In this book, Dialogic: Education for the Internet Age, Rupert Wegerif argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet Continue reading Dialogic: Education for the Internet Age: Education for the Internet Age by Rupert Wegerif (2012)
In this book, Dialogic Education and Technology by Rupert Wegerif, the focus is on how new technology can draw people into dialogues that take them beyond themselves into learning, thinking, and creativity. The research reported in the book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich, Continue reading Dialogic Education and Technology: Expanding the Space of Learning by Rupert Wegerif (2010)
In this book, Education for the Age of AI by Rupert Wegerif, the author develops a coherent theory of education as the widening and deepening of dialogic space. This approach addresses the most fundamental educational questions: What should we teach? How should we teach it? And why should we teach it? Wegerif argues that the Continue reading Rethinking Educational Theory: Education as Expanding Dialogue by Rupert Wegerif (2025)
Rupert Wegerif is a British educational researcher and professor of education at the University of Cambridge. His work focuses on dialogic education, technology-enhanced learning, and the role of dialogue in thinking and creativity. He has written widely on how education can foster collaboration, critical inquiry, and global citizenship. Dialogic Intelligence by Rupert Wegerif What It Continue reading Rupert Wegerif Professor of Education at Cambridge University
Education is often framed as the transmission of knowledge and values. However, this narrow view overlooks the deeper ways in which learning shapes identity and sustains culture. A dialogic perspective, by contrast, sees education as shared participation in conversation, through which individuals grow and contribute to practices that connect communities across generations. Continue reading Dialogic Education How learning shifts from transmission to participation
Education has long treated knowledge as something to be transmitted from teacher to student. Yet this one-way model no longer prepares us for a world of complexity and difference. Dialogic education offers an alternative path where learning becomes a shared inquiry, and understanding grows through genuine conversation. Continue reading Dialogic Learning Learning through conversation and difference
Learning occurs through the meeting of diverse voices and perspectives. Too often, difference is treated as a problem to be managed or erased. Seen differently, it becomes the very space where thinking expands, new meaning emerges, and possibilities grow beyond what any single perspective could achieve on its own. Continue reading Dialogic Space Seeing learning as a shared space of many perspectives
Learning often brings us into contact with different perspectives. Too frequently, these differences are treated as deficiencies to be corrected or gaps to be closed. Seen differently, however, they can become generative spaces in which new meaning emerges if we remain with the tension and allow it to reshape our understanding. Continue reading The Dialogic Gap How dialogue turns gaps into openings for new understanding
