Vygotsky's and Buber's Pedagogical Perspectives: Some Affinities

Bartholo, Roberto; Tunes, Elizabeth; Tacca, Maria Carmen Villela Rosa

doi:10.1111/j.1469-5812.2007.00367.x

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…Still, to maintain its educational nature and to avoid becoming friendship, Buber (1947Buber ( /2002) considered teachers to be pedagogical filters of the world which makes educational relationships asymmetrical. The asymmetry causes tensions to educational relationships as they should constitute I-Thou relationships based on equity, trust, openness and respect (Bartholo et al 2010;Buber 1923Buber /1987Buber , 1947Buber /2002). Buber's (1923Buber's ( /1987 formulations about emotions are complex: he claimed that encounters can include but do not produce feelings.…”

Section: Martin Buber's Dialogic Philosophymentioning

confidence: 99%

Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings

Karjalainen

Hanhimäki

Puroila

2019

IJEC

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The study focuses on teachers' and children's shared moments of joy in early childhood education settings and contributes new knowledge in educational research by exploring joy as a relational rather than an individual phenomenon. The theoretical and methodological framework draws on a narrative approach and Martin Buber's dialogical philosophy. Data were gathered through video observations and diary notes in open ECE groups in Finland, with children from 2 to 6 years. The scenes of everyday life in ECE appeared to radiate an overall positive atmosphere. However, the relationship between shared joy and dialogue was multifaceted. On one hand, joyful moments between teachers and children provided opportunities for dialogical encounters. On the other hand, there were variations in how children could participate in joyful moments. The study challenges educators to reflect on the significance of joy in pedagogical practices. The study revealed that dialogical, joyful encounters do not occur due to purposeful planning. Instead, they require that teachers value the daily, bursting-forth moments as important spaces to create reciprocal, respectful relationships with children. Keywords Buber • Dialogue • Early childhood education • Narrative inquiry • Shared joy Résumé L'étude se concentre sur des moments de joie partagée entre enseignants et enfants dans des contextes d'éducation de la petite enfance (ÉPE). Elle contribue à de nou-* Satu Karjalainen

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Section: Martin Buber's Dialogic Philosophymentioning

confidence: 99%

Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings

Karjalainen

Hanhimäki

Puroila

2019

IJEC

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“…Students will move along the ZPD continuum gradually, becoming more independent and confident and finally needing no scaffolding in a particular context (Hill, 2012). What is crucial in this process is developing in students the capacity to ask questions, knowing what to ask is essential in becoming a reflective practitioner or theologically reflective practitioner and this is what tutors can model (Bartholo, Tunes, and Tacca, 2010).…”

Section: Ecology: Learning To Managementioning

confidence: 99%

Solid Steps on Shifting Sand

Shepherd¹,

Nash²

2014

Journal of Adult Theological Education

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This paper focuses on the rationale and pedagogical basis for theological education for professional ministry roles with children and young people. It establishes an organising framework for appreciating the complexity of this formation process -evaluating the polity, ecology, and integrity of theological education towards these particular roles. The paper proposes that these aspects of theological education offer a means for evaluating the 'shifting sands' that influence and inhibit this task. This analysis is used to evaluate key principles upon which this particular type of theological education was established and identify 'solid steps' that can help to direct its future efficacy.

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“…In continuation, the discourse of education does offer comparative studies of social constructivism and existential perspectives. To mention one such study, that by Bartholo et al (2010), attempted to 'examine the dialogical and creative character of pedagogic work by analyzing the affinities between Martin Buber's I-Thou relation and Vygotsky's 'zone of proximal development ' (2010, p. 867). However, comparisons as a rule are odious and tend to compromise the ideas of both thinkers.…”

Section: Contemporary Educationmentioning

confidence: 99%

A Response to Jane Sahi’s ‘Dialogue as Education

Baniwal¹

2014

Contemporary Education Dialogue

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This article is inspired by Jane Sahi's commentary, 'Dialogue as Education: Martin Buber', published under the feature 'Classics with Commentary' in the Monsoon 2005 issue of Contemporary Education Dialogue. I seek to further the discussion of the contributions of Martin Buber to the discourse of education through an elaboration and clarification of the ideas, concerns and critiques exposited by Jane Sahi. These concerns can perhaps be understood under the following themes: (i) reflections on educational practice in the light of Buber's ideas; (ii) the role of language in dialogue; (iii) the idea of learning; (iv) attitudes towards the 'other'; (v) the teacher-pupil relationship and (vi) the role of the teacher.Although ideas on these themes in the writings on Martin Buber's have helped me in articulating this response, Jane Sahi's commentary forms the basis of my reflections.

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Vygotsky's and Buber's Pedagogical Perspectives: Some Affinities

Cited by 5 publications

References 3 publications

Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings

Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings

Solid Steps on Shifting Sand

A Response to Jane Sahi’s ‘Dialogue as Education

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