Dialectical Dialogue Research Articles

On the Dialectical Dialogue in Supervision

AbstractWhereas the therapeutic action centres on emotional participation and containment of the patient's intolerable experiences, the supervisory action centres on interpreting the reconstructed therapeutic reality. Since the emergent interpretation is subjective and contextual, it requires processing in a dialogue between the supervisor and the supervisee. However, their existential need to define and assert themselves as professionals often urges them to highlight the differences between their perceptions and beliefs and keenly convince each other. Uncontained, this dialectical tension might disrupt the supervisory process and the participants' well‐being. Despite the existential urges, when the supervisor and the supervisee recognize and validate each other as independent and autonomous professionals, they can restrain their competitiveness, maintain a productive dialectical dialogue, achieve creative and integrated understandings of the therapeutic process and consolidate their professional identities. Moreover, despite the hierarchical supervisory relationship, acknowledging their vulnerability helps supervisors recognize and validate their supervisees and facilitate the dialectical supervisory dialogue.

더 나은 기술수업 만들어가기를 위한 실행연구 - 노마드 중학교 사례를 중심으로 -

This study aimed to understand what constitutes better technology classes in middle school technology education and to uncover the essence of quality technology education. Employing the action research method, with the teacher assuming the role of a researcher, the study explores the process of planning, implementing, reflecting on, and re-implementing lessons for class improvement. Conducted at G Nomad Middle School, a public alternative education specialized middle school, from March 2022 to December 2023 across four semesters, the study collected and analyzed data such as class recordings, student interviews, teacher's reflective journals, and class outputs to understand the essence of better technology classes. Key findings of the study are as follows: First, as an initial step in understanding the field to create better technology classes, the researchers gained insights into how students at Nomad Middle School perceived technology classes, which were described as playful classes, uninteresting classes, and classes where only some students participate. Second, the process for creating better technology classes was categorized into themes such as inviting students to participate in class through dialogue, providing opportunities for reflection through online portfolio writing, connecting class with students' lives, providing customized assignments and assistance to students, teaching classes that reflect students' preferences, incorporating career-related aspects into classes, and providing time and space for technological activities. Third, implementation resulted in observable changes in the classes, transforming them into classes that connect text and context, classes that foster immersion through reflective thinking, and classes that recognize each other's existence. Fourth, the educational significance of creating better technology classes was discussed within the context of three educational essences: interpretive interaction between learning and teaching, existential orientation towards better human formation, and dialectical dialogue process. This study offers valuable insights for technology teachers striving to enhance their classes and researchers exploring the essence of effective technology classes.

O galego como parte do sistema lingüístico cultural galego-português ou por que Fernando Venâncio non ten razón?

Between the Galician-Portuguese linguistic and cultural continuum there is a lot of institutional noise (Torres Feijó and Samartim, 2018) that needs to be silenced. The noise is understood here as a failure in communication caused by a set of obstacles between Galicia and Portugal, which block the fluidity of the relationship and even prevent it (cf. Quiroga, 2016). Or from a complementary perspective, Galician identity is always called into question in Portugal (García González, 2012; Pazos-Justo, 2016, p. 9). However, as Manuel María said: “If we look at a map of the Iberian Peninsula, we can see that Galicia is part of its Atlantic side. Galicia is, as we say, the head of Portugal” (María, 2010, p. 14). My key argument in this text is that the Galician language and culture are part of the Galician-Portuguese linguistic and cultural system, and I will develop this integrationist culturalist perspective from a critical and dialectical dialogue with Fernando Venâncio’s work entitled “Assim nasceu uma língua”.

