Vygotsky and Frieri in dialogue-based education

پژوهش نامه مبانی تعلیم و تربیت

Article 2, Volume 1, Issue 2, March 2012   

Document Type: پژوهشی

DOI: 10.22067/fe.v1i2.11384

Authors

mansure hajhosseiny^* ; Golnar Mehran

Abstract

In this article, with the aim of identify the common aspects of Vygotsky and Frieri in dialogue-based education; the theatrical basis, related concepts, and the type of education is studied in an analytical and interpretive way and their differences and similarities, especially in their educational model is presented and defined.
As the result of recognition of basic aspects and explanation of some of the related concepts, it is figured out that, while both views are insisting on the active nature of human in building the social reality, they surveyed human action in social dialectic context and Consequently with choosing the dialectic method in education, they use a common basis for their practical efforts (education) in human development. Vygotsky has followed this development in the metal process while insisting on the mediator role of language in socio-cultural interactions and defined dialogue as a part of the process of internalizing social action in order to shape thought and development of human kind. And Frieri present this development basing on the actions that result to awareness and in a model of dialogue-based critical pedagogy.

Keywords
Vygotsky, Frieri, Dialectic, Human Development, Critical Pedagogy