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Vygotsky and Dialogic Pedagogy 5172
, PhD, Professor, Fellow of Green Templeton College, Department of Education, Oxford, Great Britain, firstname.lastname@example.org
This article explores differences in the meaning and pedagogic implications of the terms 'dialogic' and 'dialectical'. This is set within a consideration of a wider understanding of Vygotsky's understandings of medi¬ation within pedagogic relations. The model of mutual shaping of person and social situation is taken as the main thrust of an argument which posits the Russian term for the processes of teaching and learning, 'obuche¬nie' as a dialogic conception of pedagogy which encompasses not only a dialectical understanding of the social relations of schooling but also of conceptual development. It is argued that these ideas present significant chal¬lenges to educators. However resort to transmission based pedagogies as a retreat from the demands of 'obuchenie' are not seen as the answer if democratic solutions to mass education are sought. It is well known that some learners come to school well prepared to mange ineffective instruction. They would benefit much more from dialogic engagement with their teachers' understanding of the world and those who are not suitably prepared to manage inappropriate instruction would be given genuine opportunities to learn.
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