Interpretive discussion

From Infogalactic: the planetary knowledge core
(Redirected from Interpretive)
Jump to: navigation, search

An interpretive discussion is a discussion in which participants explore and/or resolve interpretations often pertaining to texts of any medium containing significant ambiguity in meaning.

Contents

Education

Interpretive discussions are an effective pedagogical method throughout educational systems in classes of nearly every subject and grade.[1][2] A major goal of pedagogical interpretive discussions is for students to delve deeply into texts in order to better understand their meanings. Pedagogical interpretive discussions typically culminate with syntheses of arguments presented, engaging students in critical thinking as they infer meaning from texts, formulate personal opinions, respectfully argue for their own interpretations and synthesize arguments. Over the course of discussions, participants benefit from cognitive exercise as well as communication and social relationship skill-building.[2] Cognitive skills developed include inquiry,[3][4] critical thinking, reflective thinking,[5][6] metacognition,[7] reading comprehension, text inferencing, pragmatic competence and metalinguistic awareness.

In the United States, the Common Core State Standards Initiative English Language Arts Standards[8] "require that all students learn to make interpretations of texts. The standards insist that students be able to comprehend what is stated explicitly in a text, infer what follows logically from explicit statement, and make arguments based upon textual evidence to support those inferences — i.e., interpret a text for themselves. In addition, students are expected to be able to engage in conversation about the meaning of texts with others whose perspectives and backgrounds may differ from their own. The exchanges are to be 'collaborative', meaning that students will work together to develop ideas — 'building on one another's' — and state their views clearly."[9]

Leading interpretive discussions

Successful leaders of interpretive discussions should be involved with the ideas and opinions that their students express. This involves both being familiar with the texts and developing lists of questions to use as possible jumping points for discussions as well as getting participants involved throughout the processes of discussions. Successful leaders also come to discussions with open minds as to the outcomes or endpoints of discussions. Leaders must listen to discussants, acting as facilitators and not as authorities.[2]

Before discussions, leaders should carefully select readings and communicate expectations to participants. This ensures that participants will have adequate time to prepare and to understand the expectations for discussions such as expected attendance at discussions, frequency of participation and proper ways to disagree respectfully with other participants.[10]:38–39

In some discussion models, participants are expected to come to discussions prepared with their own lists of questions about texts, to encourage independent thinking. Interpretive discussions can arise or flow from participants' questions; discussants can be genuinely motivated to participate as well as to engage with texts so as to better understand the meanings of texts. That is, no questions need be thrust upon groups for discussions, but rather interested discussants can participate actively to better understand the meanings of texts.[1] In other discussion models (often those with more limited time), leaders guide participants through questions to ensure that important topics are covered over the course of discussions.[10]:40

In leading discussions, leaders should encourage every member of the discussion to participate. Some consider that this includes calling on participants who are habitually quiet, even when they do not volunteer, to try to engage them in discussions and to encourage them to share their opinions and interpretations.[10]:43 As leaders, it is also important to remember that "one of the most important things an instructor can do to promote student participation in discussion is to maintain a respectful posture toward students and their contributions."[10]:45 By treating participants and their questions and interpretations respectfully, leaders will encourage participants to continue to participate and to take risks.

Leaders of discussions should also encourage participants to engage more deeply with texts by asking probing follow-up questions, asking for specific passages in texts as support and by summarizing what participants have said and asking if participants want to clarify. In this way, leaders of discussions act as facilitators. Finally, discussion leaders are responsible for providing conclusions or wrap ups to discussions, asking for final questions or clarifications and providing contexts for discussions.

Discussion questions

Interpretive questions may have one or many valid answers. Participants in interpretive discussions are asked to interpret various aspects of texts or to hypothesize about intended interpretations using text-based evidence. Other types of discussion questions include fact-based and evaluative questions. Fact-based questions tend to have one valid answer and can involve recall of texts or specific passages. Evaluative questions ask discussion participants to form responses based on experiences, opinions, judgments, knowledge and/or values rather than texts.

