Keywords
Bakhtin
Freire
educational philosophy
positivism
dialogical pedagogy
participatory action research
living language
How to Cite
Abstract
The purpose of this essay is to demonstrate that the philosophy of dialogism opposes, in a variety of dimensions, to the positivist and instrumental philosophy that dominates western thought, and therefore the educational field. These two philosophies are contrasted along four dimensions: Being, knowledge /understanding, language, and pedagogy, based on Bakhtin‘s and Freire‘s contributions. This contrast is carried out by demonstrating the following theses: 1) Dialogism is a true alternative to positivism regarding the ontological dimension (being-in-relation), epistemological dimension (knowledge that is dialogical, situated, participative and relational), linguistic dimension (language is constitutive of being, knowing, and acting), and pedagogical dimension (dialogical, democratic, critical and transformative); 2) Bakhtin‘s and Freire‘s perspectives on dialogism, with respect to the indicated dimensions, are consistent or at least complementary.
How to cite:
Torres, M. N. (2008). Por qué dialogismo se opone radicalmente al positivismo: Las contribuciones de Mijail Bajtín y Paulo Freire. Cuaderno de Investigación en la Educación, 23, 61-76. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13307
The contents published in the Puerto Rico Journal of Education is freely distributed under open access practices, in accordance with the Creative Commons license, Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Through these principles, the journal and its authors allow readers to access, reproduce and share articles in full text. Users should give credit to authors in a reasonable way without suggesting they have their support. Under no circumstances, readers may make use of the contents for commercial purposes. The authors retain copyright on their works.