異質さと共創するための大学教育-ヴィゴツキーの言語論から越境の意義を考える-
スポンサーリンク
概要
- 論文の詳細を見る
The present study investigated the potential of university education from the perspective of Vygotsky's semiotics.Following Vygotsky's theory, this study defined "partial understanding" as rote learning that enables learners to use whatis learned in only one social context, and defined the ability to generalize the application of such knowledge beyond thatcontexts as "boundary crossing" (Engeström, 2001; Engeström, Engeström & Kärkkäinen, 1995; Wenger, 1998). Thus,boundary crossing can be considered the ability to connect, during dialogic interactions, knowledge that has been nurturedin different social contexts. However, engagement in co-creative communication with others from heterogeneous socialbackgrounds is not easy; some students achieve only partial understanding, even in interactions that require each speaker toengage in boundary crossing. In examining the effects of recent interventions by universities to promote students' ability toengage in boundary crossing and move beyond partial understanding, I identified those characteristics of university teachersthat render them especially well-suited to facilitate this kind of growth in their students.
- 京都大学の論文
- 2013-12-01
著者
関連論文
- 異質さと共創するための大学教育-ヴィゴツキーの言語論から越境の意義を考える-
- E4. 協調的な学びを促すリボイシング(自主企画シンポジウム)
- PF-085 インターンシップを通して学生は何を学ぶのか : 異質な他者との多声的関係をひらく対話(教授・学習,ポスター発表)