Practice Of Dialogue Research Articles

Program Planner Dignity and Negotiation in Collaborative Projects

In this qualitative interpretivist study, we investigated the types of interactions and negotiations that supported or constrained adult education program planners’ capacity to act, conceptualized as dignity. Data were drawn from interviews with 14 program planners working in collaborative partnerships in U.S. underperforming urban schools. Planner dignity is supported by practice-focused relationships, jointly developing new practices, and program success. Dignity is constrained by organizational hierarchy, unmanageable daily expectations, and ineffective feedback mechanisms causing distance between planners and fracturing the planning table. Dignity affirmation or constraint affect planner uncertainty regarding access to students and resources, control over one’s time, and accountability. Social conditions also affect the quality of interactions. Individualistic and competitive orientations constrain dignity and impede negotiation practices. Co-operative goal orientations support bargaining and consultative problem-solving negotiations; however, these were less common. Findings advance understanding of interactions that underlie and evolve effective negotiation.

Development and refinement of the open dialog adherence protocol in complex mental health care.

Open dialog (OD) is a both a therapeutic practice and a service delivery model that offers an integrated response to mental health care through mobilizing resources within the service user's family and community networks through joint network meetings. Therapist adherence is a crucial to the effective delivery of interventions. A key way to measure this is through structured observation tools. The aim of this research project is to develop and refine the Dialogic Practice Adherence Scale, for use in OD research trials in the United Kingdom. This study was a mixed methods approach to the development of an OD practitioner adherence measure. Initial steps involved meetings and discussions with experts and a review of the literature. Content validation studies were completed using a modified Delphi technique. To assess reliability of the measure, OD network meetings were audio-recorded, and tapes were rated by two independent researchers. Inter-rater reliability and internal consistency were assessed through quantitative approaches assessing variance. Results provide a description of how the OD Adherence Manual was developed in collaboration. Validation surveys showed high levels on consensus among experts in the field on the key elements of OD network meetings. Inter-rater reliability for the total score was excellent and internal consistency analyses suggest the scale is highly reliable. The scale presented here is an initial attempt at rating practitioner adherence in OD network meetings. It provides encouraging evidence that this can be done with strong validity and reliability and can be completed by a range of raters with varying levels of clinical experience.

Philosophical Dialogue for Beginners

Inspired by the practice of dialogue in ancient philosophical schools, the Philosophy as a Way of Life (PWOL) Project at the University of Notre Dame has sought to put dialogue back at the center of philosophical pedagogy. Impromptu philosophical dialogue, however, can be challenging for students who are new to philosophy. Anticipating this challenge, the Project has created a series of manuals to help instructors conduct dialogue groups with novice philosophy students. Using these guidelines, we incorporated PWOL-style dialogue groups into our Spring 2021 course “The Philosophy of Race, Class, and Gender” with the hope that, through having conversations about these challenging topics, our students would both be able to practice having philosophical dialogues as well as form their views on race and gender in light of contributions from their diverse peers. This article examines several strategies for how instructors can seek to incorporate similar dialogues into their own introductory classroom.

Інструменти деліберативної демократії: можливості застосування у воєнний та повоєнний час в Україні

The concept of deliberative democracy is one of the attempts to improve and „expand” the boundaries of modern representative democracy. It exists to bring additional mechanisms for thoughtful, reasoned and broader discussion of socially important issues, as well as to use the consensus potential of deliberation to resolve conflicts and consider sensitive issues. Taking into account the considerable attention paid to this concept by the European Union and international organizations, as well as the public demand for discussion of important issues of the functioning of the state even in the conditions of full-scale Russian aggression, the article examines the possibilities and features of using the tools of deliberative democracy during the war and the expected post-war recovery. The author analyzes the results of researches on the experience of other countries traumatized by wars or violent conflicts, as well as the trends of 2022 – the beginning of 2023, which indicate the formation of initiatives in Ukraine to discuss the fundamental issues of state development, post-war reconstruction, and possible changes to the social contract. This is the basis for substantiating the relevance of the search for deliberation tools to increase the effectiveness of discussions and resolve possible resource and other conflicts. The peculiarities of the previous experience of implementing a number of public participation tools in Ukraine, in particular the problems of organizing public consultations, the work of public councils, surveys in the Diya mobile application, are also analyzed in the article. According to the results, the need to improve these tools and increase their deliberative potential is noted. In addition, the positive experience of implementing a number of other, relatively new for Ukraine, deliberative practices (in particular, dialogue and public consultations in a dialogical approach) was analyzed. The author notes that this experience can become an important basis for organizing deliberative discussions during the war and post-war reconstruction.

