collateral
发表于 2025-3-25 04:55:46
https://doi.org/10.1057/9780230594746ion of a research . in favor of dialogic research . The concept of research . is based on the . way of knowing (Aristotle, . (R. Crisp, Trans.). Cambridge, UK: Cambridge University Press, 2000; Carr, ., 421–435, 2006), which can be loosely defined as practical wisdom situated in a unique context, an
monologue
发表于 2025-3-25 11:35:04
Satish Kolluri,Joseph Tse-Hei Leedialogic subjectifying, dialogic problematizing, and dialogic finalizing. In addition, we discuss the status of disagreement in positivist research method and in dialogic research art, claiming that, while agreement is necessary in the positivist approach as a proxy for truth, dialogic research art
Defense
发表于 2025-3-25 12:44:14
Conclusions and Future Directions, because it is eventful and ethically charged..We also found that kindling and nurturing students’ . is an omnipresent pedagogical desire of all our Bakhtinian educators. Students’ . meant that students’ lives generate the educational curriculum, in a form of their own inquiries and puzzlements, and
Malaise
发表于 2025-3-25 19:03:15
Honor Killings in the Twenty-First Centuryn and experimentation, creating professional reflective networks, promoting educational philosophy pluralism, considering the institutionalization of Bakhtinian pedagogy, and, finally, envisioning favorable economic conditions for Bakhtinian pedagogy.
非秘密
发表于 2025-3-25 23:50:43
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玉米棒子
发表于 2025-3-26 01:00:01
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表主动
发表于 2025-3-26 06:33:16
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Arresting
发表于 2025-3-26 10:06:15
Chapter 2.2: Ontological Engagementt types of ontological engagement: extrinsic, intrinsic, eventful, and through self-selection. At the end of the chapter we discuss diverse issues of ontological engagement: pseudo-ontological engagement and exploitation of ontological engagement.
ODIUM
发表于 2025-3-26 16:18:45
Chapter 2.3: The Educational Vortex in Bakhtinian Pedagogyhe task of the educational vortex is to make students like, if not even passionately love, any academic subject and curricular theme that the society (or the teacher) finds important for them to learn. In this chapter we examine ways that Bakhtinian educators conceptualize and orchestrate an educati
BOGUS
发表于 2025-3-26 17:43:25
Chapter 2.4: Teacher–Student Power Relations in Bakhtinian Pedagogy to ameliorate or to hide, but still keep, the power and control of the educational authority. The issue for many of the Bakhtinian educators, raised by the Enlightenment, is whether free-thinking can emerge from any limited or invisible or dying out authoritarianism . from a dialogue free of coerci