View Of Dialogue Research Articles

Voice as Heuristic Device to Integrate Biological and Social Sciences. A Comment to Sidtis & Kreiman’s in the Beginning was the Familiar Voice

Sidtis and Kreiman (2011) offer a two-sided approach to voice where the biological side is thought to support the psycho-social one. Linking psychological and biological sciences by the notion of "familiar voice" they introduce, Sidtis and Kreiman (2011) foster integration in science and offer a broad view on the voice phenomenon. The way this integration is conducted is closely observed in this comment. The conclusion is that a common point of departure which does not belong to the mainstream in present academic discourse can be ascribed to both sides invoked: a dialogic view of human beings. The social dimension of the neuropsychological social model of voice recognition the authors propose is then discussed. This is taken up in the closing considerations addressing the core notion of familiarity with regard to the conception of sociality it implies; this perspective raises also the issue of the relationship between (familiar) voice and language. In analogy to the dialogic view of human beings we advocate for in accordance with Sidtis and Kreiman (2011), a notion of language emphasizing the sensorily experienced performance of symbolic activity is put forth. In this, voice holds a core place .

Interpreting Psychoanalytic Interpretation: A Fourfold Perspective

Following an overview of psychoanalytic interpretation in theory, practice, and historical context, as well as the question of whether interpretations have scientific validity, the author holds that hermeneutics, the philosophical and psychological study of interpretation, provides a rich understanding of recent developments in self psychology, inter-subjective and relational perspectives, attachment theory, and psycho-spiritual views on psychoanalytic process. He then offers four distinct hermeneutical vantage points regarding interpretation in the psychoanalytic context, including (1) Freud's adaptation of the Aristotelian view of interpretation as the uncovering of a set of predetermined meanings and structures; (2) the phenomenological view of interpretation as the laying bare of "the things themselves," that is, removing the coverings of objectification and concretization imposed by social norms and the conscious ego; (3) the dialogical existential view of interpretation as an ongoing relational process; and (4) the transformational understanding in which interpretation evokes a "presence" that transforms both patient and analyst. He concludes by contending that these perspectives are not mutually exclusive ways of conducting an analysis, but rather that all occur within the analyst's suspended attention, the caregiving and holding essential to good therapeutic outcomes, and the mutuality of the psychoanalytic dialogue.

The Pragmatist Reader: Reading as a Meaning-making Transaction in the English Classroom

Rosenblatt’s transactional theory and Pike’s aesthetic model of reading both put the reader at the heart of the reading transaction. A re-envisionment of these approaches in terms of the pragmatist reader, a concept derived from Norbert Wiley’s ‘pragmatism’s self’ and the findings of a recent case study into classroom reading, leads to a view of meaning-making during reading events as dialogic, deploying Peirce’s ‘internal conversation’ in close association with interpersonal activity. It is also reflexive, textured and multimodal, and contributes to the evolution of the self. The pragmatist reader has significant implications for the way both reading and other forms of meaning-making are nurtured in the classroom. A fully dialogical view of meaning-making is called for, which gives equal weight to the pupil as both respondee and initiator in classroom meaning-making, and which acknowledges the role of intrapersonal meaning-making in the evolution of the learner’s self.

Artists in dialogue: Creative approaches to interreligious encounters

This article explores the forms and functions of contemporary interreligious dialogue by focusing on artists who are active in this field. They represent different art forms and different religious positions: with their roots in Judaism, Christianity and Islam they have opted for a variety of positions, ranging from traditional adherence to renunciation of a personal religious engagement, or a fascination for new forms of religiosity. The aim is to critically examine interreligious dialogue and to provide an alternative perspective on the topic, based on both theoretical and empirical analyses. The article seeks an understanding of how persons engaging in creative forms of dialogue formulate a dialogic worldview in a religiously plural and post-secular context and what motivates them to engage in dialogue. Traditional normative theories of interreligious dialogue are hence called into question. Critical attention is brought to the narrow focus on dialogue as a purely intellectual quest for making the religious other, as a coherent theological and historical entity, intelligible. A contrasting view of dialogue as a question of interpersonal ethics is introduced, inspired primarily by the philosophy of Buber. Also the works of Habermas, Gadamer, Levinas, Løgstrup, Wittgenstein and Gaita are central to the research.Ruth Illman is a senior researcher at the Donner Institute in Åbo and Docent in comparative religion, Åbo Akademi University. Website:http://web.abo.fi/instut/di/english/ruth.html

Dialogues between Academics and Practitioners: The Role of Generative Dialogic Encounters

In this paper we seek to show how aspects of the thinking underpinning the relevance debate can be self-defeating. We consider the relationship between academics and practitioners from a dialogic perspective and perform a textual analysis of the ways in which ‘pro-relevance’ academics write about research. We use role analysis techniques to highlight the potential for mismatched expectations between academics and practitioners, and then consider an illustrative dialogue between practitioners and academics to develop our view that relevance has its roots in generative dialogic encounters. We conceptualize a modified view of dialogue in the context of organizational research relationships, which we believe offers a useful starting point for co-production of knowledge and understanding.

