Dialogical Approach Research Articles

Pre-Revolutionary Oriental Studies in Kazan as a Foundation for Developing a Dialogic Approach to Studying the Interaction between Islam and Christianity

This article outlines the distinct characteristics of Kazan’s pre-revolutionary Oriental studies, which developed throughout the 19th century within academic and missionary discourses. The methodological approaches used by their representatives to explore the history and culture of the “Other”, (i.e., Islam and Muslim culture here) are identified. The origins of these approaches are traced. The interaction between academic scholars (primarily from Kazan University) and missionary researchers (from the Kazan Theological Academy) during the establishment of Orientalism as a separate branch is described. The results obtained show that a dialogical approach to studying Islam and Muslim culture in the second half of the 19th century was enabled by a complex interplay of academic, missionary, and social discourses.

A goal-oriented document-grounded dialogue based on evidence generation

Goal-oriented Document-grounded Dialogue (DGD) is used for retrieving specific domain documents, assisting users in document content retrieval, question answering, and document management. Existing methods typically employ keyword extraction and vector space models to understand the content of documents, identify the intent of questions, and generate answers based on the capabilities of generation models. However, challenges remain in semantic understanding, long text processing, and context understanding. The emergence of Large Language Models (LLMs) has brought new capabilities in context learning and step-by-step reasoning. These models, combined with Retrieval Augmented Generation(RAG) methods, have made significant breakthroughs in text comprehension, intent detection, language organization, offering exciting prospects for DGD research. However, the “hallucination” issue arising from LLMs requires complementary methods to ensure the credibility of their outputs. In this paper we propose a goal-oriented document-grounded dialogue approach based on evidence generation using LLMs. It designs and implements methods for document content retrieval & reranking, fine-tuning and inference, and evidence generation. Through experiments, the method of combining LLMs with vector space model, or with key information matching technique is used as a comparison, the accuracy of the proposed method is improved by 21.91% and 12.81%, while the comprehensiveness is increased by 10.89% and 69.83%, coherence is enhanced by 38.98% and 53.27%, and completeness is boosted by 16.13% and 36.97%, respectively, on average. Additional, ablation analysis conducted reveals that the evidence generation method also contributes significantly to the comprehensiveness and completeness.

Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting

This article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding that took place over 10 years and united early childhood education (ECE), early intervention/early childhood special education (EI/ECSE), and bilingual/English as a second language (ESL) programming. Foundational to our collaborative work is the transformation that occurred within these individual areas of teacher education that eventually led us to the evolving paradigm of inclusivity in early childhood education. In our IECTE work we detail our paradigm of critical inclusivity that includes three tenets: (1) a dialogic approach, (2) curriculum revision, (3) student guidance, and (4) mentoring support. We conclude by offering implications for continuous growth through descriptions of radical collaboration and advocacy in inclusive early childhood settings, such as intervention agencies, Head Start programs, childcare centers, community programs, and public schools.

Analysis of Positive Discipline Implementation Strategy through Technology Utilization in Providing Feedback to Parents of Students

This research aims to analyze strategies for implementing positive discipline through the use of technology in providing feedback to students' parents. Positive discipline emphasizes the development of constructive behavior through a dialogue and empathy approach, not repressive punishment. However, one of the challenges in implementing this discipline is the lack of effective communication between schools and parents, which is often caused by limited time and access. In the digital era, technology offers innovative solutions to overcome this problem by facilitating the provision of fast and real-time feedback through school applications, digital platforms and instant messaging. This research uses a qualitative approach with a case study method in schools that implement positive discipline. Data was collected through in-depth interviews, participant observation, and documentation from teachers and parents. The research results show that technology can increase the effectiveness of communication between schools and parents, allowing parents to monitor student behavior developments more efficiently. Technology also provides easier access for parents to get involved in supporting children's positive behavior at home, which in turn strengthens positive discipline at school. However, this research also identified several challenges, including gaps in technology access among parents, data security and privacy issues, and the potential for reducing the quality of personal interactions between teachers and parents. Therefore, it is important to develop inclusive and safe communication strategies to ensure optimal parental involvement. This research contributes to the development of a technology-based positive discipline approach, which it is hoped will be implemented more widely in schools, particularly in the context of increasing parental involvement and the efficiency of feedback provided.

