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Journal articles on the topic 'Dialogic thinking framework'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Sapkota, Chet Narayan. "Euphemization and Derogation in Teacher Students’ Dialogic Discourse: A Critical Discourse Analysis." Madhyabindu Journal 8, no. 1 (2023): 33–50. http://dx.doi.org/10.3126/madhyabindu.v8i1.56882.

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Critical discourse analysis (CDA) has become a widely used academic research method in the social, political, educational, and linguistic sciences. This paper aims to explain how teacher-student dialogic discourse is presented and evaluated differently to persuade the students. Van Dijk's (2004) framework, is used to identify discursive structures that lead to ideologically based parochial, context, ideology, and social cognition. The CDA of the teacher students’ dialogic discourse has highlighted the reality that ideologies are expressed, performed, sustained, and inculcated through discursiv

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Do Carmo, Gisleine, Vânia Aparecida Rezende, Camila de Assis Silva, José Roberto Pereira, and Cristiane Aparecida Da Silva. "Thinking Social Management from the Epistemologies of the South." Revista de Gestão Social e Ambiental 18, no. 1 (2023): e04421. http://dx.doi.org/10.24857/rgsa.v18n1-049.

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Research objective: To make theoretical approximations between the field of Social Management and Southern Epistemologies.  Theoretical framework: Social Management represents an alternative to hegemonic organizational thinking. Through public spheres, permeated by participatory and dialogic actions, the aim is to serve the common good of society. Southern Epistemologies represent an alternative to the epistemological paradigm of modern science, the colonial, patriarchal and capitalist side.  Results: Just as Social Management seeks emancipation as its purpose, Southern

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Bourdage Reninger, Kristin, and Lisa Rehark. "Discussions in a Fourth-Grade Classroom: Using Exploratory Talk to Promote Dialogic Identities." Language Arts 86, no. 4 (2009): 268–79. http://dx.doi.org/10.58680/la20096991.

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In this article, we address the ways children collaborate to inquire about text in the context of group discussions, addressing the question: How do students stay on-topic and sustain their discussions of text? We speculate that a framework for dialogic discourse, referred to as exploratory talk, allows students to understand that discussions of text are about collaborating, thinking together, asking questions, and reasoning about the text or a topic related to the text.

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Angeles, Moses Aaron. "Inner Dimensions of Truth: Paradigms for the Faith and Mission of Catholic Education." Scientia - The International Journal on the Liberal Arts 12, no. 2 (2023): 72–85. http://dx.doi.org/10.57106/scientia.v12i2.166.

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The paper examines the inner dimensions of truth by investigating Jewish-Christian Scriptures, Doctors of the Church (Augustine, Aquinas, and Bonaventure), and Pontiffs (John Paul II and Benedict XVI). Through phenomenological and dialogic thinking, the inner dimension of truth is surfaced as personal and interior enlightenment and divine revelation (Scriptures), as dialogical communications (Benedict XVI), as God's grace bestowing perpetual liberation (Augustine and John Paul II) as the realization that man is a manifestation of God (Aquinas), as action (Scriptures and Bonaventure) as recipro

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Pauline, P. L. Chin. "Learning Takes Flight: Empowering Growth through Dialogic Teaching in Individual Badminton Lessons." Education Quarterly Reviews 6, no. 3 (2023): 224–36. https://doi.org/10.31014/aior.1993.06.03.777.

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In the dynamic landscape of education, characterised by the need for resilience, the convergence of dialogic teaching and the passion for badminton presents a pathway to profound learning experiences. This article explores the intersection of these two realms, highlighting the invaluable insights and synergies they contribute within a robust educational framework. This qualitative investigation involves two experienced teachers and three Year 12 student athletes actively engaged in dialogic-based lessons. The data collection process encompasses recorded observations and interviews with the tea

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Antunes, Luiz G., Brasilina Passarelli, and Sushila V. Claro. "LARGE LANGUAGE MODELS AS SOCRATIC MENTORS: TRANSFORMING EDUCATIONAL APPROACHES FOR EPISTEMIC DEVELOPMENT." ARACÊ 7, no. 5 (2025): 24921–36. https://doi.org/10.56238/arev7n5-229.

