Abstract
In this paper, the author analyses learning as a function of the threshold between parties and ideas. Using Bakhtinian dialogic theory, literacy learning in particular is envisioned as a dialogue of the threshold. This instructional threshold is viewed both in pedagogical and biological terms. The physiological process of learning is described, making a biological case for instructional scaffolding and the gradual release of responsibility in the classroom. The dialogue of different disciplines serves as integration of several thresholds and further strengthening of learning. Curriculum integration is then promoted as a means to lasting learning.
Publisher
Centre for Evaluation in Education and Science (CEON/CEES)
Reference23 articles.
1. Bakhtin, M. M. (1984). Problems of Dostoevsky's poetics (C. Emerson, Ed. & Trans.). University of Minnesota Press. https://doi.org/10.5749/j.ctt22727z1;
2. Campbell, M., Egan, M., Lorenc, T., Bond, L., Popham, F., Fenton, C., & Benzeval, M. (2014). Considering methodological options for reviews of theory: Illustrated by a review of theories linking income and health. Systematic Reviews, 3(1), 114;
3. Chang, H. (2016). Autoethnography as Method. Routledge;
4. Ellis, A. (1995). Changing rational-emotive therapy (RET) to rational emotive behavior therapy (REBT). Journal of Rational-Emotive & Cognitive-Behavior Therapy, 13, 85-89. https://doi.org/10.1007/BF02354453;
5. Fisher, D., & Frey, N. (2021). Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD;