ABS065 - Triadic relations as the basis of the dialogic pedagogy

1.3 Learning, knowledge and agency
5:40 PM, Tuesday 29 Aug 2017 (20 minutes)
There are many studies on the dialogic education in the socio-cultural framework. Many of them, however, do not fully explicate the triadic relations between students, teacher and the learning contents in the educational settings so that their proposals are not sufficient to develop the dialogic pedagogy. This study proposes that the triadic relationship is vital for the dialogic education, based on the knowledge of practices of the Japanese dialogic pedagogues. The Japanese dialogic pedagogues think that teachers should explore and learn the learning contents as the students do and find out new, authentic questions on the learning contents which the author calls “unknown questions”. The teacher can also find out new “unknown questions” in students’ understanding of the learning contents and inquire them with students. Students and teacher can stand in the relation of “I and You” who inquire the learning contents collaboratively. Though Bakhtin pointed out the importance of the triadic relations between two interlocutors and their topic in the dialogue in his concept of the ‘double directionality’, many researchers of the dialogic education who are inspired by Bakhtin fail to see the importance of the triadic relationship. Some theorists focus only on the relationship among students. Some theorists see the importance of teacher’s learning of the learning contents, but they do not understand that teacher’s learning of the learning contents can make her/him understand students better. This study will show the ways to examine and overcome the shortcomings of the previous studies on the dialogic education.
Universidade de Brasília
Teacher at Faculty of Education
Secretaria de Educação do Distrito federal
Vrije Universiteit Amsterdam