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Expanding the Parameters of Exploratory Talk

Author(s): Monica Glina

Journal: Analytic Teaching and Philosophical Praxis
ISSN 0890-5118

Volume: 33;
Issue: 2;
Start page: 16;
Date: 2012;
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Keywords: Classroom discussion | Critical Pedagogy | Dialogic teaching | Mathew Lipman | Liberation Pedagogy

In this paper, I define exploratory talk and explore a number of examples that were analyzed using the data-analytic coding rules delineated by Soter et al. (2007). Then, I propose expanding the rules for exploratory talk outlined by Soter et al. (2007) and suggest coding facilitator utterances as substantive contributions to the dialogue not intrusive interjections to the discourse. I argue that this approach recognizes the facilitator as an equal participant in the dialogue who is positioned to model good inquiry, cultivate shared possession of the discourse and redistribute power amongst participants. I suggest that a possible mechanism for realizing these goals is an instructional pedagogy that is participatory, liberatory, democratic and critical, such as P4C, which is defined by a community committed to intersubjective interaction and the (re)productive evolution of ideas.
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