Conversation Theory

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Related publications (15)

Baron P. (2016) A Cybernetic Approach to Contextual Teaching and Learning. Constructivist Foundations 12(1): 91–100.

Baron P. (2018) Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design. Constructivist Foundations 13(3): 309–319.

Galuszka F. (2019) The league. World Futures 75(1–2): 29–37.

Müller K. H. (2015) De profundis. Ranulph Glanville’s transcendental framework for second-order cybernetics. Cybernetics & Human Knowing 22(2/3): 27–47.

Pangaro P. (2017) Questions for conversation theory or conversation theory in one hour. Kybernetes 46(9): 1578–1587.

Scholte T. (2016) “Black Box” Theatre: Second-Order Cybernetics and Naturalism in Rehearsal and Performance. Constructivist Foundations 11(3): 598–610.

Scott B. & Bansal A. (2014) Learning about learning: A cybernetic model of skill acquisition. Kybernetes 43(9/10): 1399–1411.

Scott B. (2001) Conversation theory: A constructivist, dialogical approach to educational technology. Cybernetics & Human Knowing 8(4): 25–46.

Scott B. (2001) Cybernetics and the social sciences. Systems Research 18: 411–420.

Scott B. (2007) The Co-Emergence of Parts and Wholes in Psychological Individuation. Constructivist Foundations 2(2-3): 65–71.

Scott B. (2008) Working with Gordon Pask (1967–1978): Developing and applying conversation theory. In: Luppicini R. (ed.) Handbook of conversation design for instructionIdea Group, New York: 19–34.

Scott B. (2009) Conversation, Individuals and Concepts: Some Key Concepts in Gordon Pask’s Interaction of Actors and Conversation Theories. Constructivist Foundations 4(3): 151–158.

Scott B. (2015) Putting flesh on the bones: Ranulph Glanville’s contributions to Conversation Theory. Cybernetics & Human Knowing 22(2–3): 59–71.

Scott B. (2019) The sociocybernetics of observation and reflexivity. Current Sociology 67(4): 495–510.

Sweeting B. (2015) Conversation, design and ethics: The cybernetics of Ranulph Glanville. Cybernetics & Human Knowing 22(2–3): 99–105.