Dialogical Encounter Research Articles

Stations (maqamat) and states (ahwal) in the context of humanity studies: dialogical encounter of spirituality and the psychology of religion

Grounding on Ian Graeme Barbour’s (1923-2013) typology of relationships between science and religion, this article addresses the issue of the spiritual journey, with special reference to the discourse of stations (maqa>ma>t) and states (ah}wa>l), in the context of humanity study, that is, psychology of religion. According to Barbour, there are four types of relations between science and religion, namely conflict, independence, dialogue, and integration. Following the tendency of the third and the fourth relationships of science and religion, this study argues that there exists a melting point of spirituality, in this regard stations and states of spiritual journey, on the one hand, and psychology of religion, on the other. In this light, this article strengthens the illustrative studies on dialogical encounters between spirituality, in the field of mystical philosophy, and the psychology of religion, in the context of humanity studies.

Enacting Inner Speech on the Academic Stage. A Dialogical Review on Fossa, P. (Ed.). (2022). New Perspectives on Inner Speech. Springer

The recently published Springer Brief in cultural psychology presents theoretical and empirical advances on inner speech. The editor Pablo Fossa suggests viewing inner speech as a private area to remember, play and dream, rather than a mere psychological function connected to problem solving. Along the lines of this suggestion, I adopt a playful approach in order to review the volume. Rather than delivering results of an analysis, I invite us to use the academic journal platform to take part in a dialogical encounter. In the first part of this essay, I offer a transparent step-by-step process of researcher's positioning, based on remembering and playing. In the second part, I dream of research methodologies, which would allow us to explore inner speech as dynamic movements experienced by whole and dialogical beings. This experiment, in which I enact my inner speech on the academic stage, eventually lets three key-moments of Fossa's book come forward as gamechangers for future inquiries: 1. The importance of hearing one's voice in audio-diary based research, 2. the shift of attention towards experiential contexts of inner speech (such as bodily sensations or felt knowledge), and 3. the notion of thirdness as a meta-position, pointing at the mutual permeability of reflective and pre-reflective realms of inner speech. This performing review is inspired by a theatre-based practice called Dialogical Acting with the Inner Partners and represents an original contribution to researcher's self-reflexive positioning practices, as well as to inner speech qualitative research methodologies.

“A life without a supervisor is like a seed that never grows”: Students’ Experiences of Undergraduate Nursing Research Supervision

Background: Undergraduate research is an inquiry or investigation conducted by students who develop an original intellectual or creative contribution to the discipline. However, little is known within the Philippine context that explores undergraduate nursing research experience and supervision.Purpose: This study illustrated the students’ lived experiences of undergraduate research supervision using transcendental phenomenology.Methods: This study made use of transcendental phenomenology. Thirty students enrolled full-time in a nursing research course during the academic year (AY) 2019-2020, and AY 2020-2021 were purposively sampled. These students completed their research projects as required for the nursing research course and were supervised by a mentor. Each participant underwent an in-depth one-on-one interview, of which the responses were transcribed and analyzed based on the modified Stevick-Colaizzi-Keen method.Findings: From the thirty-nine significant statements carefully reviewed and clustered into meaning units, three themes emerged, namely (a) re-capturing tripartite challenges in doing research, (b) re-cultivating quintessential requisites in doing research, and (c) re-envisioning the future ahead. These themes provided textural and structural descriptions that intuitively integrate into the essence of the lived experience of being supervised in undergraduate research.Conclusion: Undergraduate research supervision resonates with the mutual exchange of novel ideas in a dialogical encounter, collective learning, and participatory-in-action where sciencing and caring thinking is imbued to develop critical thinking, inquisitiveness, and caring intuitiveness.

