Figure 6.2: Roles and metaphors of learning in relation to monologic and dialogic approaches

is conceived as a process of becoming a member of a community where the norms are negotiated by its members: participation is synonymous with taking part, being a part of… The acquisition metaphor stresses the individual mind whereas the participation metaphor focuses on relations between people and the contexts they are in; “the whole and the parts affect and inform each other” (p.6).

Sfard was very careful to point out that both metaphors are needed, even though they appear to be in tension with each other. These metaphors are indeed in tension with each other, and unlike Sfard, who was writing her seminal article some 20 years ago, the authors of this report take a socio-cultural and socio-material view of learning that provides a more nuanced understanding of learning that positions learning towards the participation end of the continuum. As Lee (2014) notes “cognition extends beyond the brain to the material world surrounding the subject-knowledge is in and out of the human body” (p.172). In other words, cognition is dependent on an individual’s relation to others, to things in the environment (the material world), including norms (such as the rule of raising your hand in a classroom to answer questions), dominant ways of thinking (such as learning is acquisition of knowledge), resources such as asking particular types of questions, theories, physical tools, and also, power relations. These can be felt in our bodies as for example when we ‘know’ a pancake is ready to be turned or we sense something is ‘right’; hence Lee’s reference to “knowledge is in and out of the human body” (authors’ emphasis). Sfard’s note that particular theories may be positioned towards a particular end of the spectrum is consistent with the explanation that the participation metaphor better represents the socio-cultural, socio-material theoretical perspectives and the acquisition metaphor is representative of cognitive perspectives that focus on the individual mind.

Figure 6.2: Roles and metaphors of learning in relation to monologic and dialogic approaches

There are many constructivist approaches that are inclusive of dialogue between learners. Educators will have had varied experiences with many of these approaches and can be confused about the difference between constructivist approaches that are typically enacted through the use of group work, (e.g. buzz groups, jigsaw activity, dating, etc.) and how that may differ from a dialogic approach.