Rupert Wegerif

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Constructive Dispute: Using dialogic education to reduce the threat of polarisation

This theoretical paper revisits the 'three types of talk' analysis widely used in dialogic educat... more This theoretical paper revisits the 'three types of talk' analysis widely used in dialogic education and argues that it needs to be adapted if it is to be useful in combating polarisation. In the current tradition of dialogic education, a type of interaction is encouraged that assumes that participants are open to learning from each other and to reconsidering their positions, often referred to as 'Exploratory Talk'. 'Disputational Talk,' on the other hand, which is characterised by resistance to learning from different perspectives, has been largely dismissed as educationally unproductive. We argue, using evidence from research, that dialogues between students lacking an initial willingness to learn from others can still offer educational benefits. We termed the new type of talk we propose 'Constructive Dispute'. To support our claim, we provide evidence that a carefully designed pedagogical approach can facilitate students' understanding of different perspectives, even when the participating students are not predisposed to question or revise their fundamental beliefs. This educational process promotes both knowledge acquisition and an attitudinal change. Students shift from outright dismissal of opposing views to recognising them as legitimate contributions to a continuing dialogue. We propose that a 'Constructive Dispute' pedagogy is particularly applicable to contentious subjects where strong identity commitments preclude the effectiveness of established dialogic teaching methods. This paper outlines strategies for implementing 'Constructive Dispute' in the classroom and underscores its importance in cultivating critical engagement with a plurality of viewpoints.

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Science, Talk and Ict

Introduction to the theory of dialogic education

Computers, talk and learning : using computers to help coach reasoning through talk across the curriculum

. Computers, talk and learning : using computers to help coach reasoning through talk across the ... more

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Designing Education to Promote Global Dialogue: Lessons from Generation Global—a Project of the Tony Blair Institute for Global Change

Civitas educationis. Education, Politics, and Culture, Aug 24, 2017

This paper focuses on the issue of how to design pedagogy and technology in order to overcome the... more This paper focuses on the issue of how to design pedagogy and technology in order to overcome the much reported echo-chamber effect of the Internet and promote global dialogue. Some of the findings of a large scale evaluation of Generation Global—a project of the Tony Blair Institute for Global Change—(previously called, ‘Face to Faith’) are presented in order to establish that this project is effective in promoting its aim of dialogic open mindedness. Some of the features of the programme are described and analysed, especially the latest version of the web-site which supports team-blogging for young people in schools around the world. We argue that this specific combination of technology and pedagogy offers one potential model for the induction of children globally into the effective use of the Internet where such an induction is understood as a necessary precondition for a potential future global democracy.

思维、技术与学习综述（上）

ARGUNAUT deliverable D6.2: Evaluation report on the pedagogical content of the Argunaut system - Preliminary findings

Dialogue and teaching thinking with technology: Opening, expanding and deepening the ‘inter-face’

... He echoes the infinity that Lévinas refers to when he claims that the meaning of ... A dialog... more

The Routledge International Handbook of Research on Dialogic Education

Routledge eBooks, Sep 26, 2019

Digital technologies, particularly networked technologies, are changing the way we communicate wi... more Digital technologies, particularly networked technologies, are changing the way we communicate with others and interact with information. Dialogic Theory helps us to understand the new ways in which students and teachers are making meaning with networked technologies, for instance by drawing our attention to the concept of 'dialogic space'. This chapter explores how discursive practices in classrooms are shaped by teachers and students within this dialogic space, by looking at the ways in which networked technologies impact on pedagogical link making in science lessons. We redefine and challenge existing theoretical ideas to construct an interpretative framework that helps us to understand how networked technologies reshape classroom discourse and the teaching learning process. Examples are taken from several research projects over a number of years in two different countries (UK and Catalonia), supporting the feasibility of using our framework in different contexts. Our results show that networked technologies empower students' voices in the educational dialogic space, blur the space and time limits of school and out of school learning, and move the focus of teaching practices towards a competence-based approach, to enable students to establish meaningful knowledge-building links in a wide, digital, dialogic network.

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Commentary on Section A

Routledge eBooks, Aug 3, 2023

Researching Online Dialogues: Introducing the ‘Chiasm’ Methodology

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Methodological Developments in Research on Educational Dialogue: Mapping the Field

Interview with Rupert Wegerif: education for meaning. : the role of theory and philosophy in educational science

Education into dialogue

Theory of Teaching Thinking: International Perspectives

Technology, Education and Enlightenment

Using computer‐based cognitive mapping to improve students' divergent thinking for creativity development

British Journal of Educational Technology, May 28, 2019

Her research focus is on technology-enhanced learning, complex problem solving and knowledge visu... more Her research focus is on technology-enhanced learning, complex problem solving and knowledge visualization for creative thinking and deeper learning. Rupert Wegerif is Professor of Education at the University of Cambridge. His research focus is on the theory and practice of dialogic education particularly in relation to teaching thinking and the use of new communication technologies.

Effects of divergent thinking training on students’ scientific creativity: The impact of individual creative potential and domain knowledge

Thinking Skills and Creativity, Sep 1, 2020

Creativity plays a major role in human development, particularly in the domain of science, which ... more Creativity plays a major role in human development, particularly in the domain of science, which requires creativity to discover new problems and to generate new ideas or solutions. Creativity involves a high-level of cognitive process involving convergent thinking and divergent thinking. Divergent thinking, which encourages people to "think outside the box" is identified as an essential component of creativity. In science education, divergent thinking for creativity has received inadequate attention compared with other higher-order cognitive skills such as inquiry and reasoning. This study aimed to address the gap by investigating the following questions: How can we improve students' divergent thinking skills towards scientific creativity through effective training? How might individual differences affect the training effects? The original report of this study is published here.

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Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms

Learning, Culture and Social Interaction, Aug 1, 2023

Dialogic: Opening a Space

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