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  1. Reverting to a hidden interactional order: Epistemics, informationism, and conversation analysis.Jean Wong & Michael Lynch - 2016 - Discourse Studies 18 (5):526-549.
    This article critically examines the relations between epistemics in conversation analysis and linguistic and cognitivist conceptions of communicative interaction that emphasize information and information transfer. The epistemic program adheres to the focus on recorded instances of talk-in-interaction that is characteristic of CA, explicitly identifies its theoretical origins with ethnomethodology, and points to implications of its research for the social distribution of knowledge. However, despite such affiliations with CA and ethnomethodology, the EP is cognitivist in the way it emphasizes information exchange (...)
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  • Teaching and learning moments as subjectively problematic: Foundational assumptions and methodological entailments.Andrew P. Carlin & Ricardo Moutinho - 2022 - Educational Philosophy and Theory 54 (1):48-60.
    This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: Describing a classroom event ; Devising a procedure for co-classifying events ; Repurposing decontextualized events to fit a preferred analytic model. Hitherto these assumptions have obscured the (...)
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