標(biāo)題: Titlebook: Dialogic Pedagogy and Polyphonic Research Art; Bakhtin by and for E Eugene Matusov,Ana Marjanovic-Shane,Mikhail Gradov Book 2019 The Editor [打印本頁] 作者: Adams 時(shí)間: 2025-3-21 18:44
書目名稱Dialogic Pedagogy and Polyphonic Research Art影響因子(影響力)
書目名稱Dialogic Pedagogy and Polyphonic Research Art影響因子(影響力)學(xué)科排名
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書目名稱Dialogic Pedagogy and Polyphonic Research Art網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Dialogic Pedagogy and Polyphonic Research Art被引頻次
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書目名稱Dialogic Pedagogy and Polyphonic Research Art讀者反饋
書目名稱Dialogic Pedagogy and Polyphonic Research Art讀者反饋學(xué)科排名
作者: cogitate 時(shí)間: 2025-3-21 22:58
Chapter 1.1: Two Teaching Cases with Online Forum Discussions. In this chapter we present two of these teaching cases with their full online discussions. Case#11 (case numbers derive from the order in which they appeared on our discussion online forum—subsequently we started referring to these numbers in our analyses and further dialogues with our colleagues)作者: malapropism 時(shí)間: 2025-3-22 02:05 作者: Metastasis 時(shí)間: 2025-3-22 06:58 作者: 鼓掌 時(shí)間: 2025-3-22 12:25
Chapter 2.2: Ontological Engagement. We found that kindling and nurturing students’ ontological engagement is an omnipresent pedagogical desire of all Bakhtinian educators we have interviewed as well as a schoolteacher of Russian, Mikhail Bakhtin himself (Bakhtin, ., 42, 12–49, 2004). This pedagogical desire is to overcome . learning作者: 充滿裝飾 時(shí)間: 2025-3-22 16:05 作者: 充滿裝飾 時(shí)間: 2025-3-22 18:22 作者: Cardioversion 時(shí)間: 2025-3-22 23:35
Chapter 2.5: Bakhtinian Pedagogy in Conventional Educational Institutionsiews six big themes of institutional struggles: (1) institutional survival; (2) preserving the spirit of Bakhtinian pedagogy; (3) treating opponents of Bakhtinian pedagogy dialogically; (4) involving students and colleagues in critique of conventional monologic pedagogy; (5) instrumental vs. ontolog作者: 攀登 時(shí)間: 2025-3-23 05:05 作者: 富饒 時(shí)間: 2025-3-23 05:47
Chapter 3.2: Dialogic and Positivist Research in the Social Sciencesory for both the positivist and dialogic research approaches. We claim that dialogic research focuses on dialogic meaning making as an encounter of two or more consciousnesses about another dialogic encounter. Thus, in dialogic research, an encounter of two or more unique consciousnesses is both the作者: 受傷 時(shí)間: 2025-3-23 12:25 作者: Manifest 時(shí)間: 2025-3-23 17:14
Chapter 4.1: Lessons We Learned About Bakhtinian Pedagogy the monologism of conventional pedagogy. The dialogic framework for most of the Bakhtin-inspired educators means a difference in the ethical approach—that is, treating each other as “a . and each with its own world, [that] combine but are not merged in the unity of the event”; rather than a differe作者: 殘廢的火焰 時(shí)間: 2025-3-23 18:27
Chapter 4.2: Regrets About Our Polyphonic Dialogic Researchogue, each of them accepting one aspect of our research (polyphony or dialogue) as more prominent than the other. In terms of the recruitment of the participants for this project, we may have failed to attract more participants with a strong discursive dialogism approach, and thus failed to focus on作者: exorbitant 時(shí)間: 2025-3-23 22:18
Chapter 4.3: Hopes About the Future of Bakhtinian Pedagogy and Dialogic Researchments and for securing the societal freedoms and rights for teachers’ authorial pedagogies and learners’ authorial education, both Bakhtinian and non-Bakhtinian, which can be highly diverse and even unique. Our hopes for deepening Bakhtinian pedagogies and freedoms are rooted in the focus of many Ba作者: 咽下 時(shí)間: 2025-3-24 05:18
Rail Village and Mega-Structure the development of a dialogic approach to the research as dialogic research art in which we, the authors of the book, understand ourselves as being in dialogue with the interviewees, with ourselves internally, with our past and present colleagues and students, and with our imaginary readers. We pre作者: 公司 時(shí)間: 2025-3-24 10:07
https://doi.org/10.1057/9780230245433ge, by Alexander Lobok, USSR; Case#13: Morally confronting a student’s behaviorism, by Ana Marjanovic-Shane, USA; Combined Cases #15 and #18: Fascinating 7-year-old children into learning by helping them develop their own voices, by Alexander Lobok, Russia; Case#16: Three ways of incorporating the B作者: 規(guī)范就好 時(shí)間: 2025-3-24 11:32
