Dialogue and boundary learning /:
In an increasingly monologic world of war, exploitation and fear of ℓ́ℓthe otherℓ́ℓ, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education conte...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
Sense Publishers,
2015.
|
| Schriftenreihe: | Educational futures ;
v. 66. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | In an increasingly monologic world of war, exploitation and fear of ℓ́ℓthe otherℓ́ℓ, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. ℓ́ℓThis book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ℓ́ℓauthenticℓ́ℓ dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.ℓ́ℓ ℓ́ℓ Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series. |
| Beschreibung: | 1 online resource. |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789463001601 9463001603 |
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| 505 | 0 | |a Foreword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber?s Dialogic Approach to Education -- Buber?s Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire?s Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and?Responsibility? -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound. | |
| 520 | |a In an increasingly monologic world of war, exploitation and fear of ℓ́ℓthe otherℓ́ℓ, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. ℓ́ℓThis book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ℓ́ℓauthenticℓ́ℓ dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.ℓ́ℓ ℓ́ℓ Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series. | ||
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| contents | Foreword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber?s Dialogic Approach to Education -- Buber?s Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire?s Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and?Responsibility? -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound. |
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| dewey-sort | 3370.1 |
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| discipline | Pädagogik |
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;</subfield><subfield code="v">v. 66</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Vendor-supplied metadata.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Foreword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber?s Dialogic Approach to Education -- Buber?s Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire?s Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and?Responsibility? -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">In an increasingly monologic world of war, exploitation and fear of ℓ́ℓthe otherℓ́ℓ, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. ℓ́ℓThis book is valuable for grounding lifelong learning experiences within an African context. 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| id | ZDB-4-EBA-ocn932622634 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:57Z |
| institution | BVB |
| isbn | 9789463001601 9463001603 |
| language | English |
| oclc_num | 932622634 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource. |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | Sense Publishers, |
| record_format | marc |
| series | Educational futures ; |
| series2 | Educational futures, rethinking theory and practices ; |
| spelling | Rule, Peter Neville, author. Dialogue and boundary learning / Peter Neville Rule. Rotterdam : Sense Publishers, 2015. ©2015 1 online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Educational futures, rethinking theory and practices ; v. 66 Vendor-supplied metadata. Includes bibliographical references. Foreword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber?s Dialogic Approach to Education -- Buber?s Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire?s Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and?Responsibility? -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound. In an increasingly monologic world of war, exploitation and fear of ℓ́ℓthe otherℓ́ℓ, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. ℓ́ℓThis book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ℓ́ℓauthenticℓ́ℓ dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.ℓ́ℓ ℓ́ℓ Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series. English. Learning Philosophy. Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Dialogue. http://id.loc.gov/authorities/subjects/sh85037531 Apprentissage Philosophie. Éducation Philosophie. Dialogue. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Dialogue fast Education Philosophy fast Learning Philosophy fast has work: Dialogue and boundary learning (Text) https://id.oclc.org/worldcat/entity/E39PCFJG4PYMBRRXm6HwYfTFPP https://id.oclc.org/worldcat/ontology/hasWork Print version: Rule, Peter Neville. Dialogue and boundary learning. ©2015 9789463001595 946300159X (OCoLC)928643698 Educational futures ; v. 66. http://id.loc.gov/authorities/names/no2006116379 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1124285 Volltext |
| spellingShingle | Rule, Peter Neville Dialogue and boundary learning / Educational futures ; Foreword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber?s Dialogic Approach to Education -- Buber?s Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire?s Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and?Responsibility? -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound. Learning Philosophy. Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Dialogue. http://id.loc.gov/authorities/subjects/sh85037531 Apprentissage Philosophie. Éducation Philosophie. Dialogue. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Dialogue fast Education Philosophy fast Learning Philosophy fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041014 http://id.loc.gov/authorities/subjects/sh85037531 |
| title | Dialogue and boundary learning / |
| title_auth | Dialogue and boundary learning / |
| title_exact_search | Dialogue and boundary learning / |
| title_full | Dialogue and boundary learning / Peter Neville Rule. |
| title_fullStr | Dialogue and boundary learning / Peter Neville Rule. |
| title_full_unstemmed | Dialogue and boundary learning / Peter Neville Rule. |
| title_short | Dialogue and boundary learning / |
| title_sort | dialogue and boundary learning |
| topic | Learning Philosophy. Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Dialogue. http://id.loc.gov/authorities/subjects/sh85037531 Apprentissage Philosophie. Éducation Philosophie. Dialogue. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Dialogue fast Education Philosophy fast Learning Philosophy fast |
| topic_facet | Learning Philosophy. Education Philosophy. Dialogue. Apprentissage Philosophie. Éducation Philosophie. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Dialogue Education Philosophy Learning Philosophy |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1124285 |
| work_keys_str_mv | AT rulepeterneville dialogueandboundarylearning |