E Matusov
Dados Biográficos
| ID | 5157 |
|---|---|
| NOME | E Matusov |
| PRENOMES | E |
| SOBRENOME | Matusov |
| ASSINATURA | MATUSOV E |
| AFILIAÇÕES | University of Delaware |
| ORCID | 0000-0001-7587-2266 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 49 |
| TOTAL DE CITAÇÕES | 77 |
| TOTAL COMO AUTOR | 49 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1992 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Against equity
This conceptual paper challenges the dominance of the equity model of social justice in education by arguing that it is fundamentally anti-educational, reducing students to recipients of standardized outcomes and eroding their authorial agency and ownership of learning. Instead, the author proposes a radical alternative: the uniqueness model of educational justice, which affirms learners’ rights to self-education, self-direction, and democratic s…
Civil Disobedience in Democratic Education
The study’s goal was to examine the tension between democratic school governance, requiring its participants to obey school rules, even though they might disagree with those rules, and personal responsibility, requiring the participants to act morally, in accordance with their conscience and their sense of what is right and makes sense for them, regardless of the democratic nature of the imposed school rules. This examination was based on three s…
Grading and Ungrading in Democratic Dialogic Classes Situated in a Conventional Higher Education Institution
This article explores the contentious role of grading and ungrading in democratic dialogic education within conventional higher education. It critiques summative assessment for undermining genuine education by prioritizing compliance over inquiry, fostering distrust, and penalizing mistakes vital for educational growth. While institutionally mandated grading persists, the author introduces flexible pedagogical regimes accommodating diverse learne…
Community versus society
In this theoretical essay, I argue that the normative sociality – i.e., a normative way of being together – for joint self-education is society based on pluralism and tolerance of culturally and educationally diverse communities and individual educatees, their synergy, voluntary participation, and acceptance of the final sovereignty of their educational decision-making. I rejected a widespread proposal that community (e.g., “community of learners…
The teachers’ pedagogical fiduciary duty to their students
Lev Tolstoy, A Founder of Democratic Education
In this philosophical-theoretical study of Lev Tolstoy’s pedagogical legacy of his Yasnaya Polyana school in the Russian Empire (1859–1862), I raised three major questions: (1) was Lev Tolstoy a democratic educator, and if so, why can one claim that, (2) if so, what kind of a democratic educator was he, and (3) what kind of limitations to his democratic education have I observe and what were the sources of these limitations? My answer to the firs…
Does ChatGPT4 have a dialogical self
In this dialogic research, we explore the question of whether ChatGPT4 has a dialogic self or not. If it does, what kind of dialogic self might it have? If it does not, why not? At the heart of this inquiry is Eugene Matusov's (the first author's) "dialogue" with ChatGPT4; this "dialogue" is the dialogic data that we explore "with our hearts and minds." In this inquiry, our hearts and minds were concerned with diverse meanings of the dialogic dat…
Sociocultural positivism
The paper develops a critical evaluation of sociocultural positivism by contrasting it with universal positivism, on the one hand, and with unique authorial dialogism, stemming from Bakhtin’s dialogical framework, on the other hand. I will bring three research vignettes to make my analysis more grounded: on universal positivism, on sociocultural positivism, and on authorial ethical dialogism. Sociocultural positivism is not rebuked or rejected, b…
Self Managed Learning
Purpose The book has generated a passionate dialogue-disagreement (mostly but not entirely) with the book. Dialogue-disagreement is based on challenges, disagreements and rebuttals between opponents, often belonging to different, even irreconcilable, paradigms. The goal of dialogue-disagreement is not so much to convince the opponent to change their mind but rather to critically examine and problematize the two involved paradigms: the authors’ an…
Progressive Education is the Opium of the Educators
Moving from collaboration to critical dialogue in action in education
The purpose of this article is to examine and conceptualize our pedagogical and organizational experiences and understandings of how undergraduates and instructors participating in the UC-Links Project from Fall 1996 to Spring 1997 learned together through their engagements in undergraduate courses and afterschool activities with predominantly Mexican-descent children at a local community center. We had started our project privileging collaborati…
