Toward a trialogical approach to learning

Abstract

The purpose of present article is to examine a trialogical approach to learning that is the foundation of the Knowledge-Practices Laboratory project (see www.kp-lab.org). I will contrast the trialogical framework with prevailing monological (cognitive) and dialogical (situated cognition) approaches. Five characteristics of a trialogical approach to learning and cognition are distinguished: it 1) concentrates on processes which aim at developing shared objects; 2) takes place across long timescales, 3) involves interaction between individual and collective processes, 4) relies on cross-fertilization of knowledge practices, 5) relies on collaborative technologies designed to elicit object-oriented activities, and 6) develops through transformations and reflections across forms of knowledge. Three cases applying the trialogical approach will be presented in order to examine its empirical and practical dimensions. 1.

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