Forming the Skills of Asking Questions (from the Experince of Foreign Medical Students’ Langauge Training)

The article introduces a system of exercises (conditionally communicative, situationally conditioned communicative) developed by the author for the formation of the ability to pose questions (to ask). The tasks were performed in oral / written form by foreign students of the medical faculty. It is stressed that this type of activity is quite an effective didactic tool used for language training of foreign medical students to develop their ability to ask different types of questions (open, closed, clarifying), which promotes dialogic communication between medical specialists and patients / colleagues. The exercises are supplemented with instructions, tables / examples / theoretical material. It is found out that foreign medical students’ ability to ask questions is grounded on available thorough knowledge at the level of professional communication, in particular medical terminology, theoretical knowledge about various types of questions, acquired communicative and speech experience during practical training in health care institutions, as well as the following skills: 1) combine language units in a correct way; 2) determine the purpose of the inquiry in accordance with the content of the communication / professional and communicative situation; 3) predict / guide the possible answers of the patient / his relatives / specialists in the medical field, which clarify / expand the available knowledge in accordance with the inquiry. It is worth mentioning that medical terms (types of diseases, symptoms, complaints, nature of pain, medicines, organs and parts of the human body) in interrogative sentences mark simulated professional and communicative situations, determine the semantic and conceptual unity of the statements of medical professionals and their patients / colleagues. The proposed educational and methodological support (conditional communicative, situationally conditioned communicative exercises) contributes to the expanding foreign medical students’ vocabulary with active and passive terminological vocabulary, as well as to the conscious usage of professional vocabulary in «question – answer» structures during simulated dialogic practice according to various models (a doctor ⟷ a patient, a doctor ⟷ a colleague). The methodological developments presented in the article involve raising awareness of the need to acquire the skills of asking questions for effective dialogic communication between medical professionals and their patients / patients’ relatives/ colleagues.

Dynamics in International Contract Business Negotiations: A Comparison of Brazil, Russia, Indian and China (BRIC)

Globalization has increased countries interaction and trade exchange. Brazil, Russia, India and China (BRIC) became more important economies at the global level during the 21st century. As the success of international negotiations depends on reaching satisfactory agreements for all parts involved, many people have found difficulties in conducting international negotiations involving BRIC negotiators. Several factors may impact the result of the negotiation process. Understanding how these relevant factors may impact on the outcomes of international negotiations among BRIC countries may help to mitigate the adverse effect of different perspectives in an international agreement and allow companies to become more competitive globally. Based on theories of negotiation, this study focuses on the dimensions of negotiating outcomes and process as perceived by BRIC negotiators in international business transactions. As misunderstandings occur during a domestic agreement negotiation within the same culture, one can affirm that the same happens when BRIC negotiators are negotiating an international business agreement. What kind of misunderstandings can prevent successful cross-cultural negotiations among BRIC negotiators? How are BRIC negotiators able to overcome the challenges of the international environment while negotiating an international agreement? Is it possible to settle a common path among BRIC negotiators based on an international business agreement negotiation? The purpose of this research is to answer to these and other questions. From a review of international negotiation practices, a questionnaire focusing on retrospective international contracts negotiation experiences was developed and sent to negotiators from BRIC countries. The results indicate some important outcomes that may be taken into consideration for a successful international negotiation involving negotiators from BRIC countries.

The figure of the guide: arctic nature guiding as productive behaviour on Svalbard

Abstract Drawing from ethnographic participation in a ski excursion among a group of Arctic Nature Guide students on the Arctic archipelago of Svalbard, this paper explores guiding as a model of practice embedded in relations – material encounters, discursive frictions and collaborative efforts. The article pays attention to practical negotiations and navigations of these relations while making use of historical scholarship on the role of the guide as a basis for theoretical reflections on the role’s mediation activities. More precisely, the paper advocates a “creation-model of mediation” that challenges modernist representational discourse (and conceptualisations of nature) through a recognition of guiding as productive behaviour. Displaying agency in meaning-making and embodying Svalbard’s transient cosmopolitan population, the guide emerges as a figure on ground far from fixed and settled, and as a tool with which to appraise Svalbard as more geo-aesthetical condition than bounded place.

