Subject: RE: dialogue with F. Saba:-)
From: Daniel (bsang@post1.com)
Date: Wed 10 Nov 1999 - 10:33:49 MET
From: "Daniel" <bsang@post1.com> Subject: RE: dialogue with F. Saba:-) Date: Wed, 10 Nov 1999 17:33:49 +0800
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Although this "dialogue" is with F. Saba, may I add a few points.
On Mon, 10 Nov 1999, Ania Lian wrote:
I still cannot understand what is the issue. Let me translate the
assumptions of your theory into my simple language. You want to test
whether less structured models facilitate more dialogue. This is with teh
view that learning somehow is mainly an affair between teachers and
learners (as I cannot see as yet teh notion of teh sociohistorical context
problematised sufficiently for acrutical analysis of teh assumption that
more talking facilitates more learning).
Perhaps we should say less structured models facilitate more "interactions".
The "trick" is how to turn this interaction into meaningful dialogue. I
think the teacher plays a vital role in doing this "trick" through
facilitation, scaffolding (situated cognition)? Leading to goals and
objectives defined.
right, so it seems you say that less structure = more dialogue. In my view
though, as soon as there is a learning occasion, situation, there *is* a
structure, or to be more clear: there is alwys a very definite, highly
structured structure even if the teacher claims that there is none.
Again, less structure = more "interactions". Are you referring to this
"structure" as questioning, critiques, clarifying, etc.? If not, what is
this "structure" that you are referring to?
Daniel
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