Disciplinary Intuitions in the English Language Classroom: Implications for Practice

Abstract

This chapter builds on the previous one, in that it proposes a dialogic pedagogy that seeks to provide a space for the teacher and the learner to interrogate intuitions. The question addressed is to what extent do our current methods of teaching allow the space for such a discourse? The epistemological practices of our education systems do not seem to give due regard to intuitions as a way of knowing. Students are taught to know mainly from authority, to a certain extent and depending on the subject, from their senses and in a most limited way from their personal experiences. Depending on one’s intuitions and worse still expressing them are risky ventures in a system that values homogeneity and conformity and where responses are constantly evaluated against authoritative ‘answers’. In a world of an overwhelming amount of information, it might be an opportune time to consider the place of intuition in the curriculum and with that, a dialogic pedagogy as a means to nurture it. If dialogic practices are prevalent enough in a child’s social milieu, it is likely the same child that will mature into a dialogic adult.