Toward a Philosophy of the Act

Bakhtin, M. M.; Liapunov, Vadim; Holquist, Michael

doi:10.2307/431748

Cited by 199 publications

(379 citation statements)

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“…In Bakhtinian theory, dialogue is a process where human beings living beings assert their presence from the very beginning of life. Dialogue is not an exchange of utterances, which can be analyzed individually, but rather is communication in which each speaker already takes account of the expected response of the other (Bakhtin 1993;Shotter 2010). More than simple communication, dialogue is a much more profound life factor through which we construct ourselves as human beings in responsive relations to each other.…”

Section: Dialogical Practicesmentioning

confidence: 99%

Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Ulland

Andersen

Larsen

et al. 2013

Adm Policy Ment Health

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In Norway and many other countries, political guidelines prescribe the development of mental health strategies with both a service user's perspective and a treatment system established by the local authority. The development of new strategies frequently involves challenges regarding procedures and treatment as well as a view of knowledge and humanity. Dialogical practices might provide a solution for these challenges not only because of its procedures but also due to its attitudes toward service users. The aim is to explore the implementation of three dialogical practice programs in Southern Norway from 1998 to 2008 and to critically analyze and discuss the authors' experiences during the implementation process. Three different programs of dialogical practices were initiated, established, and evaluated within the framework of participatory action research. Sustainable changes succeed individually and organizationally when all participants engage as partners during the implementation of new mental health practices. Generating dialogic practice requires shared understanding of the Open Dialogue Approach (ODA) and collaboration between professional networks and among the leaders. Developing a collaboration area that includes service users in all stages of the projects was one of the essential implementation factors. Other factors involved a common vision of ODA by the leaders and the actors, similar experiences, and a culture of collaboration. However, ODA challenged traditional medical therapy and encountered obstacles to collaboration. Perhaps the best way of surmounting those obstacles is to practice ODA itself during the implementation process.

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Section: Dialogical Practicesmentioning

confidence: 99%

Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Ulland

Andersen

Larsen

et al. 2013

Adm Policy Ment Health

View full text Add to dashboard Cite

show abstract

“…In turn, these ethically charged deeds, judgments, and values define the authors of these deeds -what kind of persons they are -to others and, consequently, also to themselves (Arendt, 1958;Bakhtin, 1993). According to Bakhtin, ethics is socialized through a special critical dialogue of responsibility, involving words and deeds.…”

Section: Beyond Equality and Inequality In Educationmentioning

confidence: 99%

“…As Bakhtin argued, there cannot be any theory of right and wrong -it is an authorial judgment, for which people must take responsibility. Bakhtin contrasted his ethical dialogism with Kantian "theoriticism" (Bakhtin, 1993), which he would later call "excessive monologism" (Bakhtin, 1999). …”

Section: Beyond Equality and Inequality In Educationmentioning

confidence: 99%

“…Further, the author of an ethically charged deed has an ethical obligation to respond to these charges produced by others and him/herself with his/her words and/or deeds. This ethical obligation of response is called "responsibility" to stand behind the authorship of the deed, to accept diverse positive and negative judgments and obligations, and to take care of consequences of the deed to diverse involved suffering parties (Bakhtin, 1993). Responsibility for a deed is not isolated but rather it is enmeshed in a web of the person's responsibilities for other deeds and relationships.…”

Section: Beyond Equality and Inequality In Educationmentioning

confidence: 99%

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Beyond equality and inequality in education: Bakhtinian dialogic ethics approach of human uniqueness to educational justice

Matusov

Marjanović-Shane

2018

Dialogic Pedagogy Journal

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“…In fact, because school science takes an abstract view on knowing, considering only its theoretical and skill-related aspects, it inherently is incapable of providing students with experiences of participative thinking, which has emotive (Vygotsky, 1986) and emotional -volitional aspect (Bakhtin, 1993) as irreducible components. Such aspects do exist in free-choice learning environments, such as participation in environmentalism, as expressed in the caring for that comes to be enacted in the process.…”

Section: Introductionmentioning

confidence: 99%

Learning and teaching as emergent features of informal settings: An ethnographic study in an environmental action group

Boyer

Roth

2006

Sci. Ed.

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Around the world, many people concerned with the state of the environment participate in environmental action groups. Much of their learning occurs informally, simply by participating in the everyday, ongoing collective life of the chosen group. Such settings provide unique opportunities for studying how people learn science in complex settings without being directly instructed. This study was designed to investigate learning and teaching that occurs through ordinary, everyday participation in environmental action. We draw on data collected during a 2-year ethnographic study of a coast-wide eelgrassmapping project. Taking a whole activity as our unit of analysis, we articulate the forms of participation that volunteers take and theorize learning in terms of changing participation and expanding opportunities for action. The community-based eelgrass stewardship group we studied is both socially and materially heterogeneous, made up of people young and old and with different expertise. We show that changing forms of participation are emergent features of unfolding sociomaterial inter-action, not determinate roles or rules. EMERGENT FEATURES OF INFORMAL SETTINGS 1029Furthermore, the possibilities for learning expand when individuals have the opportunity to frame problems that arise in ongoing activity. In the setting of our study, attributions (dichotomies) such as "off-task/on-task" and "teacher/learner" are artificial. We suggest that by providing expanding opportunities, in the form of a variety of sociomaterial resources, science educators can rethink the design of school-based science learning environments.

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Toward a Philosophy of the Act

Cited by 199 publications

References 0 publications

Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Beyond equality and inequality in education: Bakhtinian dialogic ethics approach of human uniqueness to educational justice

Learning and teaching as emergent features of informal settings: An ethnographic study in an environmental action group

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