Action Research With and For Pack Mules

The welfare of equines working as pack animals on treks and expeditions within the international mountain tourism industry is often severely compromised. Awareness of these issues and of what prevents owners, trekking teams and the wider industry knowing and attending to the equine and to equine welfare has been advanced through a sustained research and development initiative and Action Research project focusing on the international mountain tourism industry in the Moroccan High Atlas. An approach based on Theory U and on the development of co-seeing, co-sensing, and co-creating journeys has allowed deeper levels of awareness to be accessed and developed. Shifting the quality of attention, of meeting, and of dialogue has allowed eco-system awareness to develop, where previously silo-thinking and ego-system awareness had prevailed. This has allowed muleteering practice to evolve away from practices based on control and domination towards practices informed by the dialogical encounter. This paper will explore the role of Action Research in developing the awareness of the tourism industry and the communities of practice it supports. Absencing as a barrier to awareness and the approaches available to overcome it will be explored. A key distinction will be made between the outcomes emerging from the co-creative projects arising from genuine meeting and dialogue, and the outcomes arising from the failure to meet and dialogue genuinely, a failure rooted in the exploitation embedded in hierarchical relationships.

Poetic pedagogy: emancipatory spaces of Slam poetry for marketing education

ABSTRACT This paper explores the potential of Slam poetry to serve as a transformative and emancipatory pedagogic tool for marketing education. An under-researched style of poetry within the field of marketing pedagogy, Slam’s ability to foster compassionate criticality through the creative presentation of subjective voices feeds into the broader business school agendas of responsible management education and decolonisation. Through situating the audience, Slam poetry offers a resonant method to harness critical reflexivity away from the traditional conventions of academic expression. Extending extant research on the role of poetry, the paper argues that the efficacy of Slam poetry through meaningful, accessible dialogue rooted in the vernacular becomes an important dialogical encounter for individuals to understand other subject positions. Through the application of Slam as an emancipatory tool, individuals are afforded intellectual freedoms as critically reflexive citizens engaged in the serious business of emotion.

Postdigital Possibilities and Impossibilities Behind the Screen: Visual Arts Educators in Conversation about Online Learning and Real-world Experiences

Abstract Through an ethnomethodological and dialogical encounter with Australian classrooms in the lived experience of two visual art (va) educators, the authors seek to learn how working between online and studio learning approaches shaped teacher perceptions of student learning during the outbreak of covid-19 in 2020 and 2021. The research has two phases. Phase 1 sees the two va educators create learning narratives. These narratives, reported in summary in the article, through both material and digital form became the baseline data. In Phase 2 these themes were reworked as conversational questions. These questions then became the stimulus for a critical reflective online video conversation between the two va educators. The resulting discussion around the borderlines looks beyond specific apps, platforms, or products that the teachers used, their successes and failures and examines the digital, non-digital, material, social relations and pedagogical realities and futures that may or may be possible in the context of the postdigital va secondary classroom. These educators have had little time to assess the shift from a strong and well researched studio-pedagogy to their virtual creative learning futures. The challenges of this shift are revealed through their personal experiences.

Film-making as creative praxis: capturing the intimate side of interculturality

ABSTRACT This article employs creative film-making to explore the doing of the intimate and personal aspects of the intercultural encounter. It offers an alternative paradigm for the use of visual methods for ethnographic and auto-ethnographic research. Drawing on phenomenological and auto-ethnographic perspectives, it investigates the lived, subjective experience through film-making praxis via excerpts of the experimental audio-visual essay A caressing dialogical encounter (Rifeser, UK, 2019). By using “pensive-creative praxis” (Rifeser, 2020a), a parallel can be established with an understanding of the intercultural encounter in its all its multi-dimensional and multi-layered complexity (Ros i Solé, forthcoming, 2022).

Dialogical encounter and the production of exilic space in Exarcheia

Dialogical encounter and the production of exilic space in Exarcheia

On the Sociality and Immersiveness of the Introspective Encounter.

