Towards Semantic Analysis of Mentoring-Learning Relationships Within Constructivist Interactions

  • Farshad BadieEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10108)


The multilevel conversational exchanges between a mentor and a learner could be seen as a radical constructivist account of their comprehensions. The process of knowledge construction could be realised to have a significant importance in the context of mentor-learner interactions. The most important fundamental is that ‘the conversational exchanges between mentors and learners ask questions and give answers concerning their individual conceptions, comprehensions and reasonings’. These questions and answers are the main building blocks of the ‘Relations’ between mentors and learners. In this article, I will employ Predicate Logic in order to focus on the relationships between learners and mentors. This research will—conceptually and logically—be concerned with [formal] semantic analysis of mentoring-learning relationships in the context of constructivist interactions. The conclusions will shed light on how a [formal] semantics for constructivist interactions is established.


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Center for LinguisticsAalborg UniversityAalborgDenmark

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