일본어교사의 성찰은 어떻게 일어나는가 - 음성을 테마로 하는 교사간의 대화의 실천으로부터 -

본 연구는 음성과 음성교육이라는 테마로부터 일본어교사가 어떻게 성찰하여 배움을 얻는가를 밝히는 것을 목적으로 한다. 본 연구에서는 일본어 교사교육에 있어서 교사의 성장을 중시한다. 또한 교사의 성장을 촉진하는 ‘성찰의 장’에 초점을 두었다. 본 연구에서는 교사가 성찰을 통해 어떤 프로세스를 거쳐 배움을 얻는지를 밝히기 위해 다음의 두 가지의 연구과제를 설정했다. 【연구과제1】음성을 테마로 하는 성찰에 있어서 일본어교사는 무엇을 배우는가, 그리고 【연구과제2】그 배움은 어떻게 일어나는가, 이다. 이에 교사들이 성찰을 통해 배움을 얻는 프로세스를 내러티브 접근법으로 분석했다. 그 결과, 음성을 테마로 하는 교사간의 대화 실천에 있어서 다음의 3가지가 밝혀졌다. ①음성교육의 의의를 재고하는 과정에서, 교사 자신의 음성에 대한 경험과 음성교육관의 연결을 의식하게 되고, ②두 사람이 자신의 경험을 반추하여 음성을 둘러싼 의미와 감정이라는 음성관을 구성하며, ③경험과 음성교육관을 되돌아보아, 음성이 쌍방 간에 영향을 주고받는 것임을 인식, ‘활용 방법으로써의 음성교육’이라는 음성교육관을 구성했다. 본 연구의 분석과 고찰을 통해 연구과제에 답할 수 있었다. 【연구과제1】음성을 테마로 하는 성찰에 있어서 일본어교사는 무엇을 배우는가에 대해, 서로 다른 입장에서 음성교육관을 구성하는 것을 들 수 있다. 【연구과제2】그 배움은 어떻게 일어나는가에 대해, 서로 다른 입장의 교육관을 이해하고, 자신의 경험과 교육관을 반복하여 성찰하여 음성관을 구성하는 것을 들 수 있다.

챗봇 빌더를 활용한 한국어교육용 챗봇 설계 연구

This study aimed to create a chatbot for Korean language education using a chatbot builder and to suggest a chatbot utilization method for teaching and learning Korean. To this end, we developed a conversational artificial intelligence chatbot using Dialogflow—a chatbot builder provided by Google—and demonstrated how teachers can use the builders to create chatbots for Korean language education. The chatbots were developed by dividing them into for pattern practice, textbook dialogue practice, speech practice, and game activities, according to the purpose of use; furthermore, the utilization method of each chatbot was summarized. These discussions will contribute to establishing chatbots as useful educational aids in the current situation, with the increased development of artificial intelligence technology and the need for a distance education environment. Additionally, chatbot production and utilization through chatbot builders are expected to enable instructors to easily construct chatbots that account for the classroom environment and learners’ characteristics. This in turn enables customized learning for individual learners; further, this is expected to play a positive role in learners’ motivation and attitudes.

Open Documentary Platforms Enabling Forms of Democratization and Community Experience

In recent years, there has been an increase in open documentary projects on the web providing platforms for those affected by social problems to tell their stories. During the COVID-19 lockdowns, they gained significance as collaborative projects responding to pressing questions. They offered virtual spaces for community interaction and the interactive negotiation of meanings and perceptions of reality as face-to-face interactions on the ground became unfeasible. As networks of mutual support in times of uncertainty, they responded to the various needs of many people worldwide and avoided a hierarchical approach in favor of participatory, partly dialogical practices and a polyphonic form of presentation. This makes them compelling examples for discussing the democratic potentials and social-communicative functions of interactivity on such documentary platforms. This contribution analyzes two documentary projects: Corona Haikus (initiated by Sandra Gaudenzi and Sandra Tabares-Duque, 2020), launched as a Facebook group for visual poetry referring to the reality of the lockdowns and documenting the experiences during isolation, and Corona Diaries (initiated by Francesca Panetta et al., 2020), a database for voice recordings. The paper argues that interactivity in the two examples, first of all, fosters democratic processes on the level of production and decision-making processes as well as on the level of meaning construction; further – as an adjacent claim – the contribution suggests that the projects as complex assemblages allowed for the experience of virtual communities. By combining material and praxeological analyses and drawing on approaches from political theory, philosophy, and social sciences in addition to the media studies-oriented analyses, the paper identifies the transformative dimension of collaborative interactive documentaries, especially in times of crisis. Despite different medial approaches with additional advantages – visual poetry that encourages reflection and intimate voice recordings that enable effectively attentive listening –both platforms function as a medial in-between that enables collective identification and solidarity forms. The difference between Corona Haikus and Corona Diaries is: that Corona Haikus uses the democratic potentials of the interactive communication network for collective negotiations of meanings, dialogue, and co-creation, while Corona Diaries focuses more on low participation thresholds for a – in terms of content – highly open space, which in turn does not allow for interactions among the participants. What the projects have in common is that the active participation in the open space without the classical hierarchies between professional media makers and subjects, the collective narrative processes, and the sharing of emotions can lead to the feeling of being part of a developing community, which in turn can help individual participants to cope with their experiences. Additionally, the nonlinear, polyphonic platforms open up new perspectives and relations not seen before. Another result of the paper is that future research should differentiate more nuancedly between forms of participation rather than arguing based on an artificial distinction between interactivity and participation.