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This paper examines how Large Language Models (LLMs) can transform educational approaches by functioning as Socratic mentors rather than mere information providers. Drawing on dialogic pedagogy and constructivist learning theories, we propose a framework positioning LLMs as epistemological catalysts that emphasize epistemic agency, perspective multiplicity, and metacognitive development. The implementation of LLMs as Socratic mentors faces challenges including accuracy concerns, bias, transparency issues, and ethical considerations. Comparative analysis with traditional educational methods rev

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Dacey, Austin. "Come Now, Let Us Reason Together." Informal Logic 40, no. 1 (2020): 47–76. http://dx.doi.org/10.22329/il.v40i1.6024.

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In defending a new framework for incorporating metacognitive debiasing strategies into critical thinking education, Jeffrey Maynes (2015; 2017) draws on ecological rationality theory to argue that in felicitous environments, agents will achieve greater epistemic success by relying on heuristics rather than more ideally rational procedures. He considers a challenge presented by Mercier and Sperber’s (2011; 2017) “interactionist” thesis that individual biases contribute to successful group reasoning. I argue that the challenge can be met without assuming an individualist ideal of the critical th

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Chen, Ming-Kuo, Chia-Ming Hsueh, Wen-Wei Chiang, Kun-I. Chiu, and Yi-Huang Shih. "Paulo Freire’s dialogic pedagogy and the democratization of pedagogy in Taiwan’s higher education: Challenges and possibilities." Edelweiss Applied Science and Technology 9, no. 5 (2025): 1264–73. https://doi.org/10.55214/25768484.v9i5.7134.

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This paper advocates for the application of Brazilian educator Paulo Freire’s theory of dialogic education as a critical and transformative framework for reimagining the possibilities of democratic pedagogy within higher education. Freire emphasized that education should be rooted in dialogue, conscientização (critical consciousness), and participatory learning, rejecting the passive conception of learners as mere recipients of knowledge. The integration of Freire’s theory into Taiwan’s higher education context presents an opportunity for academic communities to critically examine prevailing p

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Suharmono. "Hermeneutika Dialogis sebagai Basis Filosofis dalam Fiksyen dan Sejarah, Suatu Dialog Karya Umar Junus." SASDAYA: Gadjah Mada Journal of Humanities 7, no. 1 (2023): 15–38. http://dx.doi.org/10.22146/sasdaya.v7(1).15-38.

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This study aims to explain dialogical hermeneutics, one of the scientific paradigms that can bridge the confusion of thinking in explaining the relationship between literature and reality/history. The material object used is Fiction and History of Dialogue, while the formal object is the dialogical hermeneutic paradigm in the book. The purpose of this study is to describe the basic assumptions; model; and the concepts that make up dialogic hermeneutics. The theoretical framework and method used as the basis for the analysis are Thomas Khun's thoughts related to paradigms. The results of the re

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Suharmono. "Hermeneutika Dialogis sebagai Basis Filosofis dalam Fiksyen dan Sejarah, Suatu Dialog Karya Umar Junus." Sasdaya: Gadjah Mada Journal of Humanities 7, no. 1 (2023): 15–38. http://dx.doi.org/10.22146/sasdaya.7107.

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This study aims to explain dialogical hermeneutics, one of the scientific paradigms that can bridge the confusion of thinking in explaining the relationship between literature and reality/history. The material object used is Fiction and History of Dialogue, while the formal object is the dialogical hermeneutic paradigm in the book. The purpose of this study is to describe the basic assumptions; model; and the concepts that make up dialogic hermeneutics. The theoretical framework and method used as the basis for the analysis are Thomas Khun's thoughts related to paradigms. The results of the re

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Eith, Christine, and Denise Zawada. "Framework for Integrating Generative AI Into Statistical Training in Doctor of Education Programs." Impacting Education: Journal on Transforming Professional Practice 10, no. 1 (2025): 57–65. https://doi.org/10.5195/ie.2025.518.

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This paper proposes a framework for integrating generative artificial intelligence (AI) tools into statistical training for Doctor of Education (EdD) students. The rigorous demands of doctoral education, coupled with the challenges of learning complex statistical software and coding language, often lead to anxiety and frustration among students, particularly those in part-time or online programs. This article explores how generative AI can serve as a scaffold for learning, potentially mitigating statistics anxiety and enhancing students’ abilities to focus on core statistical concepts rather t

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Wallace-Casey, Cynthia. "Podcasts as Teacher Talk in Historical Thinking." Historical Encounters: A Journal of Historical Consciousness, Historical Culture, and History Education 11, no. 2 (2024): 72–97. http://dx.doi.org/10.52289/hej11.206.

