Practitioner Meets Philosopher: Bakhtinian musings on learning with Paul

Educational Philosophy and Theory 45 (12):1252-1263 (2013)
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Abstract

The stars and the planets must have been in alignment when Paul Hager needed a doctoral student to work on his research grant at the same time that I had transitioned from 20 years as business practitioner to become an educator interested in workplace learning. This paper explores the Bakhtinian ways in which I learned about learning with Paul, and how our process of engagement continues to influence my appreciation of the philosophy and practice of education. In such musings, I draw upon Bakhtin’s concepts of dialogism, answerability and ideological becoming to discuss how the invitational qualities of engagement sustain a pedagogy of practice that I am privileged to share with my guide and friend, Emeritus Professor Paul Hager.

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References found in this work

Art and answerability: early philosophical essays.M. M. Bakhtin - 1990 - Austin: University of Texas Press. Edited by Michael Holquist & Vadim Liapunov.
Toward a philosophy of the act.M. M. Bakhtin - 1993 - Austin: University of Texas Press. Edited by Michael Holquist & Vadim Liapunov.
Toward a Philosophy of the Act.M. M. Bakhtin - 1993 - Austin: University of Texas Press. Edited by Michael Holquist & Vadim Liapunov.
Education: The engagement and its frustration.Michael Oakeshott - 1971 - Journal of Philosophy of Education 5 (1):43–76.
Education: The Engagement and its Frustration.Michael Oakeshott - 1971 - Journal of Philosophy of Education 5 (1):43-76.

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