Implementation of Cooperative Learning Strategies to Improve the Speaking Skills in the Islamic School Insan Cendikia Payakumbuh

The study aims to examine the use of cooperative learning strategies to enhance speaking skills in an Islamic school. The research uses a qualitative approach and case study method, data is collected through interviews, observation, and documents. The participants are the head of the institute, teachers, and students. The objectives are to understand the planning, demonstrate the implementation and evaluate the effectiveness of the cooperative learning strategies used. The study found that the planning of the cooperative learning strategies to improve speaking skills included preparing teachers, dividing students into small groups of mixed abilities, and implementing daily activities, group discussions and dialogue practices. The evaluation found that the strategies were effective, resulting in improved speaking skills and increased social skills for the students, particularly for female students who emphasized vocabulary memorization and served as cooperative learning models.

Transformative Innovation in teacher education: Research toward a critical global didactica

Ours is a world of constant movement and forced displacement of millions of people. Preparing teachers to navigate this world calls for renewed pedagogical practices centered on values and critical global competence. This multi-case study investigates how teacher education faculty across Spain, USA, and Italy collaborated with their students to advance didactic innovations that engage reflexive, socio-emotional, and intercultural processes using thinking routines and storytelling about migration. Our research gives voice to students and faculty and makes emotions and cognitive understandings visible within dialogical practices. Implications for faculty facilitating professional development emphasize learning networks and reflexive scholarship and teaching.

Negotiating Drug Prices in the US—Lessons From Europe

This Viewpoint describes European drug price negotiation practices and compares them with practices in the US.

THE ASSEMBLAGE OF INTERRELIGIOUS DIALOGUE AND TOURISM

The touristic place provides discourses that are worth examining as to which how the management of the site, its internal contestation and development, as well as experiences of its visitors. Examining a heritage of the ancient Majapahit kingdom in Java, this article discusses the assemblage of tourism and religious sites and the extent the site serves as a reservoir for interreligious dialog in contemporary Indonesia. It tries to point out how interreligious dialogue is at work in this site and how surrounding communities participate and respond to the perseverance of the site. Finally, accentuating Swidler’s theory of dialogues, this paper looks at the practice of interreligious dialogue at a touristic site and how religious harmony is negotiated by Buddhist and Muslim through the site and the construction of “the other” by both religious communities.

Culture, diversity and deconstruction of prejudices in schools

Objective. This research paper is aimed at identifying and analyzing relevant aspects concerning concepts as well as cultural and pedagogical practices related to the intended deconstruction of prejudices proposed by a project in the context of a public elementary school. Method. Participant observation procedures were adopted to investigate activities related to the project and semi-structured individual interviews were conducted with six educators. Furthermore, one focus group session was conducted with a class of 25 students in the 9th grade. Results. indicated successful work to achieve the intended objectives, as well as aspects that were obstacles. It was concluded that lectures are not enough to address sensitive issues linked to the deconstruction of prejudices, for educators’ deep affective-laden values and beliefs can negatively interfere with their dialogical dispositions towards students. Conclusion. We claim that dialogical practices are crucial to help deconstruct prejudices and develop constructive relations among everyone, as they may work to foster social justice and democracy within schools and beyond.