Envisioning Education in a Post-Work Leisure-Based Society
Pedagogical Violence
Idea-dying in critical ontological pedagogical dialogue
Ethic authorial dialogism as a candidate for post-postmodernism
Ethic authorial dialogism as a candidate for post-postmodernism." Educational Philosophy and Theory, 50(14), pp. 1467–1468
What Kills Science in School
Many faces of the concept of culture (and education)
In this theoretical essay, we examine four conceptual gestalt approaches to culture and education: “culture as pattern,” “culture as boundary,” “culture as authorship,” and “culture as critical dialog.” In the “culture as pattern,” education aims at socializing people into a given cultural practice. Any decline from culturally valued patterns becomes a deficit for education to eliminate. In the “culture as boundary,” encounter with other cultures…
Magic Learning Pill
Examining how and why to Engage Practitioners from across the Learning Landscape in the Research Enterprise
Mapping Concepts of Agency in Educational Contexts
Vygotsky’s Theory of Human Development and New Approaches to Education
Comprehension
The problem of defining and analyzing the concept of comprehension as a social phenomenon is arguably one of the key issues in psychology and education. At its core, the problem entails asking what sort of social relationship is at the basis of comprehension. Traditionally, agreement among participants is viewed as the basis of social comprehension. I analyze and criticize two major traditional agreement-based approaches to comprehension: fundame…
Four Ages of Our Relationship with the Reality
In this article, I try to make sense conventional notions of ‘premodernism’, ‘modernism’ and ‘postmodernism’ as ways of relating to reality, and apply them to education. I argue for the additional notion of ‘neo-premodernism’ to make sense of recent attempts to engineer social reality. Each of these four approaches coexists and constitutes the four ages: the age of prayer (premodernism), the age of reason (modernism), the age of social engineerin…
Diverse Approaches to Education
We have found ourselves both delighted by and in deep disagreement with van Oers’ article [this issue]. These two evaluative feelings are mutually supported by his work because our disagreements with van Oers have helped us to deepen our own position on the existing diverse approaches to education and develop nuances that we could not have articulated before reading his paper. In our view, van Oers’ major contribution is the clear and coherent ar…
Broader outside social discourses, embodiment, and technism in James Cresswell’s critique of discourse analysis methodology
In our judgment, Cresswell’s theoretical discussion of the two main concerns with CDA methodology and the conceptual ways to deal with them is most interesting and promising. However, we found his empirical illustration of how to deal with these two concerns unconvincing, problematic, and apparently contradicting of his overall theoretical framework, but also instructional and thought-provoking. We see the main shortcoming of Cresswell’s applicat…
Teaching imaginary children
Social process theory of emotion
In this paper we apply a dynamic systems perspective to infant emotional development. We propose that emotions are not states but self‐organizing dynamic processes intimately tied to the flow of an individual's activity in a context. We review data on the relationship between emotional actions and the social context, in particular the development of smiling and laughter. These data are more adequately explained by our perspective than by other th…
Intersubjectivity as a way of informing teaching design for a community of learners classroom
The Middle-Class Nature of Identity and its Implications for Education
Progressive Education is the Opium of the Educators
Mapping Concepts of Agency in Educational Contexts
How Does a Community of Learners Maintain Itself? Ecology of an Innovative School
This article asks how a community of learners maintains itself with the inclusion of new generations, each of which must explore the issue of what the community is about. An example of how new parent volunteers joined an innovative public elementary school is used. Four models of community maintenance defining the relationship between the community and newcomers are described and analyzed on the basis of observational studies of an innovative sch…
The teachers’ pedagogical fiduciary duty to their students
Designing for Dialogue in Place of Teacher Talk and Student Silence
