Values in dialogic pedagogy

Main Article Content

Eugene Matusov
Jay Lemke


In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009). In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students’ critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.

[1] See in a public Facebook domain:,

Article Details

How to Cite
Matusov, E., & Lemke, J. (2015). Values in dialogic pedagogy. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 3.
Author Biographies

Eugene Matusov, School of Education University of Delaware, Newark, DE, United States

Professor of Education School of Education University of Delaware

Jay Lemke, University of California at San Diego

Jay Lemke is Senior Research Scientist in the Laboratory for Comparative Human Cognition and adjunct Professor in the Department of Communication at the University of California - San Diego. He was formerly Professor at the University of Michigan School of Education and is Emeritus Professor at the City University of New York, where he was the founding Executive Officer of the PhD Program in Urban Education. He is the author of Talking Science: Language, Learning, and Values and Textual Politics: Discourse and Social Dynamics. Jay's current research concerns emotion, play, and learning.