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Pedagogy Out of Order: Relinking Critical Teaching with the Dialogical Aspect of Transformative Learning by Izhak Berkovich — February 15, 2016This commentary is a criticism of the dominating technical approach to critical teaching, which the author views as inherently linked with promoting what Jack Mezirow called transformative learning. The author suggests that both cognitive and dialogical orientations are necessary to promote authentic transformation through critical teaching. The author discusses the problems involved in over-focus on the technical cognitive aspect in critical teaching, and welcomes a dialogical focus in critical teaching as a way to promote students' authentic transformative learning.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Izhak Berkovich
Open University of Israel
E-mail Author
IZHAK BERKOVICH is a Visiting Scholar at the Open University of Israel.
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