Research in classrooms reveals that the institution of school is not an empty slate, but rather is characterized by peculiar patterns of interaction which tend to be short exchanges directed by the teacher. Language teachers who wish children to learn language by participating in extended meaningful conversation, then, must consciously resist institutionally defined 'teacher talk'. In this paper we examine a case of extended conversation in a dua…
Does ChatGPT4 have a dialogical self
In this dialogic research, we explore the question of whether ChatGPT4 has a dialogic self or not. If it does, what kind of dialogic self might it have? If it does not, why not? At the heart of this inquiry is Eugene Matusov's (the first author's) "dialogue" with ChatGPT4; this "dialogue" is the dialogic data that we explore "with our hearts and minds." In this inquiry, our hearts and minds were concerned with diverse meanings of the dialogic dat…
Newcomers and Old-Timers
Contrasting educational philosophies-in-action were used by 45 parent volunteers working with children in a school organized as a community of learners. Newcomers were more likely to employ a one-sided philosophy-in-action (with either adult-directed or child-directed organization), whereas parents with several years of experience were more likely to use a collaborative philosophy-in-action, consistent with the philosophy of a community of learne…
Pedagogical Violence
Examining how and why to Engage Practitioners from across the Learning Landscape in the Research Enterprise
Four Ages of Our Relationship with the Reality
In this article, I try to make sense conventional notions of ‘premodernism’, ‘modernism’ and ‘postmodernism’ as ways of relating to reality, and apply them to education. I argue for the additional notion of ‘neo-premodernism’ to make sense of recent attempts to engineer social reality. Each of these four approaches coexists and constitutes the four ages: the age of prayer (premodernism), the age of reason (modernism), the age of social engineerin…
Magic Learning Pill
A Proposal for a New Schooling
The Theory of Developmental Learning Activity in Education
The Types of Communications in Education (Book)
Social process theory of emotion
In this paper we apply a dynamic systems perspective to infant emotional development. We propose that emotions are not states but self‐organizing dynamic processes intimately tied to the flow of an individual's activity in a context. We review data on the relationship between emotional actions and the social context, in particular the development of smiling and laughter. These data are more adequately explained by our perspective than by other th…
Authors' response The social process theory of emotion
Situated Learning
Replicability in Research
Intersubjectivity Without Agreement
In this paper, there is an attempt to construct the notion of interstijectivity as a process of a coorakztion of participants ’ contributions in joint activity. This notion incorporates the dynamics of bothagreement anddisagreement. Iargue thata traditionaldejbitionof intersubjectivityasastate of overlap of individual unakstandings overemphasizes agreement and&-emphasizes disagreement among the participants in joint activity. It disregards disagr…
The Types of Communications in Education (Book)
When Solo Activity Is Not Privileged
The purpose of this paper is to examine the notion of internalization which mainly stemmed from Vygotsky’s work and to provide a critique of this concept as being favorably biased toward specific sociocultural practices common in industrial societies. These practices involve global networks of alienated and decontextualized activities overemphasizing the value of people’s independent solo activity and de-emphasizing the social nature of solo acti…
Non-Western Educational Traditions
1998). Non-Western Educational Traditions: Alternative Approaches to Educational Though and Practice (Book) Mind, Culture, and Activity: Vol. 5, No. 3, pp. 233-234
Schools for Growth
Schools for Growth: Radical Alternatives to Current Educational Models. Lois Holzman. Mahwah, NJ: Lawrence Erlbaum Associates, 1997. xi + 152 pp
How Does a Community of Learners Maintain Itself? Ecology of an Innovative School
This article asks how a community of learners maintains itself with the inclusion of new generations, each of which must explore the issue of what the community is about. An example of how new parent volunteers joined an innovative public elementary school is used. Four models of community maintenance defining the relationship between the community and newcomers are described and analyzed on the basis of observational studies of an innovative sch…
Intersubjectivity as a way of informing teaching design for a community of learners classroom
The Theory of Developmental Learning Activity in Education
Newcomers and Old-Timers
