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dc.contributor.authorBaerheim, Anders
dc.contributor.authorNess, Ingunn Johanne
dc.date.accessioned2021-04-26T12:30:06Z
dc.date.available2021-04-26T12:30:06Z
dc.date.created2020-10-15T10:01:21Z
dc.date.issued2020
dc.PublishedJournal of Pedagogical Sociology and Psychology. 2020, 2 (2), 86-91.
dc.identifier.issn2687-3788
dc.identifier.urihttps://hdl.handle.net/11250/2739639
dc.description.abstractIt has been reported that the temporal aspects of the zone of proximal development (ZPD) are underanalyzed. The aim of this article is to use the literary science concept of Paul Ricoeur’s triple mimesis to elucidate unanalyzed aspects of the temporal living and learning processes of interprofessional teams in the ZPD. Both mimesis2 and ZPD are temporal constructs embedded in the present of time, and for both mimesis2 and ZPD, activity is created and carried by the actors. While the internal processes in ZPD have remained unanalyzed to date, Ricoeur provides emplotment with its procedural mechanisms for the activity in mimesis2. Being narrating beings, humans have an affinity for narrative emplotments that then structure the activities in the ZPD. Because mimesis2 is based on narrative time, the basic requirement for employing mimesis2 in ZPD is that the ZPD has a narrative base, which is probable when health students are the actors and the case they are working on is a patient.en_US
dc.language.isoengen_US
dc.publisherOctagon Education Consultancyen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleRicoeur’s triple mimesis and the zone of proximal development in the learning processes of interprofessional student teamsen_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
dc.identifier.doihttp://www.doi.org/10.33902/JPSP.2020263947
dc.identifier.cristin1839742
dc.source.journalJournal of Pedagogical Sociology and Psychologyen_US
dc.source.402
dc.source.142
dc.source.pagenumber86-91en_US
dc.identifier.citationJournal of Pedagogical Sociology and Psychology. 2020, 2(2):86-91en_US
dc.source.volume2en_US
dc.source.issue2en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal