Educational Review

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/cedr20

Deeper learning, dialogic learning, and critical

thinking: research-based strategies for the
classroom
edited by Emmanuel Manalo, London, Routledge, 2019, 386 pp., £27.99
(Paperback), ISBN 978-0-367-26225-9

Mohamad Saripudin

To cite this article: Mohamad Saripudin (2022): Deeper learning, dialogic learning, and
critical thinking: research-based strategies for the classroom, Educational Review, DOI:
10.1080/00131911.2022.2028416

To link to this article: https://doi.org/10.1080/00131911.2022.2028416

Published online: 17 Feb 2022.

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EDUCATIONAL REVIEW

INFLUENTIAL READERS

Deeper learning, dialogic learning, and critical thinking: research-based

strategies for the classroom, edited by Emmanuel Manalo, London, Routledge,
2019, 386 pp., £27.99 (Paperback), ISBN 978-0-367-26225-9

According to Manolo, deeper learning, dialogic learning, and critical thinking are capabilities
needed by individuals in study, work and life. Furthermore, Manolo suggests, these capabilities
foster other skills such as media and information literacy, problem-solving, innovation, colla-
borative learning, and effective communication (p. 5). Since teachers and lecturers may find
it difficult to effectively foster the development of these capabilities in students (p. iii), edu-
cational researchers have been working to develop strategies to achieve this. However, it
has not always been easy to access their research findings (p. 4). Manalo’s edited volume pro-
vides an answer to this problem by connecting the strategies identified by educational
researchers with the materials for teachers to develop deeper learning, dialogic learning,
and critical thinking.
The book contains contributions from academics, teachers, and consultants in the field of
education from across Asia, North and South America, Europe, and Australia, providing a
global perspective on the issues studied. The book offers nineteen strategies to foster
deeper learning, dialogic learning, and critical thinking in students. It is divided into six
parts based on the type of strategy: language arrangement (part 1), meaning building (part
2), questioning (part 3), engagement and reflection (part 4), training (part 5), and programmes
(part 6).
This collection can be accessed online free of charge, which is very helpful for educators
such as myself. Furthermore, it has inspired me, as a student of a Master’s programme, to
develop my own research. In particular, Chapter 10 addresses how to use pedagogical
humour to assist students to develop critical thinking and communicative ability. I am inter-
ested in researching whether this strategy can improve higher-order thinking skills among
Indonesian students. Additionally, the contents of this book are useful for would-be lecturers
such as myself, in that it can help them to organise teaching that is not only focused on under-
standing, but also on how knowledge is applied, communicated, and verified. This book can be
considered a novel resource, presenting strategies that educators can easily implement to
improve students’ capabilities.1

Note
1. The following is a link to the book’s open-access version: https://www.taylorfrancis.com/
books/oa-edit/10.4324/9780429323058/deeper-learning-dialogic-learning-critical-thinking-
emmanuel-manalo.

Acknowledgment
The author would like to express his gratitude to Lembaga Pengelola Dana Pendidikan (LPDP) for
funding his education to master’s and research.
2 BOOK REVIEW

Mohamad Saripudin
Guidance and Counseling, Faculty of Science Education,
Universitas Pendidikan Indonesia, Indonesia
mohamadsaripudin@upi.edu @msarifudin http://orcid.org/0000-0003-4298-8320
© 2022 Mohamad Saripudin
https://doi.org/10.1080/00131911.2022.2028416