Literatur Review Tentang Manajemen Konflik: Sumber, Gejala, dan Penyebab Konflik

Conflict is an inseparable part of human interaction and occurs at various levels of life, from individuals, groups, to society. This article discusses the sources, signs and factors that trigger conflict which are often interrelated in creating disputes. Conflicts can arise due to differences in interests, values, unequal distribution of resources, or imbalances of power. Signs of conflict generally appear through tension between individuals or groups, communication breakdowns, and the emergence of aggressive or resistive attitudes. Factors causing conflict are further understood as the result of structural and psychological elements such as misunderstanding, stereotypes, injustice and dissatisfaction. Understanding the sources, signs and causes of conflict provides valuable insight into efforts to manage and resolve conflict effectively, whether through dialogue, mediation or sustainable conflict transformation approaches.

Departures and Arrivals: On the Importance of Researching Dangerously

ABSTRACTWe begin the last article of this special issue by contextualizing the current landscape of higher education, in 2024. Then, employing a kitchen table dialogue approach, we summarize the diverse articles featured throughout this edition, shedding light on insights that stir both our spirits and intellect. Further, we delve into three key themes that were consistently raised by authors, underscoring the urgency of researching dangerously. Lastly, we conclude with a call to action to students, faculty, academic leaders, and journal editors, offering tangible strategies to propel us beyond the current status quo toward fostering institutional responsibility and accountability.

Akar Radikalisme di Ruang Kelas: Eksplorasi Faktor Pemicu di Lembaga Pendidikan Islam

Radicalism poses a significant threat to social cohesion and national unity in Indonesia. This research explores the strategic role of education in preventing the spread of radical ideologies and building a tolerant society. The primary focus is analyzing the systemic design of education to promote contextual and inclusive religious values. Employing a qualitative-descriptive approach, the study investigates how curriculum, pedagogy, and teacher roles can shape religious narratives supporting peace and humanity. The research reveals that rigid and doctrinal religious education potentially triggers radicalization, while dialogical and contextual approaches can effectively counter the spread of extremist ideologies. Key findings underscore the need for transforming religious education by emphasizing deep understanding of tolerance, conflict resolution, and diversity. The primary contribution of the research is a model of educational approach integrating progressive religious interpretations with universal humanitarian values. The study's implications include educational policy recommendations that can strengthen social capital and prevent radicalization among Indonesian youth.

Analysis Study Of Paulo Freire's Thoughts And Its Application In Elementary Education

The application of Freire's thinking in the context of elementary education can be seen through a dialogical and critical approach in teaching. Teachers not only convey knowledge, but also act as facilitators who help students to think critically and be actively involved in the learning process. The type of research used in this study is library research . Data sources in this library research consist of two categories: 1). Primary Data Sources: The main books written by Paulo Freire, especially Pedagogy of the Oppressed (1970). 2). Secondary Data Sources: Scientific articles, journals and research reports that discuss the application of Freire's thinking in elementary education. The results of the study show that 1). Critical Conscientization in Elementary Education is a process in which individuals understand the social and political injustices around them. 2). Dialogical Education in Elementary Education is a key element in education, where teachers and students learn from each other through two-way communication. 3). Humanistic and Inclusive Education in Elementary Education is where every student is valued as an individual who has the potential to develop, without discrimination based on social and economic background. 4). Implications for Basic Education in Indonesia are that the recently introduced independent curriculum gives teachers and students more freedom to explore subject matter flexibly, in accordance with the principles of liberating and dialogical education as taught by Freire

Reconfiguración de la identidad de docentes universitarios en el contexto de la pandemia

