Hardback
Rethinking Educational Theory
Education as Expanding Dialogue
9781803926407 Edward Elgar Publishing
The theory of education as expanding dialogue outlined in this insightful book shows how education can be designed to support the collective intelligence and global citizenship we need in response to the challenges of the Anthropocene and the rise of AI.
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Critical Acclaim
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Education is often seen as the acquisition of specific knowledge and skills. In this insightful book, Rupert Wegerif proposes that it is also an ongoing dialogue that shapes our world and drives change. He presents a coherent, compelling theory of education addressing fundamental questions: What should we teach? How should we teach it? And, of course, why should we teach it?
The key to effectively preparing students for the future, Wegerif argues, lies in framing education as the expansion of dialogue. The author illustrates how dialogue can enable students to move from procedural to conceptual understandings of a subject. Using extensive practical examples, chapters outline how to redesign education programmes to promote the moral and intellectual virtues that are essential to dialogue. Responding to the transformative effects of human activity on the Earth, as well as the challenges and opportunities posed by artificial intelligence (AI), this dialogic theory supports a form of education that will cultivate shared, collective intelligence and prepare young people to thrive as global citizens in a world that has never been more connected.
Illustrating both theoretical and practical insights, this book is an essential resource for students and scholars of education, as well as teachers at all levels. It is also a valuable read for educational technologists, and policy actors seeking to make informed decisions.
The key to effectively preparing students for the future, Wegerif argues, lies in framing education as the expansion of dialogue. The author illustrates how dialogue can enable students to move from procedural to conceptual understandings of a subject. Using extensive practical examples, chapters outline how to redesign education programmes to promote the moral and intellectual virtues that are essential to dialogue. Responding to the transformative effects of human activity on the Earth, as well as the challenges and opportunities posed by artificial intelligence (AI), this dialogic theory supports a form of education that will cultivate shared, collective intelligence and prepare young people to thrive as global citizens in a world that has never been more connected.
Illustrating both theoretical and practical insights, this book is an essential resource for students and scholars of education, as well as teachers at all levels. It is also a valuable read for educational technologists, and policy actors seeking to make informed decisions.
Critical Acclaim
‘Wegerif draws on philosophy and the human sciences to propose a “third way” that takes us beyond the stale opposition between transmission and constructivism in education. Using dialogism as formulated by the Russian philosopher M.M. Bakhtin as a starting point, he guides readers through the long debate about the issue but also enters bravely into the new world being shaped by AI. His informed, brilliant argument will be food for thought for educators, indeed for anyone interested in the human condition.’
– James V. Wertsch, Washington University in St. Louis, USA
‘It is a real pleasure to read Rethinking Educational Theory. Its words bring closer to our brains and hearts the sense of education. The best theories and practices needed for dialogic education appear with an original sharing of the author’s own process of creation.’
– Ramón Flecha, University of Barcelona, Spain
‘This book offers an original, interesting and very thoughtful perspective on the role of dialogue in education.’
– Neil Mercer, University of Cambridge, UK
– James V. Wertsch, Washington University in St. Louis, USA
‘It is a real pleasure to read Rethinking Educational Theory. Its words bring closer to our brains and hearts the sense of education. The best theories and practices needed for dialogic education appear with an original sharing of the author’s own process of creation.’
– Ramón Flecha, University of Barcelona, Spain
‘This book offers an original, interesting and very thoughtful perspective on the role of dialogue in education.’
– Neil Mercer, University of Cambridge, UK
