The phenomenon of ‘interruption’ a destructive or positive act of communication within the learning environment.

Henson, David (2016) The phenomenon of ‘interruption’ a destructive or positive act of communication within the learning environment. In: Workshop for paper to be submitted to educational conference in June 2016, 23rd April, 2016, Oxford. (Unpublished)

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Abstract

Verbal exchange and the various tempos of speaking and interrupting thoughts recognise differences according to each culture and social class (Li, 2001). The essential qualities of dialogue such as to engage, focus, listen and have empathy with each other are rapidly being replaced by texts, tweets, Instagram, and various levels of online communication (Turkle, 2011, 2015). This phenomenological study will consider the impact of the digital age upon teaching methods between those who listen to understand the position of those who speak, whether student or tutor (Biesta, 2012). Is the phenomenon of ‘interruption’ a destructive force with regard to the development of ideas and a barrier to the overall learning process?

This paper will explore the concept of dialogue, the manner in which the dialogue/conversation takes place within the classroom and the Kuhnian paradigm shift from the ‘Instruction Paradigm’ to the ‘Learning Paradigm (Barr and Tagg,1995). The philosophical writings from the Greeks, to Plato’s dialogue ‘Meno’ to Socrates to the so-called ‘learning paradigm’ will inform this research and identify how the Socratic method of teaching can achieve a positive and meaningful dialogue within the classroom (Reich, 2003). Further elements to be identified within this study are whether the danger of losing the capacity to engage in meaningful conversation not only removes our distinctive cultural thinking but our ability to respond and engage with alternative ideas (Stivers et al., 2009). Due to the demands of social conditions and the current aims of education the relationship between speaker/listener, teacher/student has changed (Barr and Tagg, 1995).

It is the aim of this paper to justify the fact that the classroom behaviour and the quality of communication through dialogue and discourse is so important that the teacher once more has the opportunity to guide, lead and teach (Durkheim, 2006; Biesta., 2012).

Keywords: phenomenological; interruption; dialogue; digital age; Kuhnian (instruction) paradigm; learning paradigm; Socrates

Item Type: Conference or Workshop Item (Lecture)
Subjects: Education
Performing arts
Arts
Depositing User: David Henson
Date Deposited: 07 May 2016 10:54
Last Modified: 10 Nov 2016 14:34
URI: http://repository.uwl.ac.uk/id/eprint/2042

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