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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/58467
The Dialogic Turn in Educational Psychology
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The increasing presence of and claim for dialogue in today"s society has already had an impact on the theory and practice of learning. Whereas in the past individual and cognitive elements were seen as crucial to learning, since about two decades ago, scientific literature indicates that culture, interaction and dialogue are the key factors. In addition, the research project of highest scientific rank and with most resources dedicated to the study of school education in the Framework Program of the European Union: INCLUD-ED shows that the practices of successful schools around Europe are in line with the dialogic approach to learning. This article presents the dialogic turn in educational psychology, consisting of moving from symbolic conceptions of mind and internalist perspectives that focus on mental schemata of previous knowledge, to theories that see intersubjectivity and communication as the primary factors in learning. The paper deepens on the second approach.
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RACIONERO, Sandra and PADRÓS, Maria. The Dialogic Turn in Educational Psychology. Revista de Psicodidáctica / Journal of Psychodidactics . 2010. Vol. 15, num. 2, pags. 143-163. ISSN 1136-1034. [consulted: 17 of June of 2026]. Available at: https://hdl.handle.net/2445/58467