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One of the challenges associated with preparing teacher-candidates to teach historical thinking involves moving away from narrative practices that inhibit explicit use of historical thinking concepts. One belief is that if teachers are able to demonstrate out loud how historians work with primary sources—and thus model historical reasoning through the use of historical thinking strategies—they can better assist their students to arrive at more complex understandings about the constructed nature of history. Indeed, as van Boxtel and van Drie (2018) have argued, how teacher-candidates make sense

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Daryanto, Taufiq, Xiaohan Ding, Lance T. Wilhelm, Sophia Stil, Kirk McInnis Knutsen, and Eugenia H. Rho. "Conversate: Supporting Reflective Learning in Interview Practice Through Interactive Simulation and Dialogic Feedback." Proceedings of the ACM on Human-Computer Interaction 9, GROUP (2025): 1–32. https://doi.org/10.1145/3701188.

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Job interviews play a critical role in shaping one's career, yet practicing interview skills can be challenging, especially without access to human coaches or peers for feedback. Recent advancements in large language models (LLMs) present an opportunity to enhance the interview practice experience. Yet, little research has explored the effectiveness and user perceptions of such systems or the benefits and challenges of using LLMs for interview practice. Furthermore, while prior work and recent commercial tools have demonstrated the potential of AI to assist with interview practice, they often

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BENDRAOU, RACHID. "Critical Pedagogy: Investigating Critical Thinking Skills and Active Citizenship through Discourse Analysis in a Moroccan EFL Textbook." International Journal of English Language Studies 6, no. 1 (2024): 98–109. http://dx.doi.org/10.32996/ijels.2024.6.1.10.

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Critical pedagogy is an educational philosophy that aims to empower individuals and promote significant societal change. Paulo Freire emphasized the importance of using a dialogic approach as a teaching method to increase students' understanding of social issues by exposing them to difficult learning situations. Through this process, students cultivate their creativity, capacity for problem-solving, sociological consciousness, and advanced cognitive abilities. Therefore, curriculum designers should integrate pedagogical practices that conform to the identical standards of teacher-student rappo

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Firdaus, Muliawan, and Mukhtar Mukhtar. "Reconstructing Multivariable Calculus Learning through Mathematical Discourse for Conceptual and Procedural Understanding." Journal Evaluation in Education (JEE) 6, no. 1 (2025): 45–54. https://doi.org/10.37251/jee.v6i1.1327.

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Purpose of the study: This study aims to evaluate the effectiveness of a mathematical discourse methodology in enhancing conceptual understanding and procedural application in Multivariable Calculus among undergraduate mathematics education students. Methodology: A mixed-methods study design was employed, combining pre-tests, post-tests, classroom recordings, and focus group discussions. Quantitative analysis included paired t-tests and MANOVA, while qualitative data were analyzed using Sfard’s (2008) coding framework. A pilot study validated the instruments with high internal consistency (Cro

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Hartig, Alissa J. "Connecting Disciplinary and Linguistic Knowledge in Concept-Based Language Instruction." Language and Sociocultural Theory 10, no. 2 (2025): 169–92. https://doi.org/10.3138/lst-2024-0018.

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Disciplinary ways of thinking and communicating are connected, and this relationship presents challenges for concept-based language instruction that is embedded in specific disciplines. While some disciplinary concepts are simply relevant to the surrounding discourse, others play a fundamental role in organizing how experts think and communicate in their fields. These discourse-structuring concepts can play a useful role in discipline-embedded concept-based language instruction. This article illustrates how one such concept was integrated in the context of a legal writing course, using the cog

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Sun, Wanting, Jinghe Han, Christina Curry, and Kay Carroll. "Pedagogy in Teaching through English Medium Instruction—Academics’ Cases in a Chinese University." Sustainability 15, no. 14 (2023): 10942. http://dx.doi.org/10.3390/su151410942.

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As a result of two decades of development, the trajectory of English medium instruction (EMI) research has moved from the identification of problems towards a focus on pedagogy. In response to studies in the literature claiming that the dominant approach in EMI pedagogy is the direct transmission of knowledge, and calls for research investigating classroom discourse in EMI teaching, this study explores the pedagogical features enacted by bilingual EMI academics in a Chinese university’s EMI program. The participants were four academics who were teaching a subject in parallel across both EMI an

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Latyshev, Oleksandr. "SYSTEM PRINCIPLES AND MECHANISMS OF REFLECTION." PSYCHOLOGICAL JOURNAL 8, no. 2 (2022): 74–84. http://dx.doi.org/10.31108/1.2022.8.2.7.

