the pieces of the puzzle and its solution in plain sight, forcing his students (and us modern readers) to dig out the pieces and reconstruct the project. In finding the philosopher through the exercise, the student becomes a philosopher by mastering his methods, and thus the target of the exercise is internally related to its pedagogical purpose.
This cutting-edge collection of articles provides the first organised reflection on the language of films and television series across British, American and Italian cultures. The volume suggests new ...directions for research and applications, and offers a variety of methodologies and perspectives on the complexities of "telecinematic" discourse - a hitherto virtually unexplored area of investigation in linguistics. The papers share a common vision of the big and small screen: the belief that the discourses of film and television offer a re-presentation of our world. As such, telecinematic texts reorganise and recreate language (together with time and space) in their own way and with respect to specific socio-cultural conventions and media logic. The volume provides a multifaceted, yet coherent insight into the diegetic - as it revolves around narrative - as opposed to mimetic - as referring to other non-narrative and non-fictional genres - discourses of fictional media. The collection will be of interest to researchers, tutors and students in pragmatics, stylistics, discourse analysis, corpus linguistics, communication studies and related fields.
The last two decades have witnessed a remarkable growth of interest in what are variously termed discourse markers or discourse particles. The greatest area of growth has centered on particles that ...occur in sentence-initial or turn-initial position, and this interest intersects with a long-standing focus in Conversation Analysis on turn-taking and turn-construction. This volume brings together conversation analytic studies of turn-initial particles in interactions in fourteen languages geographically widely distributed (Europe, America, Asia and Australia). The contributions show the significance of turn-initial particles in three key areas of turn and sequence organization: (i) the management of departures from expected next actions, (ii) the projection of the speaker's epistemic stance, and (iii) the management of overall activities implemented across sequences. Taken together the papers demonstrate the crucial importance of the positioning of particles within turns and sequences for the projection and management of social actions, and for relationships between speakers.
This is the first book dedicated to the study of the complexities that arise in embodied interaction from the multiplicity of time-scales on which its component processes unfold. It shows in ...microscopic detail how people synchronize and sequence modal resources such as talk, gaze, gesture, and object-manipulation to accomplish social actions. The studies show that each of these resources has its own temporal trajectory, affordances and restrictions, which enable and constrain the fine-grained work of bodily self-organization and interaction with others. Focusing on extended interactional time scales, some of the contributors investigate ways in which larger interactional episodes and relationships between actions are brought about and how actions build on shared interactional histories. The book makes a strong case for the use of video in the study of social interaction. It proposes an enlarged vision of Conversation Analysis that puts the body and its interactive temporalities center stage.
Gregorio Magno, obispo de Roma entre el 590 y el 604 se caracterizó, entre otras cosas, por su capacidad de constituir diversos textos, orientados a diferentes auditorios. En esta breve presentación ...analizaremos las características específicas de cada obra gregoriana, enfatizando el vínculo entre mensaje y destinatario. De este modo mostraremos la utilidad, a la hora de "hacer hablar a los documentos", de conocer el auditorio imaginado por un autor a la hora de concebir sus discursos.
Gregory the Great, bishop of Rome between 590 and 604, was well known, among other things, by his aptitude to produce various texts orientated to different audiences. In this brief communication we will analyze the specific patterns of each of his works, remarking the link between message and receptor. Thus, we will show how important is to know the audience pictured by an author at the moment of conceiving his speeches, as well as when historians "ask the documents to speak".
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished ...and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.
