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Towards dialogic metaphors of learning and development: from acquisition of facts to promoting authoring
Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.ORCID-id: 0000-0002-0349-9682
Göteborgs universitet.
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Learning and development generally cannot be observed per se. As scholars we have to draw conclusions about such central psychological processes by making inferences from indicators of some kind. This implies that metaphors play a central role when we make such phenomena into objects of analysis. Dominant conceptions view learning as a means of achieving a pre-given endpoint understood in terms of mastery of fixed skills. In sociocultural and pragmatist perspectives such an interpretation appears as reductionistic, due to its finalizing character and the assumption of a closure of epistemological meaning-making. As an alternative, education, learning and development may be conceptualized metaphorically as increasing capacities of cultural and dialogic participation. We discuss and exemplify a number of significant learning metaphors, suggesting alternative and competing conceptions of learning and development, which contribute to dialogic growth as an element of education and everyday practices. 

sted, utgiver, år, opplag, sider
2018.
HSV kategori
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URN: urn:nbn:se:hkr:diva-19134OAI: oai:DiVA.org:hkr-19134DiVA, id: diva2:1295079
Konferanse
SIG25 Educational Theory and SIG17 Methods in Learning Research, EARLI: August 27-28.
Tilgjengelig fra: 2019-03-10 Laget: 2019-03-10 Sist oppdatert: 2019-03-19bibliografisk kontrollert

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  • en-GB
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  • sv-SE
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