On the compatibility of dialogism and dialectics: the case of mathematics education and professional development

Abstract

ABSTRACTWe argue that the distinction between dialogue (after Bakhtin) and dialectics (after Hegel, Marx, Vygotsky), is of key importance to learning-teaching and to mathematics education. Some followers of Bakhtin have argued that these concepts are irreconcilable, or incompatible, since dialectics implies and dialogism implicitly denies the requirement of telos (i.e., a targeted endpoint). On the contrary, we argue for compatibility; dialogism can allow for the progress implied by dialectics, but its teleology is inherent in its efficacy in practice rather than in any pre-defined endpoint. We show how a mathematical or professional dialogue can involve dialectical negations and supersession, thus providing for progress or development, without loss of dialogism. Our case is taken from a lesson study in which progress emerging from classroom and staffroom dialogues is interpreted in dialectical terms as developmental. The connection with Vygotsky’s theory of concepts in learning-teaching and the possible generalization of the argument are discussed. We conclude that the key moments on which concept development turns are: (1) the negation by multiple, lived practices, and (2) the creative, speculative, supersession of inadequate concepts, in appropriate dialogues.