Situated Generalization with Prototypes in Dialogical Teaching

  • Morten NissenEmail author
  • Line Lerche Mørck
Part of the Theory and History in the Human and Social Sciences book series (THHSS)


This chapter outlines situated generalization through the creation of a prototypical model of dialogical teaching practiced at a PhD course about identity formation, self-representation, and self-exposure. A prototype is a singular practice (with its objects, premises, subject-positions, conditions, and structures) modelled as relevant to a kind of practice. The idea of the prototype as situated generalization is philosophically rooted in an epistemology of practice, as read mostly through German-Scandinavian Critical Psychology and Jean Lave’s social practice theory. We propose dialogical teaching by recounting how that was performed, articulated, and reflected at the PhD course by students, teachers, and co-researchers as different from traditional university teaching. This is unfolded in several aspects: (a) teaching is resituated as relevant to sociocultural change in which all participants are equally involved; (b) texts are deconstructed as relevant to that process of change; (c) participants—including Frigga Haug and Emily Martin who provided important inspiration—are multi-positioned as we meet on neutral ground and in movement; (d) together, we make artifacts (including this text) with which we represent and recognize ourselves as individuals and as collective; (e) this implies co-creating ethics of care, overcoming the separation and externality of ethics from practice.


Dialogical teaching Situated generalization Prototype Identity formation Self-representation Self-exposure Positioning Social practice theory Critical psychology Collective memory work Reflecting team 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Danish School of Education, Aarhus UniversityAarhusDenmark

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