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The article examines the principles and mechanisms of system components of the processes of reflection, which provide the subject with access to his inner world, to his thoughts. The processes of reflection are implemented in a circuit that contains the subject's inner world covered by feedback. The reflection circuit is closed through the sensory (associative) zones of the cerebral cortex. This eliminates the problem of the subject's perception of images of representations – that is, the results of his mental activity in the forms and modalities of perception of the external world – without t

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Bader, Svitlana, and Mariia Pochynkova. "Formation of critical thinking personality in the context of the value-sense educational paradigm." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (358) (2023): 35–44. http://dx.doi.org/10.12958/2227-2844-2023-4(358)-35-44.

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The article is devoted to the problem of the formation of critical thinking of an individual in the context of the value-sense paradigm of education. The authors provide a thorough description of the essence of the value-sense educational paradigm, the leading ideas of which are defined as: the natural urge of the individual to learn based on internal meanings without presenting ready-made knowledge and facts, but through meaningful learning and “discovery” of knowledge; personality is unique and unique with its own set of values and meanings, and also, in fact, personality produces values and

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Costa, Idevania. "Are nurses being heard? The power of Freirean dialogue to transform the nursing profession." International Health Trends and Perspectives 2, no. 2 (2022): 217–22. http://dx.doi.org/10.32920/ihtp.v2i2.1651.

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Nurses need to acquire knowledge about interactive communication, apply critical thinking in prevention and management of illness, and act as patient advocates especially among marginalized and vulnerable populations. This three-pronged approach usually begin during their student years and should include a dialogue framework for use during nursing encounters with patients, family members, and other healthcare providers and for improving the safety and effectiveness of patient care. Therefore, the nursing curriculum should not only include topics related to illness prevention and management, bu

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Nachowitz, Marc, and Nancy Brumer. "Teaching the Talk, Not the Text." Voices from the Middle 22, no. 1 (2014): 15–21. http://dx.doi.org/10.58680/vm201426060.

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This article reports a research investigation into using digital tools to teach students to talk well and to build a talking community. Dialogic approaches to literacy instruction, where reading, writing, and speaking are used to build students' literary thinking and understanding, have a strong effect on improving students' understanding of literature. A knowledge-building framework“a theory of learning gaining momentum in studies of learning in science and mathematics classrooms, but largely untested on language arts teaching and learning” emphasizes progressive discourse and was used in a s

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Daly, Caroline, Linda Davidge-Smith, Chris F. Williams, and Catherine E. Jones. "Is there hope for action research in a ‘directed profession’?" London Review of Education 18, no. 3 (2020): 339–55. http://dx.doi.org/10.14324/lre.18.3.02.

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In this conceptual article, we explore the idea that neo-liberalism has created a ‘directed profession’ with consequences for action research. There are dominant discourses of compliance and performativity which have diminished teachers’ capacity to ask research questions that are disruptive of existing orthodoxies and restricted curriculum and pedagogical models. The article explores the implications of this for teachers as they reflect on practice and wish to make meaningful change to learning and teaching. It has been written from the perspective of four teacher educators who have first-han

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Romenti, Stefania, Grazia Murtarelli, and Chiara Valentini. "Organisations' conversations in social media: applying dialogue strategies in times of crises." Corporate Communications: An International Journal 19, no. 1 (2014): 10–33. http://dx.doi.org/10.1108/ccij-05-2012-0041.

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Purpose – The aim of this paper is to develop and test a theoretical framework, grounded in managerial and organisational theories of dialogue, through which organisations can take decisions in relation to the most appropriate crisis response strategies for handling social media stakeholders. Design/methodology/approach – The theoretical framework is developed through a conceptual analysis of literature on dialogue, social media and crisis communication. The theoretical framework is then tested in eight different international organisations experiencing a crisis. For each case, different web c

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Szyling, Grażyna. "Images of the Educational Dialogue of Meanings Occurring in the Portfolio of Early Education Students." Horyzonty Wychowania 21, no. 60 (2022): 33–45. http://dx.doi.org/10.35765/hw.2022.2160.05.

