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A Philosophy of SchoolingLearning in Dialogue

A Philosophy of Schooling: Learning in Dialogue [The relationships in schools, dedicated to learning, can be described in terms of ‘conversations’ or ‘dialogue’. Where the dialogue is essentially hierarchical and backward looking, it is broadly conservative; where the dialogue is more egalitarian, uncertain, and forward looking, it is more radical. In the latter group are John Macmurray, Buber, and Noddings. Central to dialogue—notably for Buber—is the role of surprise. Surprise is not an alternative to planning and order in schools, and it is not even an alternative to repetitive practice. It is, instead, that which must be allowed to occur in any dialogic encounter. Schooling that is creative and filled with hope, rather than wholly predetermined, certain and ‘perfect’, will also be surprising.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Philosophy of SchoolingLearning in Dialogue

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References (28)

Publisher
Springer International Publishing
Copyright
© L.J. Stern 2018
ISBN
978-3-319-71570-4
Pages
39 –59
DOI
10.1007/978-3-319-71571-1_3
Publisher site
See Chapter on Publisher Site

Abstract

[The relationships in schools, dedicated to learning, can be described in terms of ‘conversations’ or ‘dialogue’. Where the dialogue is essentially hierarchical and backward looking, it is broadly conservative; where the dialogue is more egalitarian, uncertain, and forward looking, it is more radical. In the latter group are John Macmurray, Buber, and Noddings. Central to dialogue—notably for Buber—is the role of surprise. Surprise is not an alternative to planning and order in schools, and it is not even an alternative to repetitive practice. It is, instead, that which must be allowed to occur in any dialogic encounter. Schooling that is creative and filled with hope, rather than wholly predetermined, certain and ‘perfect’, will also be surprising.]

Published: Feb 20, 2018

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