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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

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Dialectic and Dialogic: The essence of a Vygotskian Pedagogy 1698

Daniels H., PhD, Professor, Fellow of Green Templeton College, Department of Education, Oxford, Great Britain, harry.daniels@education.ox.ac.uk
Abstract
This paper explores the use of the concepts "dialogic" and "dialectical" with respect to the development of a form of pedagogy which deserves the descriptor "Vygotskian". The Russian word obuchenie is often translated into English as instruction. The cultural baggage of a transmission based pedagogy is easily associated with obuchenie in its guise as "instruction". Davydov's translator suggests that teaching or teaching learning is more appropriate as the translation of obuchenie in that it refers to all the actions of the teacher in engendering cogntive development and growth. It is in the heart of this — very Russian — conception of "teaching-learning" that lies a vision of dialectical processes which embody internal and between person dialogues. This paper takes of the challenge of articulating the pedagogic basis of such a vision.

Keywords: Dialogue, Dialectic, Pedagogy, Contradiction, Vygotsky

Column: Vygotskology

For Reference

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