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RESEARCH OBJECTIVE: The aim of this paper is to identify and characterise the specifics of the dialogue of meanings occurring in the portfolio of early education students, considered in the context of the possibilities of educating teachers. THE RESEARCH PROBLEM AND METHODS: The considerations focus on two research problems: What content of the portfolio of early education students demonstrates that they engage the dialogue of meanings with educational issues and their own school experience? What shape does the knowledge about the world as reconstructed by teacher entrants take? To analy

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Singh, Amrendra K., and Tulasi Das Majhi. "Bridging Language Pedagogy and Indian Philosophical Insights: An Analytical Exploration." Journal of Education Culture and Society 16, no. 1 (2025): 39–56. https://doi.org/10.15503/jecs2025.2.39.56.

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Aim. Contrary to other philosophical paradigms, language, according to Indian philosophical traditions such as Vedanta, Nyaya, and Mimamsa, becomes a very complex set of human affairs in which we find existence, reality, and meaning, through which we may realize the nature of both human beings and existence around them. Methods. The Upanishadic traditions of dialogue on existential inquiry; the precision of Sanskrit in denoting abstract concepts; and the pedagogy of the Gurukula system that creates an immersive environment for textual engagement in which the close interaction of students with

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Nowotniak, Justyna. "Rosnące znaczenie ewaluacji w zmieniającej się rzeczywistości społeczno-politycznej." Kultura i Edukacja 143, no. 1 (2024): 42–59. http://dx.doi.org/10.15804/kie.2024.01.03.

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The article focuses on evaluation, which remains of unflagging popularity and interest in many scientific disciplines and areas of social life. The article is divided into three parts. Firstly, it attempts to outline the variety of theoretical contexts of the relationship between education, science, evaluation and state policy in this respect. The second part presents arguments for the need to practice educational (seflevaluation) – especially its dialogic forms in schools, resulting from the experience gained in connection with the COVID-19 pandemic, including the results of research carried

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Nicol, Christian, Emmanuel Gakuba, and Gonzague Habinshuti. "An Overview of Learning Cycles in Science Inquiry-based Instruction." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (2020): 76–81. http://dx.doi.org/10.4314/ajesms.v16i2.5.

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While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. Whi

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Nicol, Christian, Emmanuel Gakuba, and Gonzague Habinshuti. "An Overview of Learning Cycles in Science Inquiry-based Instruction." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (2020): 76–81. http://dx.doi.org/10.4314/ajesms.v16i.2.5.

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While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. Whi

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Nambi, Rebecca. "Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees." East African Journal of Education Studies 7, no. 4 (2024): 257–71. http://dx.doi.org/10.37284/eajes.7.4.2297.

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The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A co

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De Laat, Maarten, Mike Chamrada, and Rupert Wegerif. "Facilitate the Facilitator." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 80–86. http://dx.doi.org/10.54337/nlc.v6.9294.

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This paper is part of an ongoing European research project, called ARGUNAUT. We would like to present some of our findings regarding the development of online awareness tools supporting the moderator to best facilitate online discussions. The ARGUNAUT system is based on synchronous learning and embeds an integrated suite of tools in order to set up and moderate synchronous discussions. Our focus in this paper is on the Moderators Interface (MI), which is a tool especially designed for the moderator. This tool allows moderators to log on to one or more ongoing discussions and provides the moder

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St John, Oliver. "Social Inclusion Through Multilingual Assistants in Additional Language Learning." Social Inclusion 11, no. 4 (2023): 145–55. http://dx.doi.org/10.17645/si.v11i4.7337.

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The aim of this study is to evaluate and explore the deployment of adult migrants’ first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden’s Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students’ efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students’ L1s. The ensuing research study set out to investigat

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Kent, Michael L., and Maureen Taylor. "Fostering Dialogic Engagement: Toward an Architecture of Social Media for Social Change." Social Media + Society 7, no. 1 (2021): 205630512098446. http://dx.doi.org/10.1177/2056305120984462.

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Dialogic theory and engagement hold great potential as frameworks for thinking about how social media can facilitate public discussions about social issues. Of course, having the potential for dialogue is very different than finding actual instances of dialogic engagement. This article explores the philosophical and technical features of dialogue that need to be present for social media to be used dialogically. Through the metaphor of “architecture,” this article reimagines dialogic communication through social media. We introduce four design frameworks including user expectations, engagement,

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Gontijo, Daniela Tavares, and Maria Eliete Santiago. "Autonomia e Terapia Ocupacional : reflexões à luz do referencial de Paulo Freire/Autonomy and occupational therapy: reflections in the light of Paulo Freire’s framework." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 4, no. 1 (2020): 2–18. http://dx.doi.org/10.47222/2526-3544.rbto31474.

