Ruankool, Nopparat;
(2022)
Understanding Learning Paradox through Abduction and Dialogue for Effective Teaching in Multicultural Schools.
ASR:Chiang Mai University Journal of Social Sciences and Humanities
, 9
(1)
, Article e2022001.
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Abstract
Learning paradox, an ancient inquiry found in Plato’s MENO, has widely been discussed in education through the present day. It focuses on the puzzle of how students acquire new understandings out of the knowledge they already possess. One of several views is Richard Prawat’s concept of 'abduction' or the use of metaphor by teachers as a means for students' learning. But the question is whether this 'metaphor' would be effective in multicultural schools where students have different cultural backgrounds and understandings. The utilisation of a fixed 'metaphor' that only some students comprehend can limit the learning opportunities for others. This research attempts to address this concern through Nicholas Burbules’ concept of 'dialogue' as an integral part of the abductive process. This dialogue discloses the greater mutual understanding of learning counterparts despite their diversity and opens up the possibilities of other relevant metaphors. Consequently, the integration of dialogue in the abductive process assists students in acquiring new knowledge more equally and enriches their learning more holistically and meaningfully.
| Type: | Article |
|---|---|
| Title: | Understanding Learning Paradox through Abduction and Dialogue for Effective Teaching in Multicultural Schools |
| Publisher version: | https://cmuj.cmu.ac.th/asr/journal_de.php?id=204 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Learning paradox, Abduction, Dialogue, Metaphor, Multicultural schools |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10145802 |
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