A cross-cultural religiology between reductionism and anti-reductionism

‘Religion’ has been subjected to two kinds of reduction: one from the various branches of religious studies, the other being the mutual ‘reduction’ among religions. We advocate a cross-cultural religiology and try to take a middle path between reductionism and anti-reductionism, responding to both kinds of reduction separately. As for the former reduction, we agree with a moderate reduction of religion by various religious disciplines on the one hand, and on the other hand, we propose to respect the religious whole as an integrate human activity, and try to learn to face and study religion with a holistic attitude and method. For the latter reduction, we propose three points to overcome the merely reductive cognitive approach in inter-religious understanding without falling into some kind of anti-intellectualism. Firstly, we insist that we should face the other religions with a pluralistic confidence without giving up understanding, and engage both ‘dialogical dialogue’ and ‘dialectical dialogue’ with other religions. Secondly, we advocate learning from the wisdom of Buddha, Confucius and Jesus, giving priority to practice, and being concerned about our most urgent life practice of the moment. Thirdly, we propose that cross-cultural research can be carried out thematically, which is exemplified with the author’s cross-cultural research on ‘the other shore’.Contribution: In the field of religious studies, there is constant dispute between reductionism and anti-reductionism. This article tries to place cross-cultural religiology between reductionism and anti-reductionism, avoid the debate between the two, emphasise the integrity of religion as a whole human activity, and propose some practical and usable methods for cross-cultural religiology, hoping to have some inspiration for academic colleagues.

The Big Story of a “Small” Football Club: Gümüşlükspor as an Alternative Model Experience for Turkey

This article argues that counter-hegemony, which is at the heart of sports activism, is not just an action but also the construction of alternative institutional structures. For this purpose, it investigates the practices of an amateur football club and discusses the structural problems of the Turkish amateur football league. The data, collected during a 6-month field study, were interpreted from a critical perspective, using a dialectical dialogue method to apply the theory of hegemony in sports by applying Antonio Gramsci’s concept of the “organic intellectual.” Consequently, this sports club has provided socialization and free football training for children while creating an alternative football culture with local characteristics that are opposed to class and gender inequalities and to homophobic attitudes common in sport.

Epistemological Foundations of Intercultural Education: Contributions from Raimon Panikkar

The present article explores the epistemological conditions of intercultural encounters. Based on an analysis of Raimon Panikkar's intercultural hermeneutics, we argue that intercultural encounters cannot take place adequately when they are based on purely rhetorical rationality or rational persuasion. We point to the limitations of grounding intercultural relationships on dialectical dialogue and, therefore, of educating them by simply enhancing discursive capacities. We underline the need for other epistemological conditions that should be fostered in order to move forward on the path to actual interculturality. These can be summarised by what Panikkar calls "conversion", an epistemic framework of love—personal relationality, that goes beyond objectifying rationality—for the communication between (culturally different) subjects. We conclude that the culturally diverse human condition refers to being encountered and being understood on a level that is not merely logical or linguistic. What can be understood of a person with another cultural background goes beyond what can be comprehended by logical rationality or captured by veritative judgements about objects. In other words, in intercultural encounters, ontological, rather than merely logical truth is at stake, which means that the presence of the other can lead to experiences of meaning: it reveals a being that calls for conversion. Conversion demands an ontic action on the part of the subject, not merely an epistemological one, that cancels the violence that rational persuasion might entail.

On the role of hypotheses in science.

Scientific research progresses by the dialectic dialogue between hypothesis building and the experimental testing of these hypotheses. Microbiologists as biologists in general can rely on an increasing set of sophisticated experimental methods for hypothesis testing such that many scientists maintain that progress in biology essentially comes with new experimental tools. While this is certainly true, the importance of hypothesis building in science should not be neglected. Some scientists rely on intuition for hypothesis building. However, there is also a large body of philosophical thinking on hypothesis building whose knowledge may be of use to young scientists. The present essay presents a primer into philosophical thoughts on hypothesis building and illustrates it with two hypotheses that played a major role in the history of science (the parallel axiom and the fifth element hypothesis). It continues with philosophical concepts on hypotheses as a calculus that fits observations (Copernicus), the need for plausibility (Descartes and Gilbert) and for explicatory power imposing a strong selection on theories (Darwin, James and Dewey). Galilei introduced and James and Poincaré later justified the reductionist principle in hypothesis building. Waddington stressed the feed-forward aspect of fruitful hypothesis building, while Poincaré called for a dialogue between experiment and hypothesis and distinguished false, true, fruitful and dangerous hypotheses. Theoretical biology plays a much lesser role than theoretical physics because physical thinking strives for unification principle across the universe while biology is confronted with a breathtaking diversity of life forms and its historical development on a single planet. Knowledge of the philosophical foundations on hypothesis building in science might stimulate more hypothesis-driven experimentation that simple observation-oriented "fishing expeditions" in biological research.