Proclamation as Dialogue: Transition in the Church—World Relationship

Vatican Il's Gaudium et spes sees the church-world relationship in dialogical terms. This article argues that conceiving the church-world relationship as a dialogue is an important element in the council's recognition of what Charles Taylor calls the “modern social imaginary.” The article defends the council's view of dialogue against the argument that contemporary Western views of dialogue are inherently relativist. It concludes by investigating the rich implications of this dialogical view for the church's primary task of proclamation.

Reconceptualizing Parent‐Adolescent Relationships: A Dialogic Model

The author applies a dialogic view of communication to parent‐adolescent relationships, allowing for explicit attention to the process of interaction and social construction of meaning within these relationships. The constitutive role of dialogue between parent and adolescent is set within the context of competing tensions or dialectics. This theoretical framework provides a perspective for attending to parents' and adolescents' experiences and relational interactions, as well as meaning making and identity formation occurring within the dialogic gap.

“Either a hevruta Partner or Death”: A Critical View on the Interpersonal Dimensions of hevruta Learning

How might one perceive the role of his or her hevruta partner in the hevruta learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal relationships in hevruta learning. Rather then considering hevruta learning as a formal setting meant to serve the learner's own learning, this interpretation offers a dialogic view of hevruta learning in which the learner carries a responsibility for the learning of his or her hevruta partner as well. The article concludes by suggesting further considerations of the interpretation of Talmudic legends as a resource for Jewish education and of hevruta learning as a locus for moral education.

Modelling dialogue as inter-action

In this paper we introduce a formal model of dialogue based on grammar systems theory: Conversational Grammar Systems (CGS). The model takes into account ideas from the study of human-human dialogue in order to define a flexible mechanism for coherent dialogues that may help in the design of effective and user-friendly computer dialogue systems. The main feature of the model is to present an action view of dialogue. CGS model dialogue as an inter-action, this is a sequence of acts performed by two or more agents in a common environment. We claim that CGS are able to model dialogue with a high degree of flexibility, which means that they are able to accept new concepts and modify rules, protocols and settings during the computation.

Self-Development as a Spiritual Process: The Role of Empathy and Imagination in Finding Spiritual Orientation

According to a dialogical view on self, self-development is characterized by integrating different perspectives in the internal dialogue that constitutes the self. This article explores the spiritual dimension of this process, referring to exchanging and integrating perspectives on what makes one’s life meaningful or fulfilling. It is argued that empathy and imagination are basic capacities for self-development and spiritual orientation, and that art and religion can contribute to this process by functioning as languages of personal resonance.

Marketing as an Interaction System

Marketing thinkers identify concepts of relationship, interaction, and network as useful. Edgar Crane (1972) saw interaction as essential to buyer-seller decision-making. David Ford, Kristian Möller, and Håkan Håkansson followed with explanations of how marketing operates. Christian Grönroos expanded the horizon with ‘interactive marketing’. Evert Gummesson saw interaction as “active contact” and all marketing as relationships and interaction in networks. The Relationship Marketing field flourished – at least for a time. Whilst many proponents of “interactive communication” and “social interaction” do not see the interaction concept as problematic, they focus attention on practices. I choose to re-examine both ‘interaction’ and ‘communication’, and to relate these concepts to the concepts of society and the social process we call “marketing”. The discussion proceeds from the general perspective of humans living among others, to the specific situation of marketing in society. I examine the concept of ‘interaction’, and consider social interaction as exchange –a dialogical view of human communication. The patterning of social interaction in markets as distinct from bureaucracies, solidarity groupings, and co-operative collectives is examined. An alternative sociological analysis of the social is compared with that of the social psychology tradition. Communication is discussed as a mode of interaction, to reveal monologic (technical) and dialogic (humanitarian) conceptions of communication prevalent in the marketing field. Within the context of an ‘Interaction Society’, marketing is explained as a complex dynamic adaptive interaction system, revealing a conversational nature. It is proposed that interaction directs and co-ordinates, but also co-creates – ‘interactional work’ has innovative capacity.

Language as Evaluative Utterance: A Bakhtinian Analysis of Colonial News Discourse

For Bakhtin, the evaluative aspect of utterances is crucial to the study of meaning in communication, which is impoverished in linguistically based approaches. Bakhtin’s dialogic view of evaluative meaning is manifested in the intricate tonal, gestural and other stylistic ways in which the evaluative stance of the reporting speech frames and permeates not only the referential content of the reported speech but also the evaluative stance toward referential content. This double-voiced character of speech, which ambiguates reference, suggests that evaluation does not reside in addressor intentionality alone, but metalinguistically in addressee orientation to messages whose senses vary indiosyncratically and extralinguistically. The task of critical analysis is to show how that judgment is structured and functions in discourse, as the authors in this essay do with a sample of colonial news discourse from the Times of Morocco—a British daily paper published in Tangier at the end of the 19th century. The Times served as one public instrument that helped to rationalize colonization. Recognition of the play of evaluative meaning is crucial for understanding and criticizing authoritative colonial characterizations of subjects that serve as a rationale for invasion, occupation and exploitation.

