Open Access

Dialogue and language as factors contributing to transformative learning in academic tutoring


Cite

Atkinson, J.M., Heritage, J. (Eds.). (1984) Structures of social action: Studies in conversation analysis. Cambridge: Cambridge University Press. doi: https://doi.org/10.1017/S0022226700011464Search in Google Scholar

Barnes, D. R. (1995). From communication to curriculum. Portsmouth, NH: Boynton/Cook Publishers.Search in Google Scholar

Bateson, G. (1973). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution and epistemology. London: Paladin, Granada.Search in Google Scholar

Brown, V. A., Lambert, J. A. (2013). Collective learning for transformational change: A guide to collaborative action. New York, NY: Routledge.Search in Google Scholar

Butler, E. A., Randall, A. K. (2013). Emotional coregulation in close relationships. Emotion Review, 5(2), 202-210. doi: https://doi.org/10.1177/1754073912451630Search in Google Scholar

Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.10.1348/000709904X22683Search in Google Scholar

Clark, A. (2001). Mindware: An introduction to the philosophy of cognitive science. New York, NY: Oxford University Press.Search in Google Scholar

Clark, A. (2008). Pressing the flesh: A tension in the study of the embodied, embedded mind. Philosophy and Phenomenological Research, 76(1), 37-59.10.1111/j.1933-1592.2007.00114.xSearch in Google Scholar

Cowley, S. (2010). Signifying bodies: Biosemiosis, interaction and health. Braga: The Faculty of Philosophy of Braga, Portuguese Catholic University.Search in Google Scholar

Cowley, S. (2011). Taking a language stance. Ecological Psychology, 23(3), 185-209. doi: https://doi.org/10.1080/10407413.2011.591272Search in Google Scholar

Cowley, S. (2015). Verbal patterns: taming cognitive biology. In E. V. Velʹmezova, K. Kull, S. Cowley (Eds). Biosemiotic perspectives on language and linguistics. London: Springer. doi: https://doi.org/10.1007/978-3-319-20663-9_7Search in Google Scholar

Cranton, P. (1992). Working with adult learners. Toronto, Ontario: Wall & Emerson.Search in Google Scholar

Cranton, P. (1994). Self-directed and transformative instructional development. Journal of Higher Education, 65(6), 726-744. doi: https://doi.org/10.1080/00221546.1994.11774748Search in Google Scholar

Davis, B. (1996). Teaching mathematics: Towards a sound alternative. New York, NY: Garland Publishing Inc. Davis, B. (2013). Teaching mathematics: Toward a sound alternative. New York, NY and London: Taylor and Francis.10.4324/9780203054802Search in Google Scholar

Davis, A. B., Sumara, D. J., Kieren, T. E. (1996). Cognition, co-emergence, curriculum. Journal of Curriculum Studies, 28(2), 151-170.10.1080/0022027980280203Search in Google Scholar

De Jaegher, H., Di Paolo, E. (2007). Participatory sense-making: An enactive approach to social cognition. Phenomenology and the Cognitive Sciences, 6(4), 485-507. doi: https://doi.org/10.1007/s11097-007-9076-9Search in Google Scholar

Elias, D. (1997). It's time to change our minds: An introduction to transformative learning. ReVision, 20(1), 2-6.Search in Google Scholar

Fogel, A. (2009). The psychophysiology of self-awareness: Rediscovering the lost art of body sense. New York, NY: W.W. Norton.Search in Google Scholar

Freire, P. (1997). Pedagogy of the heart. New York, NY: Continuum.Search in Google Scholar

Freire, P. (2007). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey.Search in Google Scholar

Fuchs, T., De Jaegher, H. (2009). Enactive intersubjectivity: Participatory sense-making and mutual incorporation. Phenomenology and the Cognitive Sciences, 8(4), 465-486. doi: https://doi.org/10.1007/s11097-009-9136-4Search in Google Scholar

Grabove, V. (1997). The many facets of transformative learning theory and practice. In: P. Cranton (Ed.), Transformative learning in action: insights from practice. New directions for adult and continuing education. no. 74, (pp. 89-96). San Francisco, CA: Jossey-Bass. doi: https://doi.org/10.1002/ace.7410Search in Google Scholar

Hall, L. M., (1996). Languaging: The linguistics of psychotherapy. How language works psycho-therapeutically: an exploration into the art and science of "therapeutic languaging" in four psychotherapies (neuro-linguistic programming, reality therapy, rational-emotive behavior therapy, logotherapy). Using general-semantic formulations. Unpublished PhD diss. The Union Institute.Search in Google Scholar

Hutchins, E. (1995). Cognition in the wild. MIT Press.10.7551/mitpress/1881.001.0001Search in Google Scholar

Jenkins, H., Clinton, K., Purushotma, R., Robison, A., Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Washington, DC: The John D. and Cathering MacArthur Foundation.Search in Google Scholar

Karpińska-Musiał, B. (2016). Edukacja spersonalizowana w uniwersytecie: Ideologia, instytucja, dydaktyka, tutor. Kraków: Wydawnictwo LIBRON - Filip Lohner.Search in Google Scholar

Linell, P. (1998). Approaching dialogue: Talk, interaction and contexts in dialogical perspectives. Amsterdam, Philadelphia, PA : J. Benjamins Pub. Co. doi: https://doi.org/10.1075/impact.3Search in Google Scholar

