Abstract
classroom dialogue, children learn how to collaboratively progress in communicating, thinking, and understanding. As such, we believe it to be a suitable context for philosophizing with children that goes beyond step-by-step exercises. In this commentary, we subsequently elaborate the notion of productive classroom dialogue and discuss how it interanimates with Marsal’s Five Finger Model.
| Original language | English |
|---|---|
| Pages (from-to) | 320-325 |
| Number of pages | 6 |
| Journal | Mind, Culture and Activity |
| Volume | 22 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2015 |
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Productive Classroom Dialogue as an Activity of Shared Thinking and Communicating: A Commentary on Marsal. / van der Veen, C.; van Kruistum, C.J.; Michaels, S.
In: Mind, Culture and Activity, Vol. 22, No. 4, 2015, p. 320-325.Research output: Contribution to Journal › Article › Academic › peer-review
TY - JOUR
T1 - Productive Classroom Dialogue as an Activity of Shared Thinking and Communicating: A Commentary on Marsal
AU - van der Veen, C.
AU - van Kruistum, C.J.
AU - Michaels, S.
PY - 2015
Y1 - 2015
N2 - In Eva Marsal’s article, a model is presented that teaches children to philosophize by acquiring a set of skills in step-by-step exercises. In the classroom examples that Marsal provides, however, it remains unclear how teachers support the kinds of thinking and philosophizing that her Five Finger Model aims to promote. This is why, in response to Eva Marsal’s article, we argue that productive classroom dialogue can be seen as a complementary approach that supports teachers in bringing dialogue into their classrooms. As its aim is to promote children’s “meaningful learning and cultural development in an emancipatory way” (van Oers, 2012a, p. 59), it enables them to do more than appropriate or reconstruct conventional cultural meanings. Through productiveclassroom dialogue, children learn how to collaboratively progress in communicating, thinking, and understanding. As such, we believe it to be a suitable context for philosophizing with children that goes beyond step-by-step exercises. In this commentary, we subsequently elaborate the notion of productive classroom dialogue and discuss how it interanimates with Marsal’s Five Finger Model.
AB - In Eva Marsal’s article, a model is presented that teaches children to philosophize by acquiring a set of skills in step-by-step exercises. In the classroom examples that Marsal provides, however, it remains unclear how teachers support the kinds of thinking and philosophizing that her Five Finger Model aims to promote. This is why, in response to Eva Marsal’s article, we argue that productive classroom dialogue can be seen as a complementary approach that supports teachers in bringing dialogue into their classrooms. As its aim is to promote children’s “meaningful learning and cultural development in an emancipatory way” (van Oers, 2012a, p. 59), it enables them to do more than appropriate or reconstruct conventional cultural meanings. Through productiveclassroom dialogue, children learn how to collaboratively progress in communicating, thinking, and understanding. As such, we believe it to be a suitable context for philosophizing with children that goes beyond step-by-step exercises. In this commentary, we subsequently elaborate the notion of productive classroom dialogue and discuss how it interanimates with Marsal’s Five Finger Model.
U2 - 10.1080/10749039.2015.1071398
DO - 10.1080/10749039.2015.1071398
M3 - Article
VL - 22
SP - 320
EP - 325
JO - Mind, Culture and Activity
JF - Mind, Culture and Activity
SN - 1074-9039
IS - 4
ER -