The Dialogic Imagination: Four Essays by M. M. Bakhtin.

Woolfolk, Alan; Holquist, Michael; Emerson, Caryl

doi:10.2307/2068977

Cited by 9 publications

(4 citation statements)

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“…Kristeva is influenced by the idea of spatialization of literary language proposed by Bakhtin. (Bakhtin, 1981). Kristeva argues that each word (text) is an intersection of other words (texts) where at least one other word (text) can be read (Alfaro, 1996).…”

Section: Intertextuality As a Literary Analytical Methodsmentioning

confidence: 99%

The Javanese Translation of Syaikh ʻabd Al-Qādir Al-Jailānī’s Hagiography: an Intertextuality Analysis of an-Nūr Al-Burhāni

Munip

2019

j. of soc. sci. and relig.

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The most famous manāqib (hagiography) of Syaikh Abd al-Qadir al-Jailānī in Java, is an-Nūr al-Burhānī, written by Kyai Muslih al-Marāqī, a Javanese translation of al-Barzanji’s al-Lujain ad-Dānī. However, this book has its uniqueness and can be regarded as a new book because Kyai Muslih is not only a translator but also a commentator of the book. This article aims to describe the relationship between the book and other text. By intertextuality analysis, this paper finds that an-Nūr al-Burhānī is a revision of some translation books of al-Lujain ad-Dāni that have existed before, as well as constructed by quotations from 30 books, 24 verses of al-Qur'an, 50 ḥadiṣ and some poems. The relationship of intertextuality is indicated by excerpt, expansion, modification, and conversion. The excerpt is seen in Kyai Muslih’s sounding about controversial issues related to Sufism. The expansion is found when he speaks more extensively about the issues he discusses. The modification is shown by shortening a lengthy ḥadiṣ, a citation, and a title of a book. The conversion is seen when he criticizes another opinion he regards as not valid. Finally, an-Nūr al-Burhānī serves as hypotext for the subsequent works. At least, two books in the Indonesian language, namely Terjemah Manaqib Syaikh Abdul Qadir Jailani by Moh Saifulloh al-Aziz and Penuntun Manaqib Syeikh Abdul Qadir al-Jailani by Baidlowi Syamsuri are the translations of Javanese an-Nūr al-Burhānī and not a direct translation of Arabic al-Lujain ad-Dāni. These findings underline the importance of the translator's competence in order to produce good translation works, as is modeled by Kyai Muslih.

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Section: Intertextuality As a Literary Analytical Methodsmentioning

confidence: 99%

The Javanese Translation of Syaikh ʻabd Al-Qādir Al-Jailānī’s Hagiography: an Intertextuality Analysis of an-Nūr Al-Burhāni

Munip

2019

j. of soc. sci. and relig.

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“…One system level approach to organising feedback is the dialogic feedback model which suggests that assessment and feedback should be organised as a dialogue between the tutor and student [26]- [28]. The dialogic feedback model is a dynamic process which provides scaffolding for the learning process [27].…”

Section: Dialogic Feedbackmentioning

confidence: 99%

Gamification in a Learning Resource for the Study of Human Computer Interaction

Carmichael

MacEachen

Archibald

2021

Lecture Notes in Networks and Systems

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Human Computer Interaction (HCI) is increasing in relevance as it, in part, concerns the design of digital interfaces such as downloadable apps. Despite the importance of the subject area students frequently find the topic boring, dry and overly theoretical. In order to address this apparent lack of student interest, a gamified learning resource for a HCI module in the second year of University was created. A literature review into the HCI educational requirements was conducted and used to inform the design. A further analysis of the literature on dialogic feedback, simulations and gamification features was conducted and key features were matched to the educational requirements. The resultant gamified learning resource, dubbed the 'work simulation', was evaluated first by a two cohort comparison for module lecture attendance and exam attainment. The results of the first phase of the evaluation showed a statistically significant improvement in both attendance and attainment for the cohort experiencing the 'work simulation'. A further evaluation was carried out by means of interviews with students, which suggested that dialogic feedback and the game narrative/fiction, in particular, were useful.

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“…Our conceptual framework relies, in part, on Alexander's (2020) model of dialogic teaching with roots in the work of Bakhtin and Vygotsky (Nussbaum et al, 2023; Vygotsky, 1978). Whereas argumentation studies in philosophy emphasize dialectical reasoning, a notion that dates back to the ancient Greeks stressing the interplay and evaluation of opposing ideas (Pollock, 1987), Bakhtin (1981) introduced the notion of dialogism, which is a style of discourse in literary work “in which characters express a variety of (potentially contradictory) points of view rather than being [monological] mouthpieces for the author” (Oxford Reference, n.d. ).…”

Section: Introductionmentioning

confidence: 99%

“…The asking and answering of CQs reflects what Johnson (2002) terms the dialectical tier of an argument, as opposed to the illative core. The dialectic process can occur internally or among individuals; the latter can make the process also dialogic (if multiple perspectives are considered (see Bakhtin, 1981; Nussbaum et al, 2023; Wegerif, 2007). When a CQ is not answered adequately, this lowers the strength and cogency of an argument and suggests possible rebuttals.…”

Section: Introductionmentioning

confidence: 99%

Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students

Nussbaum,

Van Winkle,

Tian

et al. 2024

Science Education

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Critiquing arguments is important for K‐12 science students to learn but not emphasized by the predominant claim‐evidence‐reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons involving argumentation, including the use of CQs. We assessed the effects on student self‐efficacy for engaging in argument critique, teacher self‐efficacy for using argument pedagogy, and teachers’ perceptions of the value of CQs. Qualitative data included teacher interviews, lesson transcripts, and student work samples. Quantitative data included surveys of student self‐efficacy administered at the beginning and end of the school year. There was evidence suggesting an increase over time in students’ confidence for engaging in argument critique and teachers’ confidence with argument pedagogy. However, only four of the six teachers were confident and skilled enough to include CQs in their lessons. Those who did use CQs tended to perceive them as providing a helpful structure for critique, prompts for deeper thinking, and a tool for fostering critical classroom norms. Discussion of CQs may have benefitted students’ writing by promoting peer critique and encouragement to elaborate. Overall, CQs afford students with a framework for judging argument strength. Scientific argumentation involving CQs provides a more contemporary philosophical basis for scientific argumentation than CER or the Toulmin model as it emphasizes the critical and dialogic nature of science.

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The Dialogic Imagination: Four Essays by M. M. Bakhtin.

Cited by 9 publications

References 0 publications

The Javanese Translation of Syaikh ʻabd Al-Qādir Al-Jailānī’s Hagiography: an Intertextuality Analysis of an-Nūr Al-Burhāni

The Javanese Translation of Syaikh ʻabd Al-Qādir Al-Jailānī’s Hagiography: an Intertextuality Analysis of an-Nūr Al-Burhāni

Gamification in a Learning Resource for the Study of Human Computer Interaction

Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students

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