ABSTRACT

This paper addresses a problem that greatly complicates the implementation of dialogic educational approaches in schools: the dilemma between driving children’s talk towards normatively accepted conceptions and, at the same time, avoiding the introduction of these normative conceptions into the dialogue by the teacher. I argue that this dilemma is in fact the expression of an unarticulated theoretical tension between teleology and dialogicity in Vygotsky’s theory, which is the foundation, together with Bakhtin’s work, for many dialogic approaches to education. This paper describes this tension in Vygotsky’s theory and presents a type of talk that enables the articulation of teleology and dialogicity at a practical level: conceptually driven inquiry. In this type of talk, children form meaning spontaneously in conditions of dialogicity, but under the influence of a higher-generality meaning that the child simultaneously forms non-spontaneously – through intellectual imitation. Although not itself the telos, this higher-generality meaning provides teleological direction to children’s dialogic inquiry.

摘要

本文解决了一个使对话教育方法在学校的实施变得非常复杂的问题：在推动儿童谈论规范接受的概念与同时避免将这些规范概念引入教师对话之间的两难境地。我认为，这种困境实际上是维果茨基理论中目的论和对话性之间未明确表达的理论张力的表达，维果茨基理论与巴赫金的作品一起是许多对话教育方法的基础。本文描述了维果茨基理论中的这种张力，并提出了一种能够在实践层面阐明目的论和对话性的谈话：概念驱动的探究。在这种谈话中，孩子们在对话的条件下自发地形成意义，但在更高普遍性的影响下，这意味着孩子通过智力模仿同时非自发地形成。虽然本身不​​是telos，这种更高概括性的含义为儿童的对话探究提供了目的论方向。