Wolff-Michael Roth
Lansdowne Professor (applied cognitive science)



 .main page

 .publication list
 .cv details

 .students & postdocs


 .ongoing research

   .MA, PhD
   .EDCI 598/7 (Fall 17)

 .other pursuits
   .bee project
   .photo of month


co/editor of

.FQS: Forum Qualitative Social Research

2 book series: .SENSE: science & math
.SENSE: culture & history

contact address


Wolff-Michael Roth
MacLaurin Building A567
University of Victoria
Victoria, BC
V8P 5C2


favorite sites

  .Jay Lemke
  .Jean_François Maheux

  .Damien Vervust










Wolff-Michael Roth Being and Becoming in the Classroom (Westport, CT: Ablex Publishing, 2002). (ISBN: 1-56750-670-4 hardcover)

Order books through:
On-line: AllBookstores.com




In this book, I develop a discourse about teaching that is deeply grounded in praxis, both my own and that of fellow coteachers. In Part I, "Being in the Classroom," I develop the experience-based praxeological concepts introduced in this preface. One chapter is devoted to each concept, including "temporality of teaching," "being in and being with," "habitus," "Spielraum," and "relationality". In Part II of this book, "Becoming in the Classroom," I present coteaching and cogenerative dialoguing as a viable practice for teaching and learning to teach grounded in the phenomenological concepts introduced earlier. Chapter 6 sets the stage for a more in-depth presentation of "coteaching" in Chapter 7 and "cogenerative dialoguing" in Chapter 8. Coteaching/cogenerative dialoguing allow teachers to develop both implicit knowledge of, and explicit knowledge about teaching, factors that stand in a dialectical relation. The contradictions embedded in this dialectical relation and the opportunities for growth such that contradictions present are the topic of the final chapter.

update: 09-AUG-17


new work (2012-15)

- "symmetrical ZPD"
- "Becoming and belonging"
- "Limits to generalizing"
- Limits to general expertise
- Experiencing (pereživanie) as developmental category
- On variability in data
- The Emerging Presence
- Vygotsky, Bakhtin, Vološinov
- Theory-practice at work
- Fuzzy Logic
- Theory of Experience
- Online media learning
- Birth of intentions
- Event-in-the-making*
- Post-constructivist ethics
- Pregnance of bodily movement
- Health—personalized science
- Sociocultural perspectives
- Lectures then and now
- Situated cognition
- "I am a Pibidiana"
- Translation—the possible impossible
- Societal mediation of mathematical cognition
- Origin of signs
- Development of concepts
- ZPD symmetrically

making trouble

- "Meaning means nothing"
- What more?
- More reflexivity
- «Mosh»
- Science hegemony
- On editing . . .
- Ethics as social practice
- Political ethics, unethical politics
- Vagaries and politics of funding 1
- Vagaries and politics of funding 2
- Editorial power/authorial suffering


- Radical passivity
- On responsibility . . .
- Identity & Community
- Mêlée & literacy
- Dynamic of life
- Solidarity
- Education and diversity of life
- Living/Lived Math
- Representing mathematical performance
- Indeterminate evolutionary change of language
- Psychology from 1st principles

Science studies
- Struggle over water 2
- Struggle over water 1
- Science and the good citizen
Scientific literacy
- Allgemeinbildung: Readiness for living in risk society
- Citizenship and science education
Gesture studies
- Gestures: The leading edge of literacy...
Workplace math
- The meaning of meaning...
- The emergence of graphing...