https://doi.org/10.1057/978-1-137-51964-1t types of ontological engagement: extrinsic, intrinsic, eventful, and through self-selection. At the end of the chapter we discuss diverse issues of ontological engagement: pseudo-ontological engagement and exploitation of ontological engagement.作者: Bereavement 時(shí)間: 2025-3-24 16:05 作者: 擦掉 時(shí)間: 2025-3-24 22:32
https://doi.org/10.1007/978-981-16-5363-6 to ameliorate or to hide, but still keep, the power and control of the educational authority. The issue for many of the Bakhtinian educators, raised by the Enlightenment, is whether free-thinking can emerge from any limited or invisible or dying out authoritarianism . from a dialogue free of coerci作者: daredevil 時(shí)間: 2025-3-24 23:41 作者: collateral 時(shí)間: 2025-3-25 04:55
https://doi.org/10.1057/9780230594746ion of a research . in favor of dialogic research . The concept of research . is based on the . way of knowing (Aristotle, . (R. Crisp, Trans.). Cambridge, UK: Cambridge University Press, 2000; Carr, ., 421–435, 2006), which can be loosely defined as practical wisdom situated in a unique context, an作者: monologue 時(shí)間: 2025-3-25 11:35
Satish Kolluri,Joseph Tse-Hei Leedialogic subjectifying, dialogic problematizing, and dialogic finalizing. In addition, we discuss the status of disagreement in positivist research method and in dialogic research art, claiming that, while agreement is necessary in the positivist approach as a proxy for truth, dialogic research art 作者: Defense 時(shí)間: 2025-3-25 12:44
Conclusions and Future Directions, because it is eventful and ethically charged..We also found that kindling and nurturing students’ . is an omnipresent pedagogical desire of all our Bakhtinian educators. Students’ . meant that students’ lives generate the educational curriculum, in a form of their own inquiries and puzzlements, and作者: Malaise 時(shí)間: 2025-3-25 19:03
Honor Killings in the Twenty-First Centuryn and experimentation, creating professional reflective networks, promoting educational philosophy pluralism, considering the institutionalization of Bakhtinian pedagogy, and, finally, envisioning favorable economic conditions for Bakhtinian pedagogy.作者: 非秘密 時(shí)間: 2025-3-25 23:50 作者: 玉米棒子 時(shí)間: 2025-3-26 01:00 作者: 表主動(dòng) 時(shí)間: 2025-3-26 06:33 作者: Arresting 時(shí)間: 2025-3-26 10:06
Chapter 2.2: Ontological Engagementt types of ontological engagement: extrinsic, intrinsic, eventful, and through self-selection. At the end of the chapter we discuss diverse issues of ontological engagement: pseudo-ontological engagement and exploitation of ontological engagement.作者: ODIUM 時(shí)間: 2025-3-26 16:18
Chapter 2.3: The Educational Vortex in Bakhtinian Pedagogyhe task of the educational vortex is to make students like, if not even passionately love, any academic subject and curricular theme that the society (or the teacher) finds important for them to learn. In this chapter we examine ways that Bakhtinian educators conceptualize and orchestrate an educati作者: BOGUS 時(shí)間: 2025-3-26 17:43
Chapter 2.4: Teacher–Student Power Relations in Bakhtinian Pedagogy to ameliorate or to hide, but still keep, the power and control of the educational authority. The issue for many of the Bakhtinian educators, raised by the Enlightenment, is whether free-thinking can emerge from any limited or invisible or dying out authoritarianism . from a dialogue free of coerci作者: SEEK 時(shí)間: 2025-3-26 22:00
Chapter 2.5: Bakhtinian Pedagogy in Conventional Educational Institutionsfor transformations of the sociocultural contexts; (c) understanding of the primary ownership of education as societal vs. personal; (d) tensions resulting from colonization of Bakhtinian pedagogy by conventional monologic pedagogy; and (e) accepting vs. rejecting the oppressive educational reality.作者: Ischemia 時(shí)間: 2025-3-27 01:27 作者: 食料 時(shí)間: 2025-3-27 08:51
Chapter 3.2: Dialogic and Positivist Research in the Social Sciencesdialogic subjectifying, dialogic problematizing, and dialogic finalizing. In addition, we discuss the status of disagreement in positivist research method and in dialogic research art, claiming that, while agreement is necessary in the positivist approach as a proxy for truth, dialogic research art 作者: DAUNT 時(shí)間: 2025-3-27 11:56 作者: eardrum 時(shí)間: 2025-3-27 15:49 作者: bile648 時(shí)間: 2025-3-27 19:57