The current study aims to show the identity reconfiguration dynamics in university teachers based on their life experiences during the COVID-19 pandemic. Theoretically, an intersection is made between the Semiotic Cultural Psychology perspective and the Dialogical Self Theory approach. Methodologically, an idiographic qualitative study was carried out with three participants—university professors—who show the dynamics of change due to the pandemic through an in-depth interview and a visual technique. Although the three cases show individual experiences, it is noteworthy that they created common meanings around the pandemic and the social outbreak as a fundamental part of their lives. The results led to acknowledge how ruptures and transitions allow us to understand the psychological adjustments between a person and their sociocultural environment

Professional support for children or adolescents whose mental well-being is at risk

Abstract Background Children and adolescents’ mental health issues are globally among the most significant concerns. Research on the topic often focuses on already manifested mental health problems, and research concerning mental well-being and the preferences of service users regarding early-stage support is scarce. This study aimed to define what professional support experts-by-experience hope for a child or adolescent in situations where mental well-being is threatened. Methods The qualitative study with focus group interviews was conducted in Finland during the autumn of 2022. Participants (n = 26) were experts-by-experience who had experienced threats to mental well-being either during their own childhood (before the age of eighteen years) (n = 19) or through the perspective of being a parent (n = 3), or both (n = 4). The data was analyzed using inductive content analysis. Results In situations where the mental well-being of children or adolescents is at risk, professionals working with families were expected to 1) demonstrate an appreciative and compassionate attitude, 2) provide a daycare environment or school environment that supports mental well-being, 3) support the participation of children and adolescents, 4) involve and support family, 5) organize peer support, and 6) provide services that are seamless and need-adapted. Conclusions The results help to develop services supporting mental well-being, considering the perspective and preferences of service users. During the study, one model identified to meet the participants’ desires was the Open Dialogue Approach originally developed in Finland. Key messages • In services supporting mental well-being, ensuring the child’s or adolescent’s participation and involving parents is important. • In addition to the support provided by professionals, the significance of peer support was highlighted. Professionals should actively refer service users to peer support.

How Do Men Who Post Publicly on Social Media Author Themselves and Their Experiences of Crohn's Disease? A Dialogical Analysis of Three Cases.

Despite distinct sex- and gender-related differences in the presentation and manifestation of Crohn's disease (CD), little research to date has considered men's particular experiences. Whilst hegemonic masculine ideals have been reported to negatively impact men's mental and physical health, increasingly research has emphasized that men engage in a diverse range of practices, including those beneficial to health. One such practice is posting about their illness experiences on social media. The interactive nature of posting online means that a dialogical approach, based on a relational epistemology, is particularly useful. This study therefore asked: "How do men who post publicly on social media author themselves and their experiences of CD?" Three participants were recruited, all of whom had a diagnosis of CD, wrote a blog, and posted on other social networking sites (SNSs) about CD. Two resided in Canada and one in the United Kingdom. All were white. For each participant, 2years of multimodal social media data was downloaded. After screening, in-depth analysis was conducted using a dialogical approach focusing on three key dialogical concepts: genre, chronotope, and forms of authorship. The key findings emphasized the participants' different responses to the lack of predictability caused by CD and the different ways they used social media to gain a greater sense of control over their illness stories and identities, providing important insights into the interaction between masculine identities and illness. Finally, the potential deployment of such methods in future research and within therapeutic contexts was considered.

The role of reflection in learner identity construction. A sociocultural and dialogical approach / El papel de la reflexión en el proceso de construcción de la identidad de aprendiz. Una aproximación sociocultural y dialógica

The purpose of this article is to present a theoretical-conceptual proposal that enables us to articulate two psychological processes that play an essential role in different educational settings yet are seldom explicitly addressed together: identity construction and reflection processes. Specifically, we will analyse the way reflection is a prime tool for reconstructing learner identity. In the first part, we conceptualize reflection processes from a sociocultural and dialogical approach. In the second part, we explain our theoretical approach to identity construction processes, define the concept of learner identity and highlight the role played by reflection in identity construction. To conclude, we will suggest several guidelines for promoting student reflection on their own learning processes and on themselves as learners with the goal of facilitating their development of an enabling learner identity that allows them to continue learning in different settings and times in their lives.

