Category Archives: Intersubjectivity

Pattern-recognition, intersubjectivity, and dialogic meaning-making in education

Posted on January 21, 2020 by Giorgio Bertini

From a conventional monological view, meaning-making is located in a particular statement. In conventional schools, students are positioned to be enactors of ready-made knowledge and skills on teacher’s demand based on their pattern-recognition and production, rather than to be authors … Continue reading →