Two Cultures, Two Dialogists and Two Intersecting Theories

Autor/in	Ravenscroft, Lesley
Titel	Two Cultures, Two Dialogists and Two Intersecting Theories
Quelle	In: Psychology Teaching Review, 18 (2012) 1, S.45-50 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Stellungnahme; Models; Educational Change; Psychology; Foreign Countries; Teaching Methods; Identification; Theories; Classroom Environment; Teacher Educators; Young Children; Elementary Education; Individualism; Australia; Canada; France; Italy; Netherlands; Russia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungsreform; Psychologie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikation; Identifizierung; Theory; Theorie; Klassenklima; Unterrichtsklima; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Frühe Kindheit; Elementarunterricht; Individualismus; Australien; Kanada; Frankreich; Italien; Niederlande; Russland; Großbritannien; USA
Abstract	This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become "whole" at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.) (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10