Social Movements and Collective Identity:

Collective identity entered the social movements literature as an early recognition of the importance of meaning-making in shaping movement participants and influencing movement actions In this article, we go against the more usual practice of treating movements as unified actors, and instead, take a decentered, dialogic approach that recognizes the difficulties and contentiousness of producing movement identities amidst multiple discourses and practices. We illustrate this framework with three ethnographic cases from Canada, Scotland and Nepal, which highlight collective identity and meaning-making through place-based, contingent cultural processes. The cases use the concepts of figured worlds, alter-versions of identity, and cultural artifacts to show how collective identity develops dialogically in practice both within and outside of movements.

Voice: A Pathway to Consciousness as “Social Contact to Oneself”

Starting from a dialogical view of human communicative and cognitive processes, the notion and the phenomenon of voice by different authors is explored. Assuming its concreteness as perceivable event, a description of the phenomenon is then given in five key concepts: indexicality, intonation, body, imitation, and internalization. With regard to the transformation of the phenomenon to an interior experience, as suggested by the notion of voice as psychological position and by the term of inner voice, the concept of internalization is paid special attention to. The experienced voice of a significant other is understood as mechanism of internalization, allowing for the movement from other to self: a meaningful and embodied social form tied to another person. The course of reflection finally leads to considering consciousness in the perspective of voice. The voice of a communicating person is thought to be a powerful means for the emergence of an interior experience of self and other. And this experience is, in turn, linked to consciousness in its complex states.

A Dialogical View of the Emergence of Chicana Feminist Discourse1

I argue that a convergent dialogical approach to the understanding of social movement discourse drawn from sociology and feminist studies is best suited for understanding challenges made by dissenters within social movements. I analyze “second wave” Chicana feminism which arose in the 1960s and 1970s. I first discuss two dialogical approaches in social movement and feminist theory to understand the strategies that challengers within already oppositional movements use to confront locally hegemonic discourse. Chicana feminists built their arguments on established Chicano movement practice and values, but transformed/inverted the meanings of movement concepts and appropriated movement practices to their own newly forming feminist ends. In conclusion, I explore what the case of discursive strategies in Chicana feminism tells us about the creation of blind spots in movement discourse and what dialogical approaches can offer vis-à-vis an understanding of discourse's role in movement fragmentation.

Multiple Schools, Languages, Experiences and Affiliations: Ideological Becomings and Positionings

This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin’s concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and ideological environments. The children in this inquiry articulate their own ideological patterns of alignment. Those patterns, and the children's code switching, seem mostly determined by their socialization, language affiliations, friendship patterns, family situations, and legal access to particular schools. Five patterns of ideological becoming are presented. The children’s articulated preferences indicate that they assert their own ideological stances towards prevailing authoritative discourses, give voice to their own sense of agency and internally persuasive discourses, and respond to the ideological resources that mediate their linguistic repertoires.

Discourse Ethics and the Problem of Nature

In what sense could discourse ethics be linked with normative problems raised by the ecological crisis? Even if Apel and Habermas have not really addressed this question extensively, and even if their position in moral philosophy seems to develop and reinforce a neo-Kantian anthropocentric point of view, one can find in their works some evidence for the possibility of connecting a dialogical view with an ecological one. In order to defend the philosophical interest in highlighting this possibility, this essay analyses Habermas' position concerning the moral and ontological status of animality in particular, and attempts to situate this position within the history of Critical Theory.

Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers

This paper reports the results of a study comparing the interactional dynamics of face-to-face and on-line peer-tutoring in writing by university students in Hong Kong. Transcripts of face-to-face tutoring sessions, as well as logs of on-line sessions conducted by the same peer-tutors, were coded for speech functions using a system based on Halliday's functional-semantic view of dialogue. Results show considerable differences between the interactional dynamics in on-line and face-to-face tutoring sessions. In particular, face-to-face interactions involved more hierarchal encounters in which tutors took control of the discourse, whereas on-line interactions were more egalitarian, with clients controlling the discourse more. Differences were also found in the topics participants chose to focus on in the two modes, with issues of grammar, vocabulary, and style taking precedence in face-to-face sessions and more “global” writing concerns like content and process being discussed more in on-line sessions.

A discourse-based approach to human-computer communication

The term ‘dialogue’ has its origin in the study of human language, where it is regarded primarily as a form of discourse, and hence as a pragmatic-level phenomenon. However, ‘dialogue’ is nowadays also used to denote humancomputer interaction; and in this field it tends to be described in syntactic rather than in pragmatic terms. But to treat dialogue as though the term had two distinct senses is unsatisfactory and unwarranted. Instead, we show how it is possible to maintain a consistent, discourse-based view of dialogue that encompasses not only interpersonal communication but also multimodal human-computer interaction.

Constructions of self: ethical overtones in surprising locations

Little discussion has occurred in the health profession literature with respect to how the “self” is constructed, despite the imagination and attention it has garnered from philosophers and theorists in...