Rail Village and Mega-Structure of the humanities and social sciences, there have been many theoretical and research attempts to study Bakhtinian pedagogical ideas and implement them in innovative education practices. However, in our project we attempt to pass the ownership of Bakhtinian pedagogy from mainly Bakhtinian .—scholars作者: 議程 時(shí)間: 2025-3-28 00:30
Allegory, Kinship, and Redemption: , and ,. In this chapter we present two of these teaching cases with their full online discussions. Case#11 (case numbers derive from the order in which they appeared on our discussion online forum—subsequently we started referring to these numbers in our analyses and further dialogues with our colleagues)作者: opinionated 時(shí)間: 2025-3-28 02:20
https://doi.org/10.1057/9780230245433ted on the online discussion forum, but without the online discussion of these cases. We combined two teaching cases (#15 and #18) by the Russian Bakhtinian educator Alexander Lobok into one. The cases were chosen for publication to represent maximum diversity of the Bakhtinian approaches, levels of作者: 幻影 時(shí)間: 2025-3-28 09:08 作者: Proponent 時(shí)間: 2025-3-28 12:17 作者: Immobilize 時(shí)間: 2025-3-28 16:23
Hong Kong Studies Reader Series with a targeted educational subject, so they become active and enthusiastic in studying it. Student engagement is a primary marker of the quality of education. A disengaged student learns little or not at all and often disrupts the teacher and other, engaged students. Progressive educators’ belief 作者: CHECK 時(shí)間: 2025-3-28 19:12
https://doi.org/10.1007/978-981-16-5363-6, even in countries with liberal democracies as their political system (Sidorkin, .. New York, NY: P. Lang, 2002). The teacher–student power relations are hierarchical and authoritarian, where the school authorities define almost all aspects of education for the students. However, authoritarian powe作者: 代理人 時(shí)間: 2025-3-28 23:50 作者: 躲債 時(shí)間: 2025-3-29 04:44
https://doi.org/10.1057/9780230594746e conventional positivist method and dialogic research art. Using Aristotle’s terminology, we claim that the idea of the predefined scientific method, a series of correct steps and procedures that would guarantee arriving at the truth, can be defined as .. Po?esis is such an activity where its goal,作者: 笨拙處理 時(shí)間: 2025-3-29 08:09 作者: 量被毀壞 時(shí)間: 2025-3-29 11:31 作者: Cardioversion 時(shí)間: 2025-3-29 16:31
Conclusions and Future Directions, the monologism of conventional pedagogy. The dialogic framework for most of the Bakhtin-inspired educators means a difference in the ethical approach—that is, treating each other as “a . and each with its own world, [that] combine but are not merged in the unity of the event”; rather than a differe作者: anthropologist 時(shí)間: 2025-3-29 20:06
Conclusions and Future Directions,ogue, each of them accepting one aspect of our research (polyphony or dialogue) as more prominent than the other. In terms of the recruitment of the participants for this project, we may have failed to attract more participants with a strong discursive dialogism approach, and thus failed to focus on作者: 廢除 時(shí)間: 2025-3-30 03:07
Honor Killings in the Twenty-First Centuryments and for securing the societal freedoms and rights for teachers’ authorial pedagogies and learners’ authorial education, both Bakhtinian and non-Bakhtinian, which can be highly diverse and even unique. Our hopes for deepening Bakhtinian pedagogies and freedoms are rooted in the focus of many Ba作者: 善于 時(shí)間: 2025-3-30 08:01 作者: corporate 時(shí)間: 2025-3-30 09:55
Chapter 4.4: Project Participants’ Holistic Judgments About the BookWe conclude the book with the voices of our participants, their last word. These are some of our participants’ holistic judgments about our project.作者: 紳士 時(shí)間: 2025-3-30 15:33 作者: 修改 時(shí)間: 2025-3-30 17:20 作者: 神刊 時(shí)間: 2025-3-30 23:53
Eugene Matusov,Ana Marjanovic-Shane,Mikhail GradovPresents diverse Bakhtinian dialogic pedagogies through a selection of unique teaching cases.Introduces a new paradigm of dialogic polyphonic research art in a critical dialogue about Bakhtinian pedag作者: 得體 時(shí)間: 2025-3-31 04:17 作者: 清楚說話 時(shí)間: 2025-3-31 06:51
https://doi.org/10.1057/978-1-137-58057-3Mikhail M; Bakhtin; educational practitioners; educational dialogue; educational philosophy; ontological作者: APRON 時(shí)間: 2025-3-31 11:10