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A Terapia Ocupacional caracteriza-se pela multiplicidade de saberes e práticas direcionadas para a construção da autonomia que são direcionadas por diferentes referenciais teórico-metodológicos. Na atualidade, especialmente no contexto latino-americano, observa-se a ampliação das discussões sobre perspectivas críticas na Terapia Ocupacional, que apesar de sua pluralidade, de uma forma geral, dialogam com as obras de Paulo Freire. Este editorial tem como objetivo refletir sobre possíveis contribuições da Pedagogia Paulo Freire para a construção de práticas direcionadas à autonomia no contexto d

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Raffaghelli, Juliana E., and Patrizia Ghislandi. "Quality, that complex issue." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 236–44. http://dx.doi.org/10.54337/nlc.v9.8994.

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The definition of quality of networked learning (NWL) has been developed a decade ago by the E-Quality Network (2002); according to it, quality NWL should be achieved by promoting interconnected learning in technologically enhanced learning environments. Since that moment, new concepts that could be connected to the conceptual framework for eQuality emerged, including NWL as complex practice requiring design interventions; the idea of operating in contextualized learning cultures; and the need of thinking on interconnections as reflective, dialogic and inclusive relations. This constitutes tod

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Parviz, Maftoon, and Sabah Somayyeh. "BRAIN Journal - A Critical Look at the Status of Affect in Second Language Acquisition Research: Lessons from Vygotsky's Legacy." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 3, no. 2 (2012): 36–42. https://doi.org/10.5281/zenodo.1043267.

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ABSTRACT The phenomenon of affect and its relationship to second language learning is well-known and has been experienced by most language learners. One of the main debates that has recently appeared in the Second Language Acquisition (SLA) literature is related to the status of affective factors in this domain. The present paper attempts at mulling over the current controversies over affect with a special attention to Vygotsky’s account of the matter.

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De Medeiros, Ana Clara Magalhães, Augusto Rodrigues Da Silva Junior, and Rafael Lima Lobo dos Santos. "Esaú e Jacó, a história dos subúrbios machadiana: fisiognomias de um Brasil carnavalizado// Esau and Jacob, the history of the Machadian suburbs: physiognomies of a carnavalized Brazil." O Eixo e a Roda: Revista de Literatura Brasileira 32, no. 1 (2023): 48. http://dx.doi.org/10.17851/2358-9787.32.1.48-65.

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Resumo: o presente artigo analisa o romance Esaú e Jacó, de Machado de Assis, publicado em 1904, a partir do Morro do Castelo, tomado por nós como “imagem de pensamento” para uma leitura histórica e carnavalizada da narrativa assinada pelo Conselheiro Aires. A expressão destacada é de Walter Benjamin, pensador angular para o desenvolvimento do conceito de “fisiognomia”, termo estruturante de nosso pensamento, elaborado pelo crítico germano-brasileiro Willi Bolle. A noção de geopoesia, aqui entendida como prática teórica e literária que focaliza as margens artísticas e intelectuais, em suas exp

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Ciocan, Maria. "Creating Synergy in English Language Teaching: Merging Classical Techniques with Contemporary Practices." DIALOGO 11, no. 1 (2024): 81–89. https://doi.org/10.51917/dialogo.2024.11.1.5.

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This article explores the integration of classical and contemporary approaches in English Language Teaching (ELT) to address the diverse needs of learners in a globalized world. Classical methods, such as the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, emphasize linguistic accuracy and foundational skills, while contemporary practices, including Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Blended Learning, prioritize fluency, engagement, and real-world communication. By synergizing these methodologies, educators can create a

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Chernik, Valerii, Julia Afonkina, Tatiana Kuzmicheva, Elena Merzliakova, Kirsten E. Stien, and Anne B. Reinertsen. "Explorations Across National Borders: Wor(l)ding Differences Together." Qualitative Inquiry 26, no. 7 (2019): 878–88. http://dx.doi.org/10.1177/1077800419879186.

