This paper highlights some connections between cultural psychology, educational psychology, and identity psychology. This aim is pursued through the constructivist view of conceptualized learning as building knowledge. It is contended that identities should explicitly be considered as part of this process. Useful approaches to explore the relationship between learning and identity are the Dialogical Self Theory (DST) and the Communities of Learning model (CoL), both of which demonstrate a shared interest in dialogue and constructivism. DST deﬁnes the self as being composed of a set of I-positions, which are constantly in dialogue and in movement. The CoL model conceptualizes the classroom as a set of cultural contexts where dialogues permit the analysis of context and also shape it. Empirical examples of how relevant concepts related to learning, such as motivation and sense-making, can be viewed as innovation of the self are discussed.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, sustainability, thinkers, ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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