Scientifically accessing and systematically approaching self-reports and a research subject's reflection is a central task of psychological research. However, psychological research often fails to account for the sociality of the individual's self-reports and reflection. In fact, addressing the complexity of the multi-faced reciprocal relations, how individuals get in touch with themselves through the encounter with the 'other' occupies psychology since its beginning up to the present day. A recently published volume edited by Gobodo-Madikizela (2021) delivers an in-depth analysis of the mutual encounters of second-generation descendants of perpetrators and survivors of the Holocaust and stresses the importance of "engaging with the past through second generation dialogue", showing that the introspective, dialogical encounter offers fruitful insight to processes that frequently remain 'invisible' and under the surface of intergenerationally travelling trauma, shame and guilt. Using the example of Gobodo-Madikizela's volume (2021), this article seeks to highlight contemporary applications of the introspectiv encounter and shows its value for locating psychology beyond a strict natural scientific discipline-understanding. By developing the notion of the introspective encounter 'of the first and the second degree', this article aims at showing how Gobodo-Madikizela's volume immerses readers, not only showing how psychology can produce a scientific outcome by crossing the border of the classic subject-object separation (first degree), but also facilitating the reader to enter an introspective dialogue with herself (second degree). By this analysis, this article challenges the way we currently converse in psychological research.

Interaction (Election Campaigning Communication)

Interaction (Election Campaigning Communication)

A Unique Way to Analyze the Realities of Health Workers Within A Hermeneutic-Dialectic Perspective

We propose an original method of analysis within a hermeneutic-dialectic framework theoretically supported by the work of Hans-Georg Gadamer, Bertell Ollman, and Maria Cecilia Minayo. We draw a unique means of analysis to guide an understanding of the labor realities for health workers who care for older adults. This method of analysis proposes a way to create consensual opinions, question this consensus and then put these aspects in a dialogical encounter with the qualitative researcher and interpreter. We illustrate the application of this methodological process using dialogical conversations and narrative interviews with 12 health workers from the Brazilian Unified Health System (SUS). The hermeneutic-dialectic process of interpretation involves us in movements of comprehension, which allows us to understand realities including the actual sad situation of some territories, creating possibilities for home health care, the integrality of attention as a tool for providing home assistance in the primary care field, and the necessity of a set of services to provide an organizational routine for home visits to older people. This methodological analysis has the potentiality to help develop other research on similar topics. The results illustrate that good home care for older adults requires effective articulation between compassionate workers and public health agencies.

A Cartografia como estratégia metodológica à produção de dispositivos de intervenção na Psicologia Social

O artigo propõe desdobrar questões acerca da pesquisa-intervenção cartográfica visando contribuir para a construção de dispositivos de intervenção no trabalho da psicologia social. Considerando os desafios contemporâneos à psicologia, apresenta a cartografia como metodologia que engendra processos dialógicos, envolvendo pesquisadores e pesquisados na negociação de sentidos e ações que apreendam a complexidade do cotidiano. Desenvolve a possibilidade de que a cartografia contribua para a criação de dispositivos de intervenção singulares, potencializando uma ética dos encontros. Deste modo, afirmamos que os dispositivos cartográficos oferecem vias consistentes à elaboração de experiências relacionais que sustentam, caso a caso, um plano compartilhado de afecções, com o objetivo de dar vazão a movimentos de subjetivação criadores, problematizadores e transformadores da realidade, ao investir na potência do coletivo. As sínteses aqui produzidas reafirmam a indelével relação entre pesquisar e intervir, explorando conexões entre o método cartográfico, seus dispositivos e o compromisso social da psicologia, em uma perspectiva crítica.

