Situated generalization with prototypes in dialogical teaching

TY - CHAP

T1 - Situated generalization with prototypes in dialogical teaching

AU - Nissen, Morten

AU - Mørck, Line Lerche

PY - 2019/11/1

Y1 - 2019/11/1

N2 - This chapter outlines situated generalization through the creation of a prototypical model of dialogical teaching practiced at a PhD course about identity formation, self-representation and self-exposure. A prototype is a singular practice (with its objects, premises, subject-positions, conditions and structures) modelled as relevant to a kind of practice. The idea of the prototype as situated generalization is philosophically rooted in an epistemology of practice, as read through German-Scandinavian Critical Psychology and Jean Lave’s social practice theory. We propose dialogical teaching by recounting how that was performed, articulated and reflected at the PhD course by students, teachers, and co-researchers as different from traditional university teaching. This is unfolded in several aspects: a) teaching is resituated as relevant to sociocultural change in which all participants are equally involved; b) texts are deconstructed as relevant to that process of change; c) participants – including Frigga Haug and Emily Martin who provided important inspiration – are multi-positioned as we meet on neutral ground and in movement; d) together, we make artefacts (including this text) with which we represent and recognize our selves as individuals and as collective; e) this implies co-creating ethics of care, overcoming the separation and externality of ethics from practice.

AB - This chapter outlines situated generalization through the creation of a prototypical model of dialogical teaching practiced at a PhD course about identity formation, self-representation and self-exposure. A prototype is a singular practice (with its objects, premises, subject-positions, conditions and structures) modelled as relevant to a kind of practice. The idea of the prototype as situated generalization is philosophically rooted in an epistemology of practice, as read through German-Scandinavian Critical Psychology and Jean Lave’s social practice theory. We propose dialogical teaching by recounting how that was performed, articulated and reflected at the PhD course by students, teachers, and co-researchers as different from traditional university teaching. This is unfolded in several aspects: a) teaching is resituated as relevant to sociocultural change in which all participants are equally involved; b) texts are deconstructed as relevant to that process of change; c) participants – including Frigga Haug and Emily Martin who provided important inspiration – are multi-positioned as we meet on neutral ground and in movement; d) together, we make artefacts (including this text) with which we represent and recognize our selves as individuals and as collective; e) this implies co-creating ethics of care, overcoming the separation and externality of ethics from practice.

KW - Viden

KW - Læring

KW - Teknologiforståelse

KW - Dialogical teaching

KW - Situated Generalization

KW - Prototype

KW - Self-representation

KW - Collective memory work

KW - Reflevting team

KW - Social practice theory

KW - Critical psychology

KW - Videregående uddannelse

KW - Læring

KW - Undervisnings

M3 - Book chapter

SN - 978-3-030-29976-7

T3 - Theory and History in the Human and Social Sciences

SP - 195

EP - 219

BT - Subjectivity and knowledge

A2 - Højholt, Charlotte

A2 - Schraube, Ernst

PB - Springer

CY - S.l.

ER -