Cognitive science can seem to traffic in philosophical abstractions sometimes. Debates about mind/body issues can seem remote from the so-called real world. In this and the next class, we will confront real issues of the utmost complexity and concreteness. But first we need to introduce the concept of dialogicity.
Per Linnel, a linguist, has a brief introduction to the notion in this article:
Linell, P. (2000). What is dialogism. Aspects and elements of a dialogical approach to language, communication and cognition. Lecture first presented at Växjö University.
Then we turn to the work of Zvi Bekerman, an educator and academic at the Hebrew University of Jerusalem. Zvi has to deal with education in the context of Israel and Palestine. You might get a sense for the complexity and difficulties of this work by reviewing the titles of his many publications.
We will draw on his book written together with Michalinos Zembylas:
Beckerman, Zvi and Zembylas, Michalinos (2018), Psychologized Language in Education: Denaturalizing a Regime of Truth, Palgrave MacMillan.
Begin with the Preface and Chapter 1 (Introduction).
Then this week we will discuss the meat contained in Chapters 3, 4, 10 and 11.
- Preface
- Chpt 1: Introduction
- Chpt 2: Schooling in the Western World
- Chpt 3: Dualisms
- Chpt 4: Mind Blowing–Blowing Mind
- Chpt 10: Making Sense of Language
- Chpt 11: Meaning Not Exact
Interdisciplinary Challenges 