Playful Religion: An Innovative Approach to Prevent Radicalisation of Muslim Youth in Europe

Radicalisation of Muslim youth is a hot item in the Netherlands. Deradicalisation is therefore high on the agenda. In our view, however, the deradicalisation processes begin at a moment ‘when it is too late to lock the stable door, because the horse has already bolted’. That is why our focus is on the prevention of radicalisation. In our contribution, we explore the concept of ‘radicalisation’ and inform the reader about deradicalisation programmes developed in the Netherlands and in Europe. The lack of success of these programmes challenges us to focus on ‘prevention’. In our view, a playful dialogical encounter in a safe space is a must in the approach of young people who are on the verge of radicalisation. The above-mentioned concepts of radicalisation, deradicalisation and prevention are presented in the first paragraph, followed by a discussion of de- and counter-radicalisation programmes in paragraph two. The third paragraph focuses on the prevention of radicalisation in education. Crucial here is a dialogical relationship between teachers and students, between the students themselves and within the students’ inner selves. This latter aspect is inspired by the theoretical framework of the dialogical self-theory, with its core concept of ‘multi-voicedness’ and ‘positioning of voices’. Special attention in the positioning process is given to resilience. The heart of this publication is dedicated to the re-invention of an age-old Islamic game: shaṭranj al-ʿārifīn’. In the fourth paragraph, we describe its origins and our adapted version of this game. Playing the game in pilot studies—a ‘serious play session’—increases young people’s awareness of religion and its positioning, resulting in strengthening resilience in their life orientation. In the concluding fifth paragraph, we state that our innovative, playful and theoretically well-framed approach is a promising module to be implemented in formal and informal education.

Liturgische Bibelhermeneutik: Die Heilige Schrift im Horizont des Gottesdienstes by Marco Benini

Reviewed by: Liturgische Bibelhermeneutik: Die Heilige Schrift im Horizont des Gottesdienstes by Marco Benini Emery de Gaál Marco Benini Liturgische Bibelhermeneutik: Die Heilige Schrift im Horizont des Gottesdienstes Liturgiewissenschaftliche Quellen und Forschungen 109 Münster: Aschendorff, 2020 xvi + 574 pages. Paperback, €76.00. Memorably, St. Jerome had stated apodictically: “Ignorance of Scripture is ignorance of Christ” (Commentary on Isaiah, Prologue). Fr. Marco Benini, professor of liturgical studies and sacramental theology at the Catholic University of America, dynamizes this fifth-century adage, arguing that within the liturgical context Scripture flourishes and in fact, comes to its own, enabling an encounter with the living Lord. Neither is the Bible “a self-supporting entity,” nor is the process of the Bible’s canon formation imaginable outside the celebrated liturgical praxis. His point de départ is Vatican II’s insight that “Sacred Scripture is of the greatest importance in the celebration of the liturgy” (Sacrosanctum Concilium, no. 24). This document’s section concludes by observing that “it is essential to promote that warm and living love for Scripture to which the venerable tradition of both Eastern and Western rites gives testimony.” In an original way, the author takes to heart this injunction in this study. He poses the question how liturgy engages Scripture and what hermeneutic significance this may possess. “A faith-filled understanding of Sacred Scripture must always refer back to the liturgy,” he quotes Pope Benedict XVI writing in Verbum Domini, no. 52. To remedy this lacuna, he chooses what he calls a “liturgical approach” (21). [End Page 197] In the first part (23–244) he examines intertextually the use of the Old and New Testaments, especially in the Roman, Ambrosian and Byzantine rites. The Rite of Milan is of particular interest, as there a new lectionary of readings had been recently instituted (2008). Benini portrays briefly the German Protestant pericope revision (2014/15–2018) as well as that of the Old Catholics (2013/2018). His lengthy analyses include readings for the commemoration of the saints and the anointing of the sick. Much attention is given to the Psalms. Included are surveys of the German and Italian missals (1975/1983), and the French “Oraisons nouvelles pour les dimanches” (1982–1984). Liturgical prayers and chant texts are shown to be biblically inspired. The book also examines diachronically the rite of baptism and the washing of the feet. In the second section (245–460) Benini systematically unfolds various dimensions of a liturgical hermeneutics. He shows how seemingly disparate Scripture readings are related to one another. More than that, Benini delves into the principles and criteria for their selection for liturgical use. The author focuses on the Latin and Eastern churches, but does explore also the proclamation of the Word among German Protestants and even within the Jewish synagogal context. Establishing this plateau, he highlights theological aspects of a Scripture-based hermeneutics. He explores the anamnetic role of Scripture and how this informs the sacramental dimension of God’s proclaimed Word. The sacramentality of the Word shines forth luminously as “Spirit-worked, performative presence of God” (462). This presence is both personal and dynamic, aiming at the listeners and hearers to become “active participants.” The presence of our Lord in the Eucharist is thereby apprehended as somewhat analogous to His presence in Scripture. Therefore, in the liturgy the author perceives a dialogical encounter between creature and Creator occurring in the present tense, much as has been described in Scripture in the past tense. Scripture came about endowed with an indwelling entelechy towards becoming presentic. The real human response of today is enabled through the recorded, inspired word. Benini describes the reciprocal interdependence of word and sacrament, as well as more specifically of that of word and the Eucharist. In this rich matrix an appreciation for a non-post-modern unity of [End Page 198] Scripture and “Christ’s Paschal Mystery” becomes tangible (402). This in turn accesses the pneumatic-epicletic dimension of God’s Word. In the intersection of Scripture and sacraments the activities of the Blessed Trinity in the economy of salvation are efficacious. “Active Participation” as enjoined by Pius X in Tra le Sollecitudini (1903) comes into prominent focus. Nothing short...

