N97C0014 GordonN97C0014 Gordon

Building intersubjectivity at a distancBuilding intersubjectivity at a distance during the collaborative writing of fe during the collaborative writing of f

airytalesairytales

＊＊ IntroductionIntroduction AbstractAbstractI. I. Qualitative approachesQualitative approaches

II. II. Discourse analysisDiscourse analysis

III. III. Narrative structureNarrative structure

IV. IV. A collaborative way of accomplishing the taskA collaborative way of accomplishing the task

V. V. Fine tuning of reflective Fine tuning of reflective

VI. VI. Metacognitive skillsMetacognitive skills

Bruner. J.,(2002): audience’s role as a co-authorBruner. J.,(2002): audience’s role as a co-author

＊＊ IntroductionIntroductionI. (CSCL) (CVEs) (PLE): Enhancing collavoboratI. (CSCL) (CVEs) (PLE): Enhancing collavoborat

ive processes in educational contexts.ive processes in educational contexts.

II. The relevance of mediated interactionII. The relevance of mediated interaction

III. The aim: the understanding to how intersubjecIII. The aim: the understanding to how intersubjectivity is enhanced and developed. tivity is enhanced and developed.

＊＊ IntroductionIntroduction The roots of intersubjectivityThe roots of intersubjectivityI. Husserl(1931): shifting to a different perspective I. Husserl(1931): shifting to a different perspective

from one’s own.from one’s own.

II. Lavelle(1957): recognizing “otherness”.II. Lavelle(1957): recognizing “otherness”.

III. Merleau-ponty(1962):the juxtaposition between III. Merleau-ponty(1962):the juxtaposition between “I” and “You”“I” and “You”

IV. Crossley(1996): the creation of an “interworld”IV. Crossley(1996): the creation of an “interworld”

V. Freud: the therapeutic relationshipV. Freud: the therapeutic relationship

＊＊ IntroductionIntroduction Rommetveit(1976):architecture of intersRommetveit(1976):architecture of inters

ubjectivityubjectivity Bachtin(1986): an intersection of three vBachtin(1986): an intersection of three v

oices: the writer, addressee, and culturaoices: the writer, addressee, and cultural contextl context

Kristeva(1986): Writing is both subjectiviKristeva(1986): Writing is both subjectivity and intertextualityty and intertextuality

＊＊ IntroductionIntroduction Intersubjectivity in social, developmental, and educational psychologyIntersubjectivity in social, developmental, and educational psychology

I. Mead(1934) theories of intersubjectivity and praxisI. Mead(1934) theories of intersubjectivity and praxis

II. Kaye(1982) and Stern(1985): mother-child reciprocal iII. Kaye(1982) and Stern(1985): mother-child reciprocal influencenfluence

III. Piager(1937/71, 1980): perspective-taking and decentIII. Piager(1937/71, 1980): perspective-taking and decentraton of individual processes working raton of individual processes working

IV.Vygotsky(1930/1971, 1978): zones of proximal develIV.Vygotsky(1930/1971, 1978): zones of proximal developmentopment

V. Cole(1996) Forman, minnick, & Stone,1993): ProlepsiV. Cole(1996) Forman, minnick, & Stone,1993): Prolepsiss

＊ ＊ Intersubjectivity at a distanceIntersubjectivity at a distance

Koshman(1999): collaboration as a proKoshman(1999): collaboration as a process based on communicationcess based on communication

Construction of intersubjectivity at a diConstruction of intersubjectivity at a distancestance

Interacting at distance through a collaInteracting at distance through a collaborative learning environmentborative learning environment

＊ ＊ MethodMethod

A cross-national task: collaborative writing of fairytalesA cross-national task: collaborative writing of fairytales

◆ ◆ ParticipantsParticipants Two schools belonging to two different countries, Italy and Greece. Two schools belonging to two different countries, Italy and Greece. The two classes, both 5th grade, shared a common interest in develThe two classes, both 5th grade, shared a common interest in devel

oping philosophy curriculaoping philosophy curricula The Italian class- 31 pupils, located in Avellino. The Italian class- 31 pupils, located in Avellino. The Greece class- A 5th grade class located in AthensThe Greece class- A 5th grade class located in Athens

＊ ＊ MethodMethod

◆ ◆ MethodMethod1. Warming up.1. Warming up.

2. Selection of philosophically relevant fairytales.2. Selection of philosophically relevant fairytales.

3. Starting up a fairy tale.3. Starting up a fairy tale.

4. Concluding the fairy tale4. Concluding the fairy tale

5. Discussing the final draft.5. Discussing the final draft.

◆ ◆ Data AnalysisData Analysis

MethodMethod Qualitative analysisQualitative analysis Discourse analysisDiscourse analysis Case-studyCase-studyCoding system for videos transcriptsCoding system for videos transcripts

◆ ◆ FindingsFindings Features of intersubjectivity at a distanceFeatures of intersubjectivity at a distance1.1. Creating space for intersubjectivityCreating space for intersubjectivity

(a)(a) Space for collaboration: where should they intervene?Space for collaboration: where should they intervene?

(b)(b) The Integrity of narrative: Drawing a moral lessonThe Integrity of narrative: Drawing a moral lesson

(c)(c) Providing a context for characters’ life: ensuring the story’Providing a context for characters’ life: ensuring the story’s integritys integrity

(d)(d) What is said and what is not said: Exploring the size of inteWhat is said and what is not said: Exploring the size of intersubjectivityrsubjectivity

◆ ◆ FindingsFindings Intersubjectivity built on partners’ groIntersubjectivity built on partners’ gro

und planund plan(e) The size of intersubjectivity(e) The size of intersubjectivity

(f) Working within a restricted intersubjectivity space: Respe(f) Working within a restricted intersubjectivity space: Respecting cues as boundariescting cues as boundaries

(g) Evaluating the collaborative work: “we are happy because(g) Evaluating the collaborative work: “we are happy because…”…”

Congruent continuationCongruent continuation The space for creativityThe space for creativity The integrity of the characters’ lines of actionThe integrity of the characters’ lines of action

＊ ＊ ConclusionConclusion

Not only for cross-national collaboration, but also an elNot only for cross-national collaboration, but also an elective context for studying the construction of intersubjective context for studying the construction of intersubjectivity.ectivity.

The connections between the collaborative writing proThe connections between the collaborative writing process and the construction of intersubjectivitycess and the construction of intersubjectivity

Balance between leaving for creativity and the integritBalance between leaving for creativity and the integrity and coherence of the storyy and coherence of the story

The metaphor of “opening windows”The metaphor of “opening windows” Learning environments play a significant role Learning environments play a significant role