Conversational science and advanced learning technologies (ALT): Tools for conversational pedagogy

Abstract

This paper questions the validity of traditional scientific method for the study of human learning and proposes five postulates for the advancement of a conversational science. It considers how an evolving capacity for lifelong learning has been constrained by inappropriate research methods and educational practice leading to a learning deficit in the population. Over 25 years of action research offers solid evidence for the humanisation of science as a conversational research process which respects the individual as a unique meaning constructing, self‐organising learning (SOL) entity. A learning conversation pedagogy which enables learners to act as personal scientists and action researchers and a SOL Systems Seven for a community of action researchers is outlined. Finally, the paper considers how SOL entities can function as catalysts for new forms of ORDER with a potential for the emergence of a new species of learning and of being human.

Citation

Thomas, L. and Harri‐Augstein, S. (2001), "Conversational science and advanced learning technologies (ALT): Tools for conversational pedagogy", Kybernetes, Vol. 30 No. 7/8, pp. 921-954. https://doi.org/10.1108/EUM0000000005917