Generalising from a regional case study: A dialogue with a hill

In this article, I propose a sociocultural psychological and dialogical approach of a Czech hill. I first briefly present how I came to study and built it into a dialogical case study. I then explore sociogenetic dynamics at stake – the historical and mythical existence of the hill, and how it reflects in its appearances and its uses – microgenetic dynamics – everyday encounters around the hill – and ontogenetic dynamics – the lives of people under the hill. Drawing on a series of sociocultural theoretical tools and on dialogical authors, I try to show how phenomena at each level of analysis are deeply affected by, or affecting, phenomena at other levels, and I highlight specific dialogical dynamics and patterns. I then discuss the more fundamental dialogical encounter that takes place between a researcher and such complex dialogical case study in terms of dialogical ethics. I finally reflect on issues of generalisation that may follow from as such case study, and on the dialogue it engages with current scientific debates.

Reading Hebrew Bible Narratives

Reading Hebrew Bible Narratives

Komunikasi Pemberdayaan sebagai Perspektif Baru Pengembangan Pendidikan Komunikasi Pembangunan di Indonesia

The presence of development communication is basically aimed at contributing to the development process, especially in order to accelerate the diffusion process of innovation. The diffusion of innovation in development is an effort to meet the demands of modernization. Therefore, development is often equated with the term modernization. One indicator of modernization is the presence of communication technology that is very fast developing. Communication technology that was created to facilitate human work in the end was not able to place humans as subjects, but instead became the object of technology. The helplessness of individual humans when dealing with communication technology is a picture of the failure of the development process and human-centered social change. Communities are often powerless to stem the hegemony of communication technology. Therefore empowerment communication is a new perspective in the education of development communication in the spirit of voicing the voiceless. This study aims to reveal the social changes that occur in the "thugs" community in the development process as an illustration of community empowerment in communication seen from the perspective of the theory of communicative action. This research is a case study using a qualitative approach. Data was collected through in-depth interviews, observation, and documentation. The results of this study include: 1) Changes in people's mindsets are able to bring them to a pattern of behavior that is different from before. In the process of this change it can be seen that in the community there is a process of self-help to get out of stigma as a "village of thugs"; 2) Communicative actions of the community based on four claims according to the communicative action theory of Habermas in the empowerment process show the empowerment of the community in communicating that moves them in a living condition based on the existence of mutually agreed upon values and norms; 3) The functioning of social groups into public spaces for the community to communicate and express, thus fostering emancipation and solidarity among the community. Social groups are the most effective forum for empowerment at the community level that enables individuals to organize themselves in these groups (collective self-empowerment) so that a dialogical encounter occurs that fosters and strengthens awareness of communication and group solidarity.