Past Precedent

This design case documents the inception, development, and installation of a virtual exhibit on ethical use of learning analytics (LA) for the Museum of Instructional Design (MID), hosted in Mozilla Hubs. Tension emerged as the design team attempted to negotiate established principles of multimedia design theory (see Mayer, 2014; Mayer and Fiorella, 2021; Richardson, 2014) within an emerging learning environment. A rapid prototyping model, combined with elements of critical museology and dialectics, allowed for ongoing formative evaluation of design fidelity. Exhibit artifacts consisted of scenarios illustrating the ethical ambiguities of LA; a data justice timeline pairing recent peer-reviewed articles on LA with significant contemporaneous milestones in data privacy; audio zones highlighting the dialectical dialogue between those who support LA use and those who advise caution; and a response wall for museum visitors to extend the discussion. Beyond application of multimedia design principles to artifacts, 3D spaces also demand consideration of space and movement flow. Lacking precedent, this exhibit design was guided by the Smithsonian’s (2018) recommendations for in-person exhibits. It is the intention of the design team that this design case highlights the need for a reconsideration of established multimedia theory when designing for emerging learning environments.

Past Precedent: Reconciling Established Multimedia Principles in 3D Virtual Learning Environments

This design case documents the inception, development, and installation of a virtual exhibit on ethical use of learning analytics (LA) for the Museum of Instructional Design (MID), hosted in Mozilla Hubs. Tension emerged as the design team attempted to negotiate established principles of multimedia design theory (see Mayer, 2014; Mayer & Fiorella, 2021; Richardson, 2014) within an emerging learning environment. A rapid prototyping model, combined with elements of critical museology and dialectics, allowed for ongoing formative evaluation of design fidelity. Exhibit artifacts consisted of scenarios illustrating the ethical ambiguities of LA; a data justice timeline pairing recent peer-reviewed articles on LA with significant contemporaneous milestones in data privacy; audio zones highlighting the dialectical dialogue between those who support LA use and those who advise caution; and a response wall for museum visitors to extend the discussion. Beyond application of multimedia design principles to artifacts, 3D spaces also demand consideration of space and movement flow. Lacking precedent, this exhibit design was guided by the Smithsonian’s (2018) recommendations for in-person exhibits. It is the intention of the design team that this design case highlights the need for a reconsideration of established multimedia theory when designing for emerging learning environments.

Cuestiones historiográficas relativas a la Virgen de Luján

This article attempts to establish a dialogue between two streams of historical stud- ies on the Virgin of Luján. On the one hand we have the investigations that have arisen within the Church, among which the works of Salvaire, Presas and Durán stand out. But -especially since the 1980s- studies have appeared that approach the history of the Church from a non-confessional perspective. These researchers were also interested in the phenomenon of Luján and some of its interpretations conflict with ecclesial tradition. We believe that it can be very enriching to establish a dialogue between the two perspectives. In order to do this, we need methodological guidelines and in this work we try to delinéate them from the proposal of Bernard Lonergan. Then, as an example, we applied this method in a dialectical dialogue around two topics: the religious origin of the Town of Luján and the motivations for the construction of the Basilica.

THE BIBLE IN CONTEXTUAL THEOLOGICAL WORK IN INDONESIA

This article describes the problem of how the Bible as the word of God is interpreted contextually for theology in Indonesia. The method used in this article is to explore contextual theological models and to have a reciprocal, constructive and dialectical dialogue between the Bible and dogma (the universal tradition) as well as the actual beliefs of the community (local traditions). The result of this research is that the meaning of God in the Bible will have a liberating and humanizing power if the meaning of God is not applied directly but in dialogue with the actual beliefs of the community where the Bible is read and preached.

