Dialogical approaches and tensions in learning and development : at the frontiers of the mind / / edited by Nathalie Muller Mirza, Marcelo Dos Santos Mamed

• Pubblicazione: Cham, Switzerland : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (138 pages)
• Disciplina: 370.1523
• Soggetto topico: Dialogue; Aprenentatge; Psicologia de l'aprenentatge; Diàleg
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): Muller MirzaNathalie; Dos Santos MamedMarcelo
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Series Editors' Note -- A Cognitive Approach to Mediated Learning and Development: A Comprehensive Portray -- Contents -- Contributors -- 1 At the Frontiers of the Mind… An Introduction -- 1.1 A Dialogical Approach to Dialogue in Learning and Development -- 1.2 At the Frontiers of the Mind -- 1.3 The Structure of the Book -- References -- 2 When Dialogism Crosses the Frontiers of Psychology -- 2.1 The Frontier as Metaphor: A Source of Inspiration -- 2.2 Dialogism: Inviting Language to the Table of Psychology -- 2.2.1 Learning and Development: A Core Field of Research in Sociocultural Psychology -- 2.2.2 Dialogue: A Polysemous Concept -- 2.2.3 What Relevance for Psychology? -- 2.3 Putting Dialogical Tensions Under the Lens -- 2.3.1 Dialogical Tensions as Potential Obstacles -- 2.3.2 From Tests to Contexts -- 2.4 Suspension Points -- References -- 3 Dialogical Interaction in the Making of Social Theories -- 3.1 Fragmentation and Unification of Social Theories in Sociology -- 3.2 Dialogically Based Interactions -- 3.2.1 Dialogues, Narratives and Interactions -- 3.2.2 Dialogical Balance -- 3.3 Dialogical Interactions in the Making of Social Theories -- 3.3.1 Dialogue Between the Individual and the Social Environment -- 3.3.2 Dialogues Between the Individual and Others -- 3.3.3 Internal Dialogues -- 3.4 Conclusion -- References -- 4 Languaging in Real Life: On Contexts and Communication Beyond Formal Linguistics and Conversation Analysis -- 4.1 Introduction: Some Assumptions of an Extended Dialogism -- 4.2 Some Developments in the Theory of Languaging -- 4.3 A Brief Summary -- Acknowledgements -- References -- 5 Sign-Making, Inscriptions and Access to Epistemic Practices: Development in a Designed World -- 5.1 Introduction -- 5.2 Minds, Symbolic Technologies and Human Development. ; 5.3 Symbolic Technologies and the Historical Emergence of Epistemic Practices -- 5.4 Learning and Development: Epistemic Practices in a Designed World -- References -- 6 Toward a Dialogical and Sociocultural Method of Inquiry: Three Steps Participative Generalization and Reflection (3PGR) -- 6.1 Introduction -- 6.2 Conceptual Framework for the 3PGR -- 6.3 Why We Need a New Method for Studying Dialogical and Sociocultural Phenomena -- 6.3.1 Is There a Place for Generalization in Dialogical and Sociocultural Psychology? -- 6.3.2 Request for a Participative Interpretation of Key Findings -- 6.3.3 A Relevant Research for a Person and the Community: Supporting Reflection, Empowerment, and Agency -- 6.4 3PGR: A Sociocultural and Dialogical Method of Inquiry and Activism -- 6.4.1 The First Phase: Participative Identification of Social Discourses -- 6.4.2 The Second Phase: Studying Dialogical Relations of Participants with Social Discourses -- 6.4.3 The Third Phase: Participative Interpretation and Support of Participants' Reflection and Agency Related to the Constitutive Role of Social Discourses in Their Process of Becoming -- 6.5 3PGR: Concluding Remarks and Final Reflections -- References -- 7 Makerspaces as Tertiary Artifacts? The Meaning of Material Artifacts in Students' Social Interaction During Technology-Rich Creative Learning -- 7.1 Introduction -- 7.2 Research Insights into Artifacts in Novel Educational Designs and Spaces -- 7.3 Sociocultural Theorizing on Artifacts -- 7.4 A Schema of Mediating Artifacts -- 7.5 Study -- 7.6 Methods -- 7.7 Results -- 7.7.1 Example 1: Material Artifacts Constraining the Students' Activity -- 7.7.2 Example 2: Translating Material Artifacts into Meaningful Actions -- 7.7.3 Example 3: Creative and Transformative Learning Actions with and Beyond Material Artifacts -- 7.8 Makerspaces as Tertiary Artifacts?. ; Acknowledgements -- References -- 8 Dialogic Interactions and Literacy as a Sociocultural Practice -- 8.1 Introduction -- 8.2 Antecedents -- 8.2.1 A Dialogic Perspective on Teaching-and-Learning -- 8.2.2 Understanding Literacy Processes -- 8.2.3 Reading Comprehension -- 8.2.4 Written Composition -- 8.2.5 Dialogic Interactions and Literacy as a Sociocultural Practice -- 8.3 The Context of the Studies: The National Curriculum and Learning Together -- 8.4 Dialogic Interactions, Reading Comprehension and Written Composition -- 8.5 Promoting Dialogic Interactions and Literacy Social Practices in Primary School Settings -- 8.6 Conclusions -- References -- Series Editors' Note -- At the frontiers of dialogical minds in learning and development -- Contents -- Contributors.
• Titolo autorizzato: Dialogical Approaches and Tensions in Learning and Development
• ISBN: 3-030-84226-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910506408603321
• Lo trovi qui: Univ. Federico II
• Serie: Social Interaction in Learning and Development