About: Dialogic learning     Goto   Sponge   NotDistinct   Permalink

An Entity of Type : owl:Thing, within Data Space : dbpedia.org associated with source document(s)

Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.

AttributesValues
rdfs:label
  • Aprendizaje dialógico
  • Dialogic learning
rdfs:comment
  • El aprendizaje dialógico es el resultado del diálogo igualitario; en otras palabras, es la consecuencia de un diálogo en el que diferentes personas dan argumentos basados en pretensiones de validez y no de poder. El aprendizaje dialógico se puede dar en cualquier situación del ámbito educativo y conlleva un importante potencial de transformación social.
  • Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.
sameAs
dct:subject
Wikipage page ID
Wikipage revision ID
Link from a Wikipage to another Wikipage
Link from a Wikipage to an external page
foaf:depiction
  • External Image
foaf:isPrimaryTopicOf
thumbnail
prov:wasDerivedFrom
has abstract
  • El aprendizaje dialógico es el resultado del diálogo igualitario; en otras palabras, es la consecuencia de un diálogo en el que diferentes personas dan argumentos basados en pretensiones de validez y no de poder. El aprendizaje dialógico se puede dar en cualquier situación del ámbito educativo y conlleva un importante potencial de transformación social. Específicamente, el concepto de aprendizaje dialógico (Flecha, 1997) fue desarrollado gradualmente a través de la investigación y la observación respecto a cómo las personas aprenden tanto fuera como dentro de las instituciones educativas, cuando el actuar y el aprender libremente está permitido. En este punto, es importante mencionar las comunidades de aprendizaje, las cuales constituyen un proyecto educativo que tiene por objeto la transformación social y cultural de los centros educativos y sus alrededores, enfatizando la importancia del diálogo igualitario entre todos los miembros de la comunidad, incluyendo a profesorado, estudiantes, familias, entidades y voluntarios. En las comunidades de aprendizaje, resulta fundamental el que todos los miembros de la comunidad estén involucrados ya que, tal y como demuestra la investigación, los procesos de aprendizaje dependen más de la coordinación de todas las interacciones y actividades llevadas a cabo en los diferentes espacios de la vida del aprendiz, tal y como la escuela, el hogar, o lugar de trabajo; y no solamente de las interacciones y actividades desarrolladas en los espacios de aprendizaje formales, como lo son las escuelas; y todo esto independientemente de la edad de los aprendices e incluyendo al profesorado. Siguiendo estas líneas, las “comunidades de aprendizaje” están dirigidas a múltiples contextos de aprendizaje e interacciones con el objetivo de que todos los estudiantes alcancen más altos niveles de desarrollo (Vygotsky, 1995).
  • Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims. The concept of dialogic learning is not a new one. Within the Western tradition, it is frequently linked to the Socratic dialogues. It is also found in many other traditions; for example, the book The Argumentative Indian, written by Nobel Prize of Economics winner Amartya Sen (2005), situates dialogic learning within the Indian tradition and observes that an emphasis on discussion and dialogue spread across Asia with the rise of Buddhism. In recent times, the concept of dialogic learning has been linked to contributions from various perspectives and disciplines, such as the theory of dialogic action (Freire, 1970), the dialogic inquiry approach (Wells, 1999), the theory of communicative action (Habermas, 1984), the notion of dialogic imagination (Bahktin, 1981) and the dialogical self (Soler, 2004). In addition, the work of an important range of contemporary authors is based on dialogic conceptions. Among those, it is worth mentioning authors like Jack Mezirow (1990, 1991, 2000) and his transformative learning theory; Michael Fielding (2001), who sees students as radical agents of change; Timothy Koschmann (1999), who highlights the potential advantages of adopting dialogicality as the basis of education; and Anne C. Hargrave (2000), who demonstrates that children in dialogic-learning conditions make significantly larger gains in vocabulary, than do children in a less dialogic reading environment. Specifically, the concept of dialogic learning (Flecha, 2000) evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. At this point, it is important to mention the "Learning Communities", an educational project which seeks social and cultural transformation of educational centers and their surroundings through dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. In the learning communities, it is fundamental the involvement of all members of the community because, as research shows, learning processes, regardless of the learners' ages, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners' lives, like school, home, and workplace, than only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the "Learning Communities" project aims at multiplying learning contexts and interactions with the objective of all students reaching higher levels of development (Vygotsky, 1978).
http://purl.org/voc/vrank#hasRank
is Link from a Wikipage to another Wikipage of
is Wikipage redirect of
is foaf:primaryTopic of
Faceted Search & Find service v1.17_git39 as of Aug 09 2019


Alternative Linked Data Documents: PivotViewer | iSPARQL | ODE     Content Formats:       RDF       ODATA       Microdata      About   
This material is Open Knowledge   W3C Semantic Web Technology [RDF Data] Valid XHTML + RDFa
OpenLink Virtuoso version 07.20.3235 as of Jun 25 2020, on Linux (x86_64-generic-linux-glibc25), Single-Server Edition (61 GB total memory)
Data on this page belongs to its respective rights holders.
Virtuoso Faceted Browser Copyright © 2009-2020 OpenLink Software