Dialectics and dilemmas arising from Covid-19 immunity testing: presenting a workforce management paradox

PurposeCovid-19 has caused many businesses to rethink their short- and potentially long-term workforce operations. The use of lateral flow serology can provide a clinically convenient approach for the assessment of prior infection with Covid-19. However, its widespread adoption in organisations seeking to use it to test for workforce immunity is controversial and confusing. This paper aims to explore the paradoxical dilemmas and dialectics immunity workforce testing creates.Design/methodology/approachThis study involved capturing the ethnographical participation of a chief executive officer (CEO) dealing with the experience of managing the outcomes of Covid-19 workforce immunity testing. The aim was to take a snapshot in time of the CEO's empirical world, capturing their lived experiences to explore how management actions resulting from Covid-19 immunity testing can played out.FindingsProviding staff with immunity tests at first glance appears sensible, decent and a caring action to take. Nevertheless, once such knowledge is personalised by employees, they can, through dialectic dialogue, feel disadvantaged and harbour feelings of unfairness. Subsequently, this paper suggests that immunity testing may only serve to raise awareness and deepen the original management dilemma of whether testing is a worthwhile activity.Originality/valueThis paper aims to be amongst the first works to empirically explore the workforce management challenges that arise within small businesses within the service sector following the completion of Covid-19 immunity testing of their staff. It seeks to achieve this via utilising the robust theoretical framework of the paradox theory to examine Covid-19's impact upon small business workforce management thinking and practice.

The Anomaly of Anomaly of Anomaly

The Anomaly of Anomaly of Anomaly

Modernism vs Avant-garde. Dialectic dialogue between remarkable art phenomena (review of a book “Modernism & Avant-garde: Unity of Discrepancies. 20th Century Cinema” by Oksana Moussienko)

Review of a book “Modernism & Avant-garde: Unity of Discrepancies. 20th Century Cinema” by Oksana Moussienko / Мусієнко О. С. Модернізм & авангард: єдність протилежностей. Кінематограф ХХ століття (Оксана Мусієнко. Київ: Логос, 2018. 400 с. ISBN 978-617-7446-52-0). The review analyzed the main provisions of historical research and shows particular relevance of the study of modernism and avant-garde, in accordance with universal aspects and challenges of arts (relationship between author and audience, intersection of art and political power, attitude to reproducing of visible reality, destruction of traditional notions), great value of presented research for the study of cinema history.

Is Karl Barth a Liberation Theologian? New Perspectives on Barth in Asia

Because of his methodology grounded in “Christology from above,” Barth is often seen as a theologian of revelation, not as a liberation theologian. This article contends that an authentic liberation theology is grounded in both “Christology from above and below.” The article argues that, although Barth’s writings chronologically preceded the birth of liberation theology as a major expression of Majority World theology, he can be hermeneutically reconsidered as a “political liberation theologian” in our contemporary contexts. The article justifies new perspectives on seeing Barth as a political liberation theologian by looking at his Christological models of pastoral advocacy for grassroots communities in Safenwil village, his theo-political hermeneutics of the Barmen Declaration against Nazism, and his liberative hermeneutics of church identity and ethics. The article then brings Barth into dialogue with Aloysius Pieris, who extensively writes Asian liberation and political theology. Using dialectical dialogue as a methodology, the article compares and contrasts Barth with Pieris by synthesizing how each theologian complements what the other fails to say, rather than how one competes the other.

The Impact of Non-Western Participants at Vatican ii

In a way, this article is about a dialectical interaction between religious politics and political religion through an examination of a turn of events during Vatican Council ii. It shows the impact made by global Catholicism on the council and the production of what is now a benchmark document, Nostre Aetate. It provided an impetus for liturgical reforms and developments in the Church’s social teachings that made room for non-European cultures, or the ‘other,’ thereby making the Church truly global for the first time. This has its origin with a small minority of participants, those outside the Eurocentric zone, at the Council. This article demonstrates that the minority exerted considerable influence in producing the aforementioned document. Their influence widened the scope of discussions and later engagement of the Church, transforming the scope of the Nostra Aetate from solely Judaism to all non-Christian religions. This article traces the handful of participants and pivotal events that brought the largest Christian Church into a dialectical dialogue with non-Christian religions and examines their significance in a global context.

Dialectic dialogue: reflections on adopting a dialectic stance

ABSTRACTA multiplicity of perspectives and methods are necessary to investigate the complexities of human development and educational institutions. However, many would-be MM researchers still have questions about how to conceptualize and conduct MM research. Taking a dialectic stance, or mixing research approaches to suit the demands of a research problem, is one way to integrate multiple perspectives from conception to conclusions in a MM research study. In this spirit, we engage in a meta-dialogue focused on our use of the dialectic stance in our dissertations. Using an autoethnographic approach we now call ‘dialectic dialogue’, we analytically and reflectively reexamine our respective research processes to investigate, individually and collaboratively, how taking a dialectic stance influenced the paradigms, methodologies, and methods of our MM dissertations. Three verbal and artistic metaphors for our experience emerged from our discussion: feeling boxed in, getting lucky, and radical commitment. Each metaphor is discussed from our individual and shared perspectives. Our goal is to open our dialogue to a field-wide conversation about the dialectic stance; thus, we conclude with questions for the MM field to consider. This article will be of particular interest to newcomers to the field of MM and their mentors.

