Describes the basis for a simulation game classification based on the game image, which is created against a foundation of events that occur during the course of the game. Three characteristics of the game image--reflection of reality, dialog, and motivation--are defined, and game dialog types are discussed in detail. (MBR)

A theoretical framework describing second-order philosophical processes that can be productive for human movement studies is presented. The processes of edification and theory building can clarify issues, expand viewpoints, and establish systematic ways of dealing with a phenomenon, leading to the more mature forms of dialogues and theories. (MT)

Describes the life and work of Paulo Freire, his emphasis on the political nature of educational activity, his work for social justice, the influences on him and those whom he influenced. (SK)

Uses concepts of creativity, transformative learning, imagination, and dialog to explore hidden patterns affecting the inability to write. Describes the use of reflection and imagery to make meaning of experience and unblock writing processes. (SK)

Problem-posing is a tool for developing and strengthening critical thinking skills. It is an inductive questioning process that structures dialog in the classroom. Five steps include describing the content, defining the problem, personalizing it, discussing it, and discussing alternatives. (Author/JOW)

Nurse educators need to analyze values, communication, and social processes when deciding to use technology in the curriculum. Reflection and dialogue are needed regarding the impact of technology-based nursing education. (SK)

Focuses on learner entropy and discusses ways of helping learners overcome it. Offers the dialectic as support for helping learners balance perceptual order. Suggests that the teacher must assist the performance of the learner by striking a balance between the demands of the task and the capacity of the learner. (Author/VWL)

Examines the role of interviews in educational research using the example of interviews with bilingual mothers and children. Describes interviews as process and product, conversation and narrative and the parties engaged in it as mutually constructing meaning. (Contains 40 references.) (SK)

The author presents her views on creating respect and dialogue in the Feminist Argument Class. She asserts that the instructor must "create the kind of atmosphere in which students can think honestly and openly about their position on an issue about which they care" (Lamb, "Beyond Argument" 18). When this atmosphere is created, students can be…

We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions: a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a…

The primary tasks of the therapist can be described as listening to what the client says and making space for what the client has not yet said. According to Anderson and Goolishian, the therapist should take a not-knowing stance in this dialogic process. The question remains, however, what not-knowing exactly means. In this article, I will explore…

Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and…

This Samoan language manual is designed for use by both teachers and students. The manual outlines and explains each lesson for the teacher and provides a source of reference for the learner. The lessons are intended for use in the classroom under the direction of the teacher. Total immersion in Samoan and exclusion of English are important…

Describes conversational joint remembering in terms of three hierarchically related functions--framing and orientation, correspondence functions, and validation function. Highlights the importance of studying remembering as a social activity governed by the setting in which it occurs. (JD)

Topics covered in this essay include the functions of an ideal dialogue, essential conditions for establishing the validity of assertions, the role of external and internal restraints on understanding, the function of reflective thought and meaning perspective in dialogic learning, and false consciousness and its relationship to learner needs and…