Littleton, K. N. Mercer (2013). Educational dialogues. In K. Hall, T. Cremin, B. Comber, and L.C. Moll (Eds), International handbook of research on children’s literacy, learning and culture (pp. 291-303). Oxford: Wiley- Blackwell.10.1002/9781118323342.ch21Search in Google Scholar

Marková, I. (2003). Dialogicality and social representations: The dynamics of mind, Cambridge: Cambridge University Press.Search in Google Scholar

Maturana, H. R., Varela, F. (1988). The tree of knowledge. Boston, MA: Shambhala New Science Library.Search in Google Scholar

Matusov, E. (2009). Journey into dialogic pedagogy. Hauppauge, NY: Nova Publishers.Search in Google Scholar

Matusov, E. Miyazaki, K., (2014). Dialogue on dialogic pedagogy. Dialogic pedagogy vol. 2. Retrieved from https://dpj.pitt.edu/ojs/index.php/dpj1/issue/view/4.10.5195/dpj.2014.121Search in Google Scholar

Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge. doi: https://doi.org10.1016/S0346-251X(02)00044-1Search in Google Scholar

Mercer, N. (2002) Developing dialogues. In G. Wells, ,Claxton, G. L. (Eds), Learning for Life in the 21st Century: sociocultural perspectives on the future of education (viii ed.) (pp. 141-153). Oxford: Blackwell. doi: https://doi.org/10.1002/9780470753545.ch11Search in Google Scholar

Mercer, N., Littleton, K. (2007). Dialogue and the development of children's thinking. New York, NY: Routledge. Mezirow J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass. doi: https://doi.org/10.1177/074171369204200309Search in Google Scholar

Mezirow, J. (1997). Transformative learning: theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.10.1002/ace.7401Search in Google Scholar

Mezirow J. (2000). Learning to think like an adult. core concepts of transformation theory. In Mezirow & Asscociates (Eds.), Learning as transformation. critical perspectives on a theory in progress (pp. 3-33), San Francisco, CA: Jossey-Bass.Search in Google Scholar

Mezirow, J. (2003) Transformative learning as discourse. Journal of Transformative Education, 1, 58-63.10.1177/1541344603252172Search in Google Scholar

Neber, H., M. Shommer-Aikins (2002). Self-regulated science learning with highly gifted Students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies 13(1) 59-74. doi: https://doi.org/10.1080/13598130220132316Search in Google Scholar

Neumann, M. & Cowley, S. (2013). Human agency and the resources of reason. In S. Cowley, F. Vallée-Tourangeau, (Eds.), Cognition beyond the brain (pp. 13-30). London: Springer. doi: https://doi.org/10.1007/978-1-4471-5125-8_2Search in Google Scholar

Ormrod, J. E. (2009). Essentials of educational psychology. Upper Saddle River, NJ: Pearson Education Inc.Search in Google Scholar

Schommer, M. (1998). The role of adults' beliefs about knowledge and learning in school, work, and everyday life. In M. C. Smith,T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (pp. 127-143). Hillside, NJ: Lawrence Erlbaum Associates.Search in Google Scholar

Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In B. Hofer, P. Pintrich (Eds.) Personal epistemology: Th psychology of belief about knowledge and knowing (pp. 103-118). Hillsdale, NJ: Lawrence Erlbaum.Search in Google Scholar

Schommer-Aikins, M. (2008). Applying the theory of an epistemological belief system to the investigation of students' and professors' mathematical beliefs. In K. Myint Swe (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (pp. 303-323). Netherlands: Springer.10.1007/978-1-4020-6596-5_15Search in Google Scholar

Sidorkin, M., (1999). Dialogue with evil. Faculty Publications. Retrieved from https://digitalcommons.ric.edu/facultypublications/19.Search in Google Scholar

Smagorinsky, P. (1998). Thinking and speech and protocol analysis. mind, culture, and activity. 5(3), 157-177. doi: https://doi.org/10.1207/s15327884mca0503_2Search in Google Scholar

Steffensen, S. V. (2013). Human interactivity: Problem-solving, solution-probing and verbal patterns in the wild. In S. J. Cowley & F. Vallée-Tourangeau (Eds.), Cognition beyond the brain: Computation, interactivity and human artifice (pp. 195-221). Dordrecht: Springer. doi: https://doi.org/10.1007/978-1-4471-5125-8_11Search in Google Scholar

Sumara, J. D., Davis, B. (1997). Enactivist theory and community learning: toward a complexified understanding of action research. Educational Action Research, 5(3), 403-422.10.1080/09650799700200037Search in Google Scholar

Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development’. In S. Gass, C. Madden, (Eds.) Input in second language acquisition. Rowley, MA: Newbury House.Search in Google Scholar

Swain M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes. (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). London- New York: Continuum.Search in Google Scholar

Thibault, P. J. (2011). First-order languaging dynamics and second-order language: The distributed language view. Ecological Psychology, 23(1), 1-36. doi: https://doi.org/10.1080/10407413.2011.591274Search in Google Scholar

Varela, F. J., Thompson, E., Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.10.7551/mitpress/6730.001.0001Search in Google Scholar

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA.: Harvard University Press.Search in Google Scholar

Wells, C. G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York, NY: Cambridge University Press.10.1017/CBO9780511605895Search in Google Scholar

eISSN:
2083-8506
Language:
English
Publication timeframe:
Volume Open
Journal Subjects:
Social Sciences, Psychology, Applied Psychology