The power of a dialogical framework to articulate collaborative learning in the 21st century

Yifat Ben David Kolikant*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Scopus citations

Abstract

Life in the 21st century involves new challenges and requires developing different skills than were previously required. Today’s students will function in a rapidly changing world and work under conditions of increasing uncertainty and risk. Our world today is characterized by (at least) four major trends: (a) digitalism, that is, the rapid proliferation of ICT and social media and their increasing role in everyday life; (b) a Knowledge Society, or related terms, such as a Knowledge Economy, a knowledge age, and a Learning Society, which highlight the nature of certain societal changes (Valimaa & Hoffman, 2008) in which knowledge is assuming greater importance than ever before (Drucker, 1993), and dynamic epistemology—perceptions of knowledge as evolving, constantly changing—which governs knowledge-related practices; (c) globalism, that is, enjoying the wealth of but also facing the need to compete in a global market; and (d) multi-culturalism, since due to technological and immigration trends, people are exposed to myriad, often conflicting voices and worldviews.

Original languageAmerican English
Title of host publicationThe Routledge International Handbook of Research on Dialogic Education
PublisherTaylor and Francis
Pages634-646
Number of pages13
ISBN (Electronic)9780429806766
ISBN (Print)9781138338517
DOIs
StatePublished - 1 Jan 2019

Bibliographical note

Publisher Copyright:
© 2020 selection and editorial matter, Neil Mercer, Rupert Wegerif and Louis Major.

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