The practical philosophy of Hryhorii Skovoroda in the light of our experience

The article deals with the practical philosophy of Hryhorii Savych Skovoroda from the point of view of the leading trends of modern philosophical thought: the «rehabilitation of practical philo- sophy» and the communicative turn in philosophy, the components of which are the neo-Socratic dialogue, the philosophy of communication, and the ethics of discourse. The interpretation of Skovoroda’s philosophy is carried out not only in accordance with the principle «know yourself» as a method of knowledge, but primarily in the dimension of the Socratic dialogue, when the methods of morals and elenctics are used in the joint search for truth, solving moral problems. The dialogic nature of Skovoroda’s method consists in searching for the truth together with other people through argumentation, the truth that also appears as a moral category. The article shows the actualization of Skovoroda’s philosophy in the pre-Soviet, Soviet and modern periods of the study of his work in independent Ukraine. The main thesis of the work consists in the statement that Skovoroda did not reduce philosophy to life, but raised life itself to philosophy. Philosophy was his life — a practical philosophy of life that formed his dialogical habitus. Socratic dialogue appears in philosophy, in everyday practices of communication with people, in particular, in the itinerant habitus of the thinker. Traveling is an important element of his philosophy, his life, and his habitus. The itinerant nature of Skovoroda’s habitus takes his dialogues beyond epistemology, transferring the dialogue to a practical, or rather, moral-practical plane. Skovoroda as an educator, relying on the habitus of Ukrainian culture and dialogic practices, transcends this habitus, elevating it to the habitus of reason. The work asserts the opinion about the need and necessity to develop and practice neo-skovorodinian dialogue as a component of the worldwide trend of development of dialogic practical philosophy and dialogic civilization. The article shows not only the significance of Skovoroda’s philosophy as a historical-philosophical phenomenon, but also its role in modern philosophical research in Ukraine, as well as the national liberation struggles of the Ukrainian people in the fight against Russia’s aggressive policy.

Building citizenship in Education for Development. Democracy of knowledge in emancipatory didactics

This article presents a reflection, experienced, on continuous training of aspects that favor the awareness of the person to live in and for the community, in terms of decolonizing didactic strategies and going to dialogic practices in favor of social transformations. Learning is based on applying theory to life practices that facilitate understanding of the need for a glolocal perspective and world system, with a focus on solidarity. For this, it is necessary to facilitate the understanding of language from the transnational complexity in terms of social and cultural diversity and identify the colonial from an imposed knowledge. This fact favors an education of non-conformism, as well as identifying the barriers in the acceptance of otherness. as a political act. After investigations into action and practical theoretical reflections in the classroom, strategies are presented that link the democracy of knowledge with didactic daily life, epistemologies, meanings and symbolic charges to facilitate the sense of co-responsibility for development.

Empathy in frontline humanitarian negotiations: a relational approach to engagement

Humanitarian access—people’s ability to reach aid and aid's ability to reach people—is widely understood to be a central challenge in humanitarian action. One of the most important ways in which humanitarian access is practically secured in conflict settings is through frontline humanitarian negotiations. In this type of negotiation, humanitarians engage in face-to-face interactions with conflict parties to secure safe access to, and protection of, civilian populations in situations of armed conflict. An underdeveloped aspect of such negotiations that is ripe for further exploration is the role of empathy. The purpose of this article is thus to draw on the insights of the empathy literature to explore how empathy shapes humanitarian protection work in the specific domain of frontline humanitarian negotiations. Part one conceptualizes empathy, drawing on the interdisciplinary field of scientific research. Part two introduces the practice of frontline humanitarian negotiation and explains why empathy is critical, particularly in the increasingly fragmented environments that negotiators must operate. Adopting a relational approach, Part three advances a framework for analyzing empathy in frontline humanitarian negotiations. We theorize empathy's salience across four different axes of negotiation, drawing insights gleaned from scholarship and a systematic review of the grey literature on humanitarian negotiation, including field manuals, training materials, and operational guidance. We do not ultimately argue for ‘more empathy’ in this type of work, but rather a more thoughtful approach to empathy—one that entails the cultivation of core empathy-related skill areas, including: emotion regulation, perspective-taking, social awareness, and strategic conveyance of empathy. We contend that this approach could help to alleviate numerous problems in the humanitarian sector, including aid worker burnout.

PERSPECTIVAS DE LA EDUCACIÓN FORMAL CON INFANCIAS ANTE EL COVID-19: EL CONTEXTO DE CHIAPAS

ABSTRACT This article recovers the narratives of preschool and elementary education teachers in Chiapas, Mexico, through which describes and analyzes how educational processes are developing with children of rural and indigenous communities in the pandemic. The teachers narrate their personal and teaching experiences as complex, impregnated with negative emotions, as well as the difficult interactions with parents in the negotiation of formal educational practice to develop at home, and report social inequality and its impact on children’s educational attention.

Collaborative-Dialogic Practice: Relationships and Conversations That Make a Difference Across Culture and Context: Book Symposium, Part 2

We welcome you to Part 2 of our book symposium (see Anderson & Gehart, 2022, for Part 1), discussing our book Collaborative Dialogic Practice: Relationships and Conversations That Make a Difference Across Contexts and Cultures (Anderson & Gehart, 2023). Here, the chapter authors share, and we engage in conversation with them. The sessions were electronically transcribed and then edited to help readability.