Basic or focus questions are interpretive questions which comprehensively address an aspect of interpreting a selection. Resolving basic or focus questions typically requires investigation and examination of multiple passages within a selection. Cluster questions, which need not be interpretive questions, are optionally prepared by discussion leaders and are often organized to help to resolve the answers to basic or focus questions. Cluster questions may additionally serve as catalysts for further discussions.

Semantics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Denotation

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Connotation

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Extension

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Ambiguity

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Polysemy

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive semantics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Perception

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Multistable perception

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Pragmatics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Context

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Priming

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Culture

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Historical Pragmatics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Communication Studies

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Visual Communication

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Linguistics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Literal and Figurative Language

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Text Linguistics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive Linguistics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Historical Linguistics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Semiotics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Denotation

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Connotation

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Methods of Semiotics

Commutation Test

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Paradigmatic Analysis

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Syntagmatic Analysis

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Film Semiotics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive Semiotics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Semiosis

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Hermeneutics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Subtext

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Allusion

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Recontextualisation

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Intertextuality

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Interdiscursivity

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Hermeneutic Circle

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Exegesis

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Eisegesis

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Literature

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Literary Theory

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Reader-response Criticism

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Literary Criticism

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Stylistics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Drama

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Comedy

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Philology

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Poetry

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Theory of Poetry

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

History of Poetry

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Art

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Theory of Art

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Art Criticism

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Art History

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Theatre

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Theory of Theatre

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Theatre Criticism

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

History of Theatre

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Improvisational Theatre

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Film

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Film Theory

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Film Criticism

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

History of Film

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Narrative

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Narrative Theory

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

History

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Philosophy

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Philosophy of Language

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Context Principle

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Phenomenology

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Phenomenology of Interpretation

Aesthetic Emotions

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Aesthetics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Philosophy of Film

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Logic

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Argumentation

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Law

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Religion

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Science

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Anthropology

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive Anthropology

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Psychology

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Psycholinguistics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive Philology

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive Poetics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Psychology of Art

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Gestalt Psychology

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Interpretative Phenomenological Analysis

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive Science

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Analogy

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Concept

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Abstraction

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Conceptual Metaphor

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Conceptual Blending

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Artificial Intelligence

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Knowledge Representation

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Cognitive Architectures

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Computational Linguistics

<templatestyles src="Module:Hatnote/styles.css"></templatestyles>

Speech Recognition

Lua error in Module:Format_link at line 170: too many expensive function calls.

Natural Language Understanding

Lua error in Module:Format_link at line 170: too many expensive function calls.

Semantic Interpretation

Lua error in Module:Format_link at line 170: too many expensive function calls.

Natural Language Generation

Lua error in Module:Format_link at line 170: too many expensive function calls.

Speech Synthesis

Lua error in Module:Format_link at line 170: too many expensive function calls.

Computational Creativity

Lua error in Module:Format_link at line 170: too many expensive function calls.

Computational Semiotics

Lua error in Module:Format_link at line 170: too many expensive function calls.

Multi-agent Systems

Lua error in Module:Format_link at line 170: too many expensive function calls.

Sociology

Lua error in Module:Format_link at line 170: too many expensive function calls.

Sociolinguistics

Lua error in Module:Format_link at line 170: too many expensive function calls.

Social Semiotics

Lua error in Module:Format_link at line 170: too many expensive function calls.

Political Science

Lua error in Module:Format_link at line 170: too many expensive function calls.

References

  1. 1.0 1.1 Lua error in package.lua at line 80: module 'strict' not found.
  2. 2.0 2.1 2.2 Lua error in package.lua at line 80: module 'strict' not found.
  3. Lua error in package.lua at line 80: module 'strict' not found.
  4. Lua error in package.lua at line 80: module 'strict' not found.
  5. Lua error in package.lua at line 80: module 'strict' not found.
  6. Lua error in package.lua at line 80: module 'strict' not found.
  7. Lua error in package.lua at line 80: module 'strict' not found.
  8. Lua error in package.lua at line 80: module 'strict' not found.
  9. Lua error in package.lua at line 80: module 'strict' not found.
  10. 10.0 10.1 10.2 10.3 Lua error in package.lua at line 80: module 'strict' not found.