Productive Classroom Dialogue as an Activity of Shared Thinking and Communicating

A Commentary on Marsal

Bibliographic Data

ID12428532
AuthorsChiel van der Veen (0000-0002-7517-4764), Claudia Van Kruistum (0000-0002-2042-7269), Sarah Michael (0000-0002-4799-2583, Clark University)
Year2015
Volume22
Issue4
Pages320-325
Publication date2015-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMind Culture and Activity (JOURNAL)
Journal identifiersISSN: 1074-9039 • E-ISSN: 1532-7884
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10749039.2015.1071398
OpenAlexW2116382567
LanguageEN
Citations received10
References cited12

In Eva Marsal’s article, a model is presented that teaches children to philosophize by acquiring a set of skills in step-by-step exercises. In the classroom examples that Marsal provides, however, it remains unclear how teachers support the kinds of thinking and philosophizing that her Five Finger Model aims to promote. This is why, in response to Eva Marsal’s article, we argue that productive classroom dialogue can be seen as a complementary approach that supports teachers in bringing dialogue into their classrooms. As its aim is to promote children’s “meaningful learning and cultural development in an emancipatory way” (van Oers, 2012a, p. 59), it enables them to do more than appropriate or reconstruct conventional cultural meanings. Through productive classroom dialogue, children learn how to collaboratively progress in communicating, thinking, and understanding. As such, we believe it to be a suitable context for philosophizing with children that goes beyond step-by-step exercises. In this commentary, we subsequently elaborate the notion of productive classroom dialogue and discuss how it interanimates with Marsal’s Five Finger Model

Cognitive science · Pedagogy · Sociology · Communication · Education and Critical Thinking Development · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology

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