Education and Mindfulness Practice: Exploring a Dialog Between Two Traditions

There is evidence of the growth in implementations and research of mindfulness practice in education, and of the practice’s effects on various aspects of students’ and teachers’ lives. This conceptual paper, however, argues that the acceptance and understanding of mindfulness practice within education does not depend only on evidence of its effectiveness. It also requires a broader conceptualization of the associations between mindfulness practice and education. The paper hence calls for forging a dialogical encounter between “education” and “mindfulness” parallel to the ongoing dialog between Buddhism and science. It then develops one such dialogical encounter discussing education and mindfulness as two distinct traditions of practice that have a history of interpretations associated with their respective aims, conceptualizations, critiques, and ways of practice. Based on a common typology of educational aims, the paper explores how mindfulness practice features within three possible educational orientations: socialization, acculturation, and individuation. Though each orientation sets a different priority for education, assuming serious implementation, mindfulness practice can contribute to each. However, within each orientation the practice would be framed and implemented differently as the paper demonstrates by reviewing contemporary implementations. The paper thus provides a broader perspective on mindfulness and education and offers a historical context for debates concerning the implementation, justification, and/or critique of mindfulness in education. From the perspective proposed, mindfulness in education is viewed as less “special” than it seems. It is a possible pedagogical practice that serves educational aims that have long been part of the tradition of education.

An Invitation to Travel in an Interethnic Arena: Listening Carefully to Amerindian Leaders' Speeches.

In this article, we identify usual difficulties faced by Brazilian psychologists when dealing with Amerindian Peoples, concerning the systematic violence experienced by those Peoples, who have been suffering and fighting against a process of genocide and ethnocide. To identify those difficulties, we analysed speeches of Amerindian leaders of the State of São Paulo - Guarani Mbya, Pankararu, Xavante, Baniwa, Tupi- Guarani, Terena, Kaingang and Krenak - which were addressed to psychologists. Those speeches were delivered in events promoted by CRP-SP in 2010 and in the 2nd and 3rd Forums "The Amerindian presence in São Paulo" at the Institute of Psychology (USP), in 2014. From the analysis, we make a distinction between the notions of meeting and dialogical encounter, considering that: 1. not every meeting is an encounter, in the dialogical sense, because the meeting can happen in a way that one of the interlocutors is objectified by the other and 2. being together and building an affective ground is an a priori for the dialogical encounter to happen. Based on the leaderships` speeches and in the notions of Amerindian perspectivism and the phenomenology of alterity in Cultural Psychology, we propose alternative paths to understand constitutive aspects of a dialogical meeting in such interethnic situation. These reflections are proposed as a theoretic-empirical work, as it departs from the comprehension that the theoretical problems are not separated from the concrete situation that enables them to emerge.

Cultivating mindfulness through technology in higher education: a Buberian perspective

One of the most fundamental concepts within Martin Buber’s philosophy concerns two modes of being: I–it, which reflects an egocentric instrumental existence, and I–thou, which reflects dialogical encounter and interrelatedness. At the face of it, technology seems to be the ultimate example of that which engenders and I–it consciousness. Indeed, a recurrent concern in contemporary times suggests that the increase in our technology use is slowly but surely depriving us of meaningful encounters with the other. In this paper we propose that technology can in fact be applied as an antidote to this predicament. To make this point we describe the teaching of mindfulness practice in higher education. We focus particularly on the use of cell phones to cultivate mindful attention as a precondition and characteristic of I–thou relationships. These cell phones, which have somewhat become extensions of our bodies, remind us to become present and hence more likely to acknowledge interrelatedness. Brief excerpts from student projects in these courses will be applied to demonstrate these transitions.