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In this article, we explore expansions of our perspectives on pedagogical phenomena in Early Childhood Education through textual- and meta-textual encounters and open-ended dataphilosophy. This implies experimenting with our epistemic understandings of pedagogies and pedagogical research and the ontological models that we have brought to bear. The texts revolve around working doubts, development of pedagogical thoughts and research, and formation of mental images, worldviews, and values. Researchers from Russia and Norway write texts potentializing the shaping of other configurations of—and mo

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Arefievа, Yelizaveta. "Stravinsky's Compositio as a Synthetic Reality of the World Vision." Bulletin of KNUKiM. Series in Arts, no. 40 (June 5, 2019): 87–93. https://doi.org/10.31866/2410-1176.40.2019.172682.

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Inside radicalism and dramatism of composition as a space of cultural construction, leans toward primary choreic syncretic affects, and Stravinsky associated it with the space of European and Atlantic culture and found a universal form of dialogue between various styles, genres and eras. There were dialogues where the composer found his other alter ego. Thus, the multidimensionality arises in the reflexive gist of musical idea. Therefore, “Dialogues” by I. Stravinsky remains relevant as a universal form of dialogue of the musical space. The purpose of the article is to determine th

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Rajendran, Charlene. "Becoming a FaciliActor: Playing at fiction on the borderlines of culture." Applied Theatre Research 8, no. 2 (2020): 245–57. http://dx.doi.org/10.1386/atr_00041_1.

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This article interrogates the idea of the drama educator as a FaciliActor within the sociocultural and political context of Singapore, drawing on Jacques Ranciere’s (2015) notions of fiction and dissensus to examine how the FaciliActor can expand the potential of play-based embodied learning. The term FaciliActor, coined to combine facilitator and actor capacities, and thereby emphasize the acting skills involved in facilitating a dynamic drama process, points to imaginative options that drama educators negotiate when planning and executing their roles. In particular, it highlights an educator

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Smajović, Amina. "Promoting Wisdom in the General Gymnasium Curriculum." Društvene i humanističke studije (Online) 7, no. 2(19) (2022): 529–50. http://dx.doi.org/10.51558/2490-3647.2022.7.2.529.

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Conflicts increasingly waged at the request of one's ego are taking on socially significant proportions. The real manifestation of ethics pays attribute to wisdom. Pedagogical activities complemented by wisdom help students use knowledge to promote the idea of the common good. Therefore, we believe that the development of wisdom should become a vital goal of upbringing and education. In the research, we tried to determine whether the components of clever thinking are integrated into the curricular content of subjects. The analysis showed that reflective, dialogical, and dialectical thinking, a

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Hernán, Tena Cortés. "Integrating Complex Thinking and Emotional Intelligence in Digital Language Learning: A Psycho-Emotional Framework for Second Language Acquisition." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 04, no. 05 (2025): 928–39. https://doi.org/10.5281/zenodo.15429972.

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This article explores the integration of Complex Thinking and emotional intelligence in digitally mediated second language acquisition (SLA) among adult learners. Grounded in Edgar Morin’s epistemological paradigm, the study employs a qualitative case study with an interpretative phenomenological approach to examine the emotional barriers experienced by 30 Spanish-speaking adult learners enrolled in an online English academy. Through the use of digital self-perception questionnaires, computer-mediated anxiety and motivation scales, semi-structured interviews, and platform interaction log

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Schübel, Thomas. "The Gestalt of Gestalt pedagogy." Gestalt Theory 46, no. 1 (2024): 51–62. http://dx.doi.org/10.2478/gth-2024-0006.

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Summary Applied Gestalt theory in the tradition of Gestalt psychology on the one hand and Gestalt pedagogy in the tradition of Gestalt therapy on the other hand are two different ways of thinking about education. Gestalt pedagogy proves to be compatible in many ways with current positions in education studies, in particular those of phenomenological pedagogy, dialogical pedagogy and theories of meaningful learning. All three approaches could provide a common ground for the two Gestalt traditions – not only for bringing them into relation, but also for strengthening their theoretical frameworks

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Prof, Kuruvilla Pandikattu SJ. "Book Review." Jnanadeepa: Pune Journal of Religious Studies July-Dec 2017, no. 21/2 (2017): 181–82. https://doi.org/10.5281/zenodo.4165030.