Preparing Teachers for the ‘Ummah’: A Case Study of Hayat Foundation

This preliminary study initiates an exploration into a novel informal Islamic teacher education programme developed by a community organisation. The presented case study explores the Afghan Muslim inspired Hayat Foundation’s communal educational initiative, the Marefat programme. The programme, derived from Islamic educational theoriesis ‘imbued with notions of reflective, critical, and reflexive thinking’, which are designed to recognise the individual levels of development for every educator and simultaneously elevate their efficacy, agency, and person. Adopting an interpretivist-narrative methodology conveyed through a dialogical approach, this study focuses on the lived experiences of this social-welfare organisation by seeking to decipher the teleological nature of the programme. This examination is guided by three questions which seek to identify its intended audience, the specificity of the issue it attempts to address, and the approaches it has adapted to implement its programme. The findings suggest that the overarching purpose of this educational initiative is to foster empowering liberatory pedagogical responses to counter oppressive narratives in the reading of the Islamic tradition.

Diagnostic and Dialogic OD Approaches in a Collaborative Inquiry for Change: How and Why are They Successfully Coapplied?

Change leaders who want to invite members’ spirit of inquiry face a challenge; the conditions under which change practitioners successfully blend the strengths of diagnostic and dialogic approaches are not explicitly incorporated within the established theories. This article aims to describe how changing meaning-making systems (in other words, changing mindsets) can be crucial in facilitating successful coapplication of diagnostic and dialogic approaches. A new conditional combination (shared focus on realizing desired performance and change agents’ dialogic anchoring) for the emergence of the practitioners’ integrative mindset is examined, and its implications for research in blending diagnostic and dialogic OD approaches and related fields are discussed.

Complexities and Possibilities of Strengthening the Social Inclusion of Military Women in the Netherlands Armed Forces: Findings From an Action Research Project

The social inclusion of military women is negatively affected by dominant masculine norms. Often, military organizations try to promote inclusion through top-down policies. However, little is known about solutions military personnel themselves propose, and what is needed to implement those. Drawing on an action research project in the Netherlands Armed Forces, we identify four systemic collaborative requirements to implement initiatives aimed at improving inclusion: (a) awareness and recognition of women’s (negative) experiences, (b) a safe environment for dialogue and joint ownership, (c) organizational trust, support and mandate, and (d) the implementation of interventions in the organizational structure. We discuss two paradoxes we identified (a) addressing inclusion in unsafe workplaces requires safety and (b) creating awareness about women’s social inclusion without putting women in the spotlight. Our results show that a dialogic and collaborative approach is promising, especially to address the complexities that arise when trying to strengthen inclusion.

A Dialogical Self Approach to Self-Innovation and Narrative Continuity in Retirement From Elite Sport

This case study aims to uncover the processes of narrative change in retirement from elite sport. Using Dialogical Self Theory, we examined resistance to retirement and narrative work in a recently retired, Swiss, male elite athlete from an individual sport. Two narrative interviews at 3-months and 1-year post retirement were analyzed using a holistic-content analysis, and an analysis of multivoicedness and innovative moments. We identified 39 I-positions and key innovative moments which were exceptions to the athlete’s problematic narrative and supported athletic retirement. Importantly, results demonstrate that the participant’s self-innovation began proactively before retirement, was necessitated by dialogue and supported by the introduction of a new future-oriented position, the position I-as-healing. Innovation continued after retirement and the position I-as self-reflective allowed the athlete to observe changes to his self-concept and restore continuity. Based on our findings, athletes should be supported in accessing a variety of I-positions to enable rich inner dialogue before they approach retirement from elite sport. Reflective practices which encourage meta-positions and help trace continuity far into their futures may also be advantageous. Practical considerations for the identification of I-positions in personal narratives during transitions are discussed.