A Critical Reading of C.S. Song’s Asian Third-eye Liberation Theology for a Myanmar Intercontextual Liberation Theology of Pyithu-dukkha

Choan-Seng Song appeared when Asian theology was largely unknown to the world. He is one of the foremost Asian theologians to sing an Asian melody in a contextual key. His theology, however, is largely ignored today. This article rediscovers a new voice in Song for Asian contemporary theology. It pays particular attention to Song’s conceptualization and contextualization of Christology and its implications for his renowned hermeneutics of Asian Third-eye liberation theology. The author puts Song in a dialectical dialogue with his new hermeneutics of a Myanmar intercontextual liberation theology of Pyithu-dukkha and argues that liberation theology is deeply grounded in our spiritual and social reflection on God’s orthopathy (heart) and orthopraxy (hand). The article concludes by going with and beyond Song’s vision of Asian liberation as limited to the oppressed by proposing an inclusive liberation of both the oppressed and the oppressors. It shows how such an inclusive liberation can be attainable for a mutual vision of liberation from and liberation for. It is suggested that Asian Third-eye liberation theology should be reconceptualized and recontextualized as an orthopathic and orthopraxic theology that gives witness to the compassion and passion of Jesus Christ who takes a stand with the oppressed, resists and reconciles the oppressors for an embracive communion with him and with one another by the healing power of the Spirit.

The Role of Group Dynamics in the Transformation of Society toward Democratic “Solidarity”

ABSTRACTIn order to develop the Marxist conception of a “classless society,” one where democratic practices and equality among all its members are realized, one must educate the existing society in interpersonal praxis that generates mutual empathy and cooperation. Once such personal skills are normative for the society, then what many Marxists have understood as a “solidarity society,” a synonym for the classless society, has the foundation it requires. Such a praxis, with its interpersonal communication and cooperation, may be taught using the discipline of group dynamics. Individual conflicts based upon individual differences can gradually be bridged through the practice of dialectical dialogue, in which the engaged communicants learn to formulate personal principles which those who seek cooperative praxis can then reflect upon. Raising personal interests to the level of clear principle enables mutual solutions while respecting areas of valued difference. Such dialectical dialogue is an enhancement of group dynamics as now practiced.

Design dialogues. Ambiguity of “Design” within Architectural Studio

<p>The ambiguous nature of the word “design” offers up a complex dialectic dialogue for the architectural studio lecturers to impart to their students. Discussing the “design”, more commonly referred to as the programme or scheme, is quite a different beast to the process or design methodologies the students use to create an architectural proposition or “design”. Clarity around this notion of design as both the process, in being design-led, and also as the end result, becomes a necessary task for studio lecturers to inculcate into the student body.<br />This paper aims to navigate through the mire/path of the design methodologies as adopted within architecture studio teaching at second year level within the Bachelor of Architectural Studies, Unitec Department of Architecture – by way of using the tried and tested notions of First Insight / Empathy, Preparation, Incubation, Illumination, Verification, with the anticipation that these are the essential tools with which to interface teaching and practice, within the context of a “live build project”.<br />Three years’ worth of case studies of large scale Interdisciplinary and collaborative “live build projects” in Christchurch in conjunction with the Festival of Transitional Architecture (FESTA) are used to demonstrate and investigate the heuristic design processes that are an integral part of a prospective architect’s arsenal of skills. These case studies offered a complex window of tasks, not least that the students were designing in Auckland 1000 km away from the Christchurch sites, and each year posed a different set of problems and clients-related issues. Luxcity 2012 / Canterbury Tales 2013 / CityUps 2014 were the students’ responses to FESTA’s call to rejuvenate the city centre after the earthquakes of 2010 and 2011, and all of which were assembled only for a 24-hour period over Labour Day Weekend.</p>