Building intersubjectivity at a
distance during the collaborative
writing of fairytales
N97C0014
Gordon
＊Introduction

Abstract
I. Qualitative approaches
II. Discourse analysis
III. Narrative structure
IV. A collaborative way of accomplishing the task
V. Fine tuning of reflective
VI. Metacognitive skills
Bruner. J.,(2002): audience’s role as a co-author
＊Introduction
I. (CSCL) (CVEs) (PLE): Enhancing
collavoborative processes in educational
contexts.
II. The relevance of mediated interaction
III. The aim: the understanding to how
intersubjectivity is enhanced and developed.
＊Introduction

The roots of intersubjectivity
I. Husserl(1931): shifting to a different perspective
from one’s own.
II. Lavelle(1957): recognizing “otherness”.
III. Merleau-ponty(1962):the juxtaposition between
“I” and “You”
IV. Crossley(1996): the creation of an “interworld”
V. Freud: the therapeutic relationship
＊Introduction



Rommetveit(1976):architecture of
intersubjectivity
Bachtin(1986): an intersection of three
voices: the writer, addressee, and cultural
context
Kristeva(1986): Writing is both subjectivity
and intertextuality
＊Introduction

Intersubjectivity in social, developmental, and educational psychology
I. Mead(1934) theories of intersubjectivity and praxis
II. Kaye(1982) and Stern(1985): mother-child reciprocal
influence
III. Piager(1937/71, 1980): perspective-taking and
decentraton of individual processes working
IV.Vygotsky(1930/1971, 1978): zones of proximal
development
V. Cole(1996) Forman, minnick, & Stone,1993):
Prolepsis
＊ Intersubjectivity at a distance



Koshman(1999): collaboration as a
process based on communication
Construction of intersubjectivity at a
distance
Interacting at distance through a
collaborative learning environment
＊ Method
A cross-national task: collaborative writing of
fairytales
◆ Participants




Two schools belonging to two different countries, Italy and
Greece.
The two classes, both 5th grade, shared a common interest
in developing philosophy curricula
The Italian class- 31 pupils, located in Avellino.
The Greece class- A 5th grade class located in Athens
＊ Method
◆ Method
1. Warming up.
2. Selection of philosophically relevant fairytales.
3. Starting up a fairy tale.
4. Concluding the fairy tale
5. Discussing the final draft.
◆ Data Analysis
Method

Qualitative analysis
Discourse analysis
 Case-study
 Coding system for videos transcripts


1.
(a)
(b)
(c)
(d)
◆ Findings
Features of intersubjectivity at a distance
Creating space for intersubjectivity
Space for collaboration: where should they intervene?
The Integrity of narrative: Drawing a moral lesson
Providing a context for characters’ life: ensuring the
story’s integrity
What is said and what is not said: Exploring the size of
intersubjectivity
◆ Findings
 Intersubjectivity built on partners’
ground plan
(e) The size of intersubjectivity
(f) Working within a restricted intersubjectivity space:
Respecting cues as boundaries
(g) Evaluating the collaborative work: “we are happy
because…”
 Congruent continuation
 The space for creativity
 The integrity of the characters’ lines of action
＊ Conclusion





Not only for cross-national collaboration, but also an
elective context for studying the construction of
intersubjectivity.
The connections between the collaborative writing
process and the construction of intersubjectivity
Balance between leaving for creativity and the
integrity and coherence of the story
The metaphor of “opening windows”
Learning environments play a significant role