Contrasting educational philosophies-in-action were used by 45 parent volunteers working with children in a school organized as a community of learners. Newcomers were more likely to employ a one-sided philosophy-in-action (with either adult-directed or child-directed organization), whereas parents with several years of experience were more likely to use a collaborative philosophy-in-action, consistent with the philosophy of a community of learne…
Teaching imaginary children
Designing for Dialogue in Place of Teacher Talk and Student Silence
Research in classrooms reveals that the institution of school is not an empty slate, but rather is characterized by peculiar patterns of interaction which tend to be short exchanges directed by the teacher. Language teachers who wish children to learn language by participating in extended meaningful conversation, then, must consciously resist institutionally defined 'teacher talk'. In this paper we examine a case of extended conversation in a dua…
In Search of `the Appropriate' Unit of Analysis for Sociocultural Research
The polysemic notion of `unit of analysis' has been developed by Gestalt psychologists and fruitfully used by Vygotsky in the struggle against reductionism in psychology. Currently, it has been appropriated by a sociocultural approach for criticizing cognitive approaches for using the `individual as unit of analysis'. In this article, I argue that a sociocultural approach is experiencing a crisis as it is being affected by holism—a tendency to in…
Response
I argue that all four commentators belong to the cultural-historical paradigm that I described and discussed in my original article, based on their opposition to a sociocultural approach, and their focus on developmentalism, the hierarchy of values, and the value of monism, agreement, and oneness. I provide my replies to their charges against a sociocultural approach especially of relativism. Finally, I discuss new problematics of cultural contac…
Applying a Sociocultural Approach to Vygotskian Academia
A Vygotskian approach to education and psychology involves attention to culture, history, society, and institutions that shape educational and psychological processes. Yet, Vygotskian academia itself seems to operate as if academic issues transcend local contexts. Often debates over Vygotsky's legacy in sociocultural international academic communities are carried out, around scholarly texts, without analysis of the (often very diverse) local hist…
Children's Planning of Classroom Plays with Adult or Child Direction
This study examined the planning that occurred when children participated in classroom playcrafting with either adult or child leadership. In a first‐/second‐grade classroom in an innovative public school, we videotaped 11 sessions in which children volunteered to develop a play with small groups of classmates and seven sessions in which adult volunteers (parents and a grandparent) developed plays with small groups of children. The plays were cra…
Too Many References, Just Cut a Few and It Will Be Perfect
Irreconcilable differences in Vygotsky’s and Bakhtin’s approaches to the social and the individual
In Western psychology and education, up until very recently, Bakhtin has often been introduced as a scholar whose approach was compatible with and an extension of Vygotsky’s cultural-historical approach. I argue that this continuity is problematic. Vygotsky’s approach to the social was heavily influenced by Hegel’s universalist, mono-logic, mono-logical, developmental (diachronic), activity-based philosophy. Bakhtin developed a pluralistic, essen…
A Proposal for a New Schooling
A Proposal for a New Schooling
Diverse Approaches to Education
We have found ourselves both delighted by and in deep disagreement with van Oers’ article [this issue]. These two evaluative feelings are mutually supported by his work because our disagreements with van Oers have helped us to deepen our own position on the existing diverse approaches to education and develop nuances that we could not have articulated before reading his paper. In our view, van Oers’ major contribution is the clear and coherent ar…
Broader outside social discourses, embodiment, and technism in James Cresswell’s critique of discourse analysis methodology
In our judgment, Cresswell’s theoretical discussion of the two main concerns with CDA methodology and the conceptual ways to deal with them is most interesting and promising. However, we found his empirical illustration of how to deal with these two concerns unconvincing, problematic, and apparently contradicting of his overall theoretical framework, but also instructional and thought-provoking. We see the main shortcoming of Cresswell’s applicat…
Sociology (44 obras) · Psychology (32 obras) · Epistemology (25 obras) · Pedagogy (21 obras) · Philosophy (19 obras) · Political science (19 obras) · Russian Literature and Bakhtin Studies (16 obras) · Innovative Education and Learning Practices (13 obras) · Social science (12 obras) · Law (11 obras)