Dialogue in Silence: Inter-American and Brazilian Protection of the Human Rights of Older Persons

As society needs to face ageing as a plural process that goes beyond biological and chronological aspects, it is recognised that it also has societal, political, judicial, and psychosocial changes and consequences. Imposing a social clock of expected normative behaviors, understanding older persons as inactive citizens and mere objects of legal protection instead of social actors and specialised human rights’ holders is a critical problem to be confronted in the upcoming years as the global population becomes older. This article aims to comparatively analyse the legal aspects of the protection of older persons in the Brazilian and Inter-American legal framework, perceiving a movement of dialogue in silence, opposing moments of resistance and periods of adequacy between international and national jurisdiction, allowing the analysis of how it impacts the enforcement of these rights. In order to evaluate this phenomenon, this article analyses bibliographic and legislative material, focusing on a human rights-based approach of older persons and an older persons perspective. Firstly, it discusses the social construct of old age, followed by the comparative analysis of Brazilian and international legal framework on the topic of ageing. Finally, it establishes the contours of the ‘dialogue in silence’ between Brazilian and Inter-American protection of older persons’ rights. Results show that a better cross-fertilisation and dialogical approach is needed, overcoming the legislative resistance and difficulties in implementation of rights and policies relating to older persons.

Communologue in Family Therapy

This article introduces communologue, a process and intervention whose aim is to create safe conversation and deep connecting dialogue within groups and between groups. Communologue originated after 9/11 from the Imago Dialogue intervention developed by Harville Hendrix and Helen LaKelly Hunt's Imago Relationship Therapy in addition to other dialogue and communication experts. This article presents the history and framework as well as a detailed description of the communologue intervention, and its application in family therapy. Special attention is given to the role of the therapist. The connection to the dialogical approach to family therapy and the difference between communologue's specific way of mirroring and active listening are also highlighted. A case study is presented which illustrates the profound ways in which working with a family using communologue can create safety, foster connection, and alter the family dynamics. Implications of communologue and limitations are discussed.

Communal dialogue and peacebuilding education in volatile terrain: A study of the volatile African region

This article evaluates the adoption of communal dialogue as an education tool for peace building in volatile terrain in Africa, using Benue State, North-Central Nigeria, as a case in point. Benue State has, in the last eight years, been known for constant communal clashes. This article looks at ways to adopt a valid model of conflict resolution to end this struggle. The yearly uproar arising in this region as residents live in constant fear calls for concern. This inquiry collated churns of research using secondary data together with a survey to ensure a tangible solution was proffered. All the local governments in this region were selected, especially where there are consistent struggles, interferences of herdsmen, and insecurities. About 363 copies of the questionnaires were distributed among residents living in this region. The aim is to generate data bordering on peace building education initiatives, as regular conflicts have rampaged this region for over a decade. Expected findings will focus on the best model that can tackle insecurity appropriately. The study's findings show that all the respondents agreed that they see communal dialogue approaches employed as viable tools for peacebuilding education in the region. Important to note is the need to consider the peculiarities of this region. It is crucial to leverage frameworks that best suit this struggle, considering peculiarities in these regions as seen in similar areas in different parts of the world today. We therefore recommend that communal dialogue approaches be properly employed to restore lasting peace.

Developing reflexivity and self-compassion in group psychotherapy: A dialogical and narrative approach

ABSTRACT In this paper, we apply dialogical concepts to understand the development of self-reflexivity and self-compassion during psychotherapy. Specifically, we present a study that mapped clients’ voices and explored their changes in group psychotherapy. Thematic narrative analysis was used to study 20 two-hour group therapy sessions of a systemic informed approach. The analysis involved mapping of the voices of each group member, categorizing them as compassionate and/or reflexive and a sequential depiction of the group voices through timelines. The last step of the analysis included studying the development of self-reflexive and self-compassionate voices through time. It showed an important change, not on the number of clients’ self-reflexive voices that appeared during psychotherapy, but mostly on the quality of the self-reflexive voices in favor of voices that were both self-reflexive and self-compassionate. This change seems to take place as a result of the internalization and “rehearsal” of more kind and compassionate voices that appear in the group dialogues. Hence, this study suggests that, in parallel with focusing on the presence and amount of the reflexive processes that occur in psychotherapy, psychotherapy research should also focus on the changes in the quality of these processes, and particularly the development of self-compassion in psychotherapy.