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Binoy Pichalakkattu SJ. <em>Bridging Mathematics, Philosophy, and Theology Fuzzy Logical Thinking for Science-Religion Dialogue.</em> Christian World Imprints, New Delhi. ISBN 9789351482116 (HB) pp. 128+xiv Rs 400. More  and  more  people,  both  at  the  popular  and  aca- demic  levels, are convinced  today of the need for creative and critical dialogue between science and religion. Such a dialogue is essential for the future of humanity. This recent book by Dr Binoy Pichalakkatt SJ is an attempt to place su

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Lorino, Philippe, Benoît Tricard, and Yves Clot. "Research Methods for Non-Representational Approaches to Organizational Complexity: The Dialogical Mediated Inquiry." Organization Studies 32, no. 6 (2011): 769–801. http://dx.doi.org/10.1177/0170840611410807.

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This paper explores the methodological implications of non-representational approaches to organizational complexity. Representational theories focus on the syntactic complexity of systems, whereas organizing processes are predominantly characterized by semantic and pragmatic forms of complexity. After underlining the contribution of non-representational approaches to the study of organizations, the paper warns against the risk of confining the critique of representational frameworks to paradoxical dichotomies such as intuition versus reflexive thought, or theorizing versus experimenting. To co

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Giannetto, Enrico. "Towards a Non-human Speciophilosophy." ETHICS IN PROGRESS 11, no. 2 (2020): 9–30. http://dx.doi.org/10.14746/eip.2020.2.2.

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After the publication of Jaques Derrida’s book, L’animal que donc je suis, anti-speciesism has been looking for a theoretical foundation for its ethical content. In my opinion, the defect of all these philosophical perspectives is that they still reduce animals to objects of human philosophy. Here, I develop a new framework in which animals are considered as subjects of their own philosophy. In analogy to the concept of ethnophilosophy, the concept of speciophilosophy is here introduced (§ 1, §3). The different ways of thinking between humans and other animals are outlined, by explaining the d

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Kulbaeva, A. Zh, S. V. Ananyeva, and S. K. Mizanbekoв. "DIALOGICAL ENCOUNTER OF CULTURES IN THE MULTILINGUAL LITERARY PROCESS." Keruen 87, no. 2 (2025): 87–100. https://doi.org/10.53871/2078-8134.2025.2-06.

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The article introduces a multi-style approach to literary education for high school students, a method that promises to enhance the reader's cognitive and speech experiences. It outlines the methodological basis, structure, and stages of development of the dominant values and content of literary education. The focus is on an individually determined way of cognizing the ideas of the integrity of culture and universal moral values, offering a promising avenue for the future of literary education. The article analyzes the forms and possibilities of cognitive styles and their influence on developi

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Bowskill, Nicholas. "Giving shareable form to collective thought using a Shared Thinking approach." Proceedings of the International Conference on Networked Learning 7 (May 3, 2010): 61–69. https://doi.org/10.54337/nlc.v7.9158.

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This paper introduces the practice and theoretical framework for a new generative learning environment that creates shareable electronic artefacts from reflective dialogue across a whole group. These artefacts are quantitative and qualitative representations of student experience. By grouping these student-generated products new measures of student experience are created that inform both research and development. This approach created by the author is called Shared Thinking. This research is an interdisciplinary PhD study, funded by the Kelvin Smith scholarship, at the University of Glasgow. T

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Yahya, Yuangga Kurnia. "Arah Pengembangan Pemikiran Arab-Islam: Tawaran Arkoun pasca Difitisme 1967." Jurnal Pemikiran Islam 2, no. 1 (2022): 20. http://dx.doi.org/10.22373/jpi.v2i1.13192.

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This study aims to look at socio-religious conditions in the Arab world after the 1967 Difitism in Arkoun's view. This view then gave birth to various basic assumptions and offers of thought development in order to address the decline of Arab-Islamic thought. This study will highlight two ideas from Arkoun, both are Applied Islamology and its application in understanding the discourse of the Qur'an. This study uses a qualitative method with data collection through literature study. This study shows that Arkoun offers an offer in the form of Applied Islamology, which requires a dialogical relat

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Myles, Sophia, Chandelle Mensour, Kerri Delaney, and Erin Cameron. "Applying quality and equity lenses to advance social accountability in medical education." Education for Health 38, no. 2 (2025): 187–96. https://doi.org/10.62694/efh.2025.294.

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Social accountability has become a key driver of change within health professional education programs worldwide. Over the last two decades, there has been a growing number of frameworks, tools, and standards to help measure social accountability. This paper shares the experiencesand lessons learned from one of the institutions that participated in piloting the Institutional Self-Assessment Social Accountability Tool (ISAT). We argue that tools for measuring social accountability are valuable not only because they provide data but, more importantly, because they can embed a dialogic and critica

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