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Dialogical Approaches and Tensions in Learning and Development = At the Frontiers of the Mind /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Dialogical Approaches and Tensions in Learning and Development / edited by Nathalie Muller Mirza, Marcelo Dos Santos Mamed.
Reminder of title:	At the Frontiers of the Mind /
other author:	Muller Mirza, Nathalie.
Description:	IX, 136 p. 16 illus., 3 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Educational psychology. -
Online resource:	https://doi.org/10.1007/978-3-030-84226-0
ISBN:	9783030842260

Dialogical Approaches and Tensions in Learning and Development = At the Frontiers of the Mind /
Dialogical Approaches and Tensions in Learning and Development At the Frontiers of the Mind /[electronic resource] :edited by Nathalie Muller Mirza, Marcelo Dos Santos Mamed. - 1st ed. 2021. - IX, 136 p. 16 illus., 3 illus. in color.online resource. - Social Interaction in Learning and Development,2662-5520. - Social Interaction in Learning and Development,.

1. Dialogical interaction in the making of social theories -- 2. Languaging and dialogue beyond linguistics and conversation analysis -- 3. Units of analysis in the study of human development -- 4. Toward a dialogical and sociocultural method of inquiry: Three steps participative generalization and reflection (3PGR) -- 5. Makerspaces as tertiary artefacts? The meaning of material artefacts in students’ social interaction during technology-rich creative learning -- 6. Dialogic interactions and literacy as a sociocultural practice -- 7. Social interactions, design and learning: A dialogical analysis of a Program of language education.

The book pursues the goal of exploring and strengthening a dialogical approach of communication and cognition. It brings together contributions from world-leading researchers related to the dialogical approach in education and psychology. It presents, among others, the place of language and materiality in the development of communication and thinking, as well as the role of the methods in the relationship between researchers and participants. This leads to an innovative definition of the dialogicality and how a dialogical approach can provide heuristic (conceptual and methodological) tools to better understand how people think, communicate and learn in a complex world. The authors hereby develop an epistemological framework inspired by scholars such as Michaïl Bakhtin, Lev Vygotsky and Herbert Mead under the assumption that dialogue, or dialogicality - and therefore the presence of the other – is fundamentally entangled into the human thinking and development. This book contributes to the understanding of human communication, cognition and mind, and participates in a scientific dialogue which helps to advance future research. It includes theoretical and empirical chapters and presents innovative methods of inquiry, which makes it a useful tool for both teaching and research. .

ISBN: 9783030842260

Standard No.: 10.1007/978-3-030-84226-0doiSubjects--Topical Terms:

555103
Educational psychology.

LC Class. No.: LB1050.9-1091

Dewey Class. No.: 370.15

Dialogical Approaches and Tensions in Learning and Development = At the Frontiers of the Mind /
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520 $a The book pursues the goal of exploring and strengthening a dialogical approach of communication and cognition. It brings together contributions from world-leading researchers related to the dialogical approach in education and psychology. It presents, among others, the place of language and materiality in the development of communication and thinking, as well as the role of the methods in the relationship between researchers and participants. This leads to an innovative definition of the dialogicality and how a dialogical approach can provide heuristic (conceptual and methodological) tools to better understand how people think, communicate and learn in a complex world. The authors hereby develop an epistemological framework inspired by scholars such as Michaïl Bakhtin, Lev Vygotsky and Herbert Mead under the assumption that dialogue, or dialogicality - and therefore the presence of the other – is fundamentally entangled into the human thinking and development. This book contributes to the understanding of human communication, cognition and mind, and participates in a scientific dialogue which helps to advance future research. It includes theoretical and empirical chapters and presents innovative methods of inquiry, which makes it a useful tool for both teaching and research. .
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