[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-600793-en":3,"doc-seo-600793-105":31,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},600793,5909893218464,"dhado","https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",8,"Research & Report","Commentary on Eugene and Kiyo’s Dialogue on Dialogic Pedagogy","This commentary on Eugene and Kiyo’s dialogue on dialogic pedagogy addresses three guiding questions: why classification matters, what ontology is, and how agency can be understood. The text argues that classificatory systems tend to conflict with a dialogic worldview that “hears voices in everything,” producing polyphony and making universal taxonomy unworkable. It also links classification to literacy, context, and ethical control, then contrasts epistemic readings with broader ontological perspectives.","ISSN: 2325-3290 (online)  \nCommentary on Eugene and Kiyo’s dialogue on dialogic pedagogy   \n\n| | Rupert Wegerif\u003Cbr>University of Exeter, UK |\n| --- | --- |\n\nAbstract  \nThis fascinating dialogue raised many questions. In this commentary I will focus on just three questions that particularly stimulated me to further reflection:‘why classification?’; ‘what is ontology?’ and‘where does agency come from?’  \nWhy classification?  \nEugene starts with a complex classification of types of dialogic pedagogy and it is this that sparks Kiyo’s disagreement. For Kiyo the division of ontological from epistemological dialogic pedagogy seems too constraining and the whole idea of classification does not seem very dialogic. He prefers to see the terms as related in the way that voices in a dialogue are related. In a dialogue voices are both separate and united, participating in each other. Perhaps terms like ‘ontological dialogic pedagogy’ and‘epistemological dialogic pedagogy’are more like perspectives on pedagogy than separate practices?  \nWhenever I see a classification system listing everything into clear relationships I think of Borges’famous alternative taxonomy , which he claimed to have taken from an ancient Chinese encyclopædia entitled‘Celestial Emporium of Benevolent Knowledge’:  \nThe list divides all animals into one of 14 categories:  \nThose that belong to the emperor  \nEmbalmed ones  \nThose that are trained  \nSuckling pigs  \nMermaids (or Sirens)  \nFabulous ones  \nStray dogs  \nThose that are included in this classification  \nThose that tremble as if they were mad  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2014.124 | Vol. 2](DOI: 10.5195/dpj.2014.124 | Vol. 2) (2014)  \nSI:ddp-55  \nCommentary on Eugene and Kiyo’s dialogue on dialogic pedagogy  \nRupert Wegerif  \nInnumerable ones  \nThose drawn with a very fine camel hair brush  \nEt cetera  \nThose that have just broken the flower vase  \nThose that, at a distance, resemble flies (Borges, 1999, p. 231) .  \nThis is an amusing illustration of why the spirit of taxonomy is not compatible with a dialogic worldview. Taxonomy implies that there is only one true way of representing the world, often reduced to a flat two-dimensional map, whereas Bakhtin’s dialogic world view leads him to‘hear voices in everything’ ashe puts it and‘dialogic relations among them’ (Bakhtin, 1986, p169) . As Borges story illustrates, the resultant polyphony of perspectives makes any attempt to produce one universal taxonomy impossible.  \nWe are often quite unconscious of the impact that the medium of communication has on our thinking. The social anthropologist Jack Goody has a chapter on classification in his 1977 book ‘The domestication of the savage mind’(Goody, 1977) . His main argument in this chapter is that classification , as Western social scientists practice it, is very much a product of literacy and leads to misunderstanding when we apply it to oral cultures. Classification is the sort of thing you do with pens on paper and, after Linnaeus, it suggests universality and truth. Oral people tend to respond to things in contexts. When anthropologists produce tables representing indigenous classifications of the world , as they often do, these always end up grossly simplifying a complex lived reality.  \nSo why do we classify? In some areas of science , tables have been a valuable tool for research. In chemistry , the periodic table has helped predict the existence of elements before they were discovered , and in biology , now we can add DNA code to Linnaeus’s original tree of life and show in a table how every animal is both unique and yet related to every other animal. But in social science classifications have often been linked to less benign forms of domination and control. In a Mexican museum I recently saw a 19th Century table of types of “half-breed” each category with names like‘mulatto’ and‘zambo’defined by a particular mixture of ","cbCaigM6vQBArahF","https://ap.wps.com/l/cbCaigM6vQBArahF","pdf",246511,7,1,9,"English","en",105,"# Why classification?\n## Taxonomy and dialogic worldview\n## Classification, literacy, and ethics\n# Why ontological?\n## Epistemology-focused traditions\n## Multiple views on “ontological”","[{\"question\":\"What three questions does the commentary focus on?\",\"answer\":\"It focuses on why classification matters, what ontology is, and where agency comes from (as signposted in the abstract).\"},{\"question\":\"Why does the author think classification is not fully compatible with a dialogic worldview?\",\"answer\":\"Because taxonomy assumes one true representation of the world, while a dialogic worldview emphasizes hearing multiple voices and dialogic relations, making a universal taxonomy impossible.\"},{\"question\":\"How does the author connect classification to literacy and ethical issues?\",\"answer\":\"Classification is presented as a product of literacy that simplifies oral cultures. The author also argues that labeling people can raise ethical concerns by enabling desire for definition and control over others.\"}]","Commentary on Eugene and Kiyo’s Dialogue on Dialogic Pedagogy | PDF",1792091394,23,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":93,"head_meta":95,"extra_data":97,"updated_unix":98},"commentary-on-eugene-and-kiyos-dialogue-on-dialogic-pedagogy","",{"@graph":37,"@context":92},[38,55,75],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":51},"https://docshare.wps.com/document/research-report/",3,{"item":53,"name":13,"@type":44,"position":54},"https://docshare.wps.com/document/commentary-on-eugene-and-kiyos-dialogue-on-dialogic-pedagogy/600793/",4,{"url":53,"name":13,"@type":56,"image":57,"author":62,"headline":13,"publisher":64,"fileFormat":67,"inLanguage":24,"description":14,"dateModified":68,"datePublished":69,"encodingFormat":67,"isAccessibleForFree":70,"interactionStatistic":71},"DigitalDocument",{"url":58,"@type":59,"width":60,"height":61},"https://docshare.wps.com/thumbnails/commentary-on-eugene-and-kiyos-dialogue-on-dialogic-pedagogy/600793.png","ImageObject",300,407,{"name":9,"@type":63},"Person",{"url":42,"name":65,"@type":66},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":72,"interactionType":73,"userInteractionCount":20},"InteractionCounter",{"@type":74},"ViewAction",{"@type":76,"mainEntity":77},"FAQPage",[78,84,88],{"name":79,"@type":80,"acceptedAnswer":81},"What three questions does the commentary focus on?","Question",{"text":82,"@type":83},"It focuses on why classification matters, what ontology is, and where agency comes from (as signposted in the abstract).","Answer",{"name":85,"@type":80,"acceptedAnswer":86},"Why does the author think classification is not fully compatible with a dialogic worldview?",{"text":87,"@type":83},"Because taxonomy assumes one true representation of the world, while a dialogic worldview emphasizes hearing multiple voices and dialogic relations, making a universal taxonomy impossible.",{"name":89,"@type":80,"acceptedAnswer":90},"How does the author connect classification to literacy and ethical issues?",{"text":91,"@type":83},"Classification is presented as a product of literacy that simplifies oral cultures. 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