Group items tagged

cognition is situated in particular social contexts (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991); knowing is distributed across groups (Cole, 1991; Perkins, 1993); and learning takes place in communities (Lipman, 2003; Scardemalia & Bereiter, 1996; Wenger, 1998).

"a space where conversation can occur

the integration of concrete experience and abstract thought; the integration of reflection and action; the spiral nature of these two; the relationship between separate and connected knowing; and the balance between collaboration and leadership.

The learning process must be constituted as a dialogue between tutor and student" (1993, p. 94)

Community of Practice and Community of Inquiry theory

The Community of Inquiry model is based not on the Community of Practice model but, at least in part, on Lipman's work with children (2003) in which "tutor and children collaborate with each other to grow in understanding, not only of the material world, but also of the personal and ethical world around them" (Wegerif, 2007, p. 139)

Although reflective dialogue has strong connections with Lipman's notion of multidimensional thinking, in that reflection allows synthesis, there may be difficulties with the use of this term as it has been used elsewhere with different connotations (Brookfield, 1995; Schon, 1983).

Yet students often find this kind of thinking difficult to express when they are learning something new, perhaps because emerging ideas are very vulnerable to criticism

the dialogic space is broadened to include other types of dialogue which contribute to the development of understanding yet which are easier for students to express. Creative dialogue opens up a reflective space in which issues can be explored with encouragement and trust.

Another technique is "thought shower" - similar to but perhaps less intense than brainstorming - in which even implicit judgement is suspended. Creative thinking, or dialogue, is not the same as creativity, which is often associated with art and design, yet it appears to have an important role in discovery

A third aspect of this reflective space is caring dialogue,

each of the participants really has in mind the other or others in their present and particular being, and turns to them with the intention of establishing a living mutual relation between himself and them."

Buber calls this intersubjectivity

The focus is on listening and understanding (Bakhtin, 1986), or reading and understanding in an asynchronous online environment

Caring thinking also includes caring about the topic or subject (Lipman, 2003, p. 262), which Sharp (2004) calls pedagogic caring,

Identifying (information responsive): Students explore the knowledge base of the discipline in response to questions or lines of inquiry framed by teachers ("What is the existing answer to, or current state of knowledge on, this question?") Pursuing (information active): Students explore a knowledge base by pursuing their own questions and lines of inquiry ("What is the existing answer to, or current state of knowledge on, my question?") Producing (discovery responsive): Students pursue open questions or lines of inquiry, framed by tutors or clients, in interaction with a knowledge base ("How can I answer this open question?") Authoring (discovery active): Students pursue their own open questions and lines of inquiry, in interaction with a knowledge base ("How can I answer my open question?") (Levy, 2009).

The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance

he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art.  achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.

something transformative in the teacher-student relationship is needed.

ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.

since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.

he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology