Dialogical Approach Research Articles

The examination of the Tofā Māmāo cultural concept and repositioning it as a theoretical approach to guide Pacific research

ABSTRACT While the emergence of Pacific scholars has contributed to the development of Pacific methodologies, they have not fully addressed the broader academic context in New Zealand. Appreciating the importance of diverse cultural values and beliefs among Pacific peoples, doing research with them must be honoured and acknowledged for its uniqueness. The Samoan cultural concept named Tofā Māmāo (in-depth knowledge) is a potential theoretical approach to guide Pacific research. This study explored Tofā Māmāo from the perspective of paramount chiefs and its theoretical position within academia. The talanoa (dialogue) approach was employed during the one-on-one interviews to collect the data. The findings revealed that the Tofā Māmāo is defined metaphorically as a Pearl of Wisdom and a principal philosophical element in the fa'a-Samoa (Samoan culture). Its principles are suitable for Pacific research and enrich the whole process. It symbolises the ability to unlock an archive of knowledge that has existed for generations. It defines truth through oral traditions which justifies its positioning when doing research. While Pacific metaphors and proverbs are elements of interpreting the meaning of the Pacific people's worldview, the significance of the Tofā Māmāo has a primary potential to inform the theoretical stance of the research.

Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement

ABSTRACT This article explores student perceptions and experiences of peer review, the influences on potential feedback uptake, and the value attributed to discourse and collaborative learning processes in personal development. Higher education is increasingly promoting active student engagement in feedback, yet perceptions of the quality of feedback experiences, as voiced in evaluations and national student surveys, appear to contradict this movement’s aims, calling into question the effectiveness of current practice. This article aims to contribute to the development of dialogic feedback approaches by identifying potential barriers and enablers to effective peer review, with this insight significant for improving student learning experiences. Based on a qualitative study and thematic analysis of formative peer review practice by undergraduate students, it found that peer reviews are valued as a dialogic feedback practice because they encourage independent learning, and that they offer significant value in developing critical thinking skills and self-reflection. Key student engagement factors include constructive learning environments, emotional management, tutor-student power relations, and iterative cycles of developmental learning. The theoretical and practical implications of these findings are discussed. The article contributes novel strategies for advancing peer review practice and embedding dialogic feedback within higher education to increase student agency over their own learning.

Progress in mentalizing ability among people with psychosis through dialogic literary gatherings

BackgroundPeople with psychosis often experience a fragmented sense of self, making it difficult to integrate perceptions, memories, thoughts, and emotions related to themselves and others. Enhancing mentalization processes and fostering reflection are crucial for comprehensive recovery. As these processes are naturally developed through meaningful interactions and dialogue, incorporating a dialogic approach into the treatment of psychotic disorders may significantly support recovery.MethodsThis study examines the impact of Dialogic Literary Gatherings (DLGs) on the ability of mentalizing in individuals with psychosis. A quasi-experimental mixed-methods study was conducted with 23 participants (6 women and 17 men) diagnosed with psychosis. Over five months, participants engaged in 18 DLG sessions. Mentalizing ability was assessed using the Mentalization Scale (MentS), and qualitative data included interviews (n = 2) and focus groups (n = 3), to explore changes in mentalization.ResultsParticipants reported an increase in mentalizing towards others and toward him or herself, and in motivation to mentalize. Dialogues during DLGs fostered empathy, awareness of individual differences, and deeper engagement with others’ emotions. Besides, sharing feelings in this dialogic environment enabled participants to reflect on past experiences and find purpose in life. Consistently, patients reported that these dialogues provided a platform for expressing emotions, re-evaluating life perspectives, and achieving greater self-awareness.ConclusionsThis study highlights Dialogic Literary Gatherings as a valuable tool for enhancing the ability to mentalize in clinical populations, offering a complementary approach to traditional psychotherapeutic interventions for individuals with psychosis.

A Dialogic Approach to Enhancing Argumentative Writing From Multiple Texts

A Dialogic Approach to Enhancing Argumentative Writing From Multiple Texts

What does a good one look like?: exploring what makes high quality creative writing with GCSE English students through comparative judgement as a form of peer assessment

ABSTRACT This paper addresses the question of how classroom-based peer assessment practices can be improved in relation to student interpretations of subjective assessment criteria. To achieve this, this research study considers the possible pedagogic benefits and implications of using a comparative judgement (CJ) approach to the peer assessment of GCSE English students’ creative writing. The study was conducted through a series of workshops in which students acted as peer assessors and made decisions on what constituted good-quality creative writing. Students then participated in interviews that gave insight into their assessment decisions. Findings suggest that students draw on internalised quality markers that exist in tacit form when peer-assessing through comparative judgement and that a collaborative and dialogic approach to the understanding and sharing of these is crucial if high quality learning through peer assessment is to be fostered and maintained.

Comparative Analysis of the Implementation of Religious Moderation as an Effort to Build a Tolerant Culture at Tamansiswa Sukadamai Vocational School and Era Ibang Junior High School

Religious moderation is defined as a religious attitude that is not extreme, either in the form of radicalism or liberalism, and prioritizes balance and mutual respect. This study aims to analyze the process of internalizing religious moderation as an effort to build a tolerant culture at SMK Tamansiswa Sukadamai. This study uses a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation from the school, teachers, and students. The study results indicate that the internalization of religious moderation at SMK Tamansiswa Sukadamai is carried out through integrating moderation values ​​in the curriculum, extracurricular activities, and student character development. The school provides an understanding of the importance of tolerance, respecting differences, and avoiding extreme attitudes through an interfaith dialogue approach and activities encouraging cooperation between religious communities.

Native American Voices: Decolonial Perspectives on Selected Texts of Alexie and Momaday

This paper explores the Native American voices through a decolonial reading of a range of selected texts of Sherman Alexie and Navarre S. Momaday. The aim is to understand indigenous culture as a prototype for retrieving the lost identity of American Indians. The decolonization of mind is realized through cultural resistance and counter-discourse that articulates the liminal experiences of the marginalized and the ostracized. Therefore, the literary representation of peripheral voices not only defies the dominant voice but also creates new avenues for cross-cultural communication with the mainstream discourse. This study employs the dialogic approach of Greg Sarris and Louis Owens as theoretical support for analysing the selected texts. The slippery frontier position of American Indians is not separatist but conversational that subverts stereotypes and, simultaneously, acknowledges difference. This essay principally explores how cross-reading Native American subversive texts can serve as a tool for cross-cultural communication. The indigenous writers with their lost identity (due to their living on reservations) write passionately about their past, traditions, and customs to make their voice heard in the mainstream discourse for their survival. This paper, therefore, proposes that the gap between Natives and Euro-Americans may be bridged through literary resistance for reconciliation instead of creating antagonism between them.

Exploring Materiality and Stakeholder Engagement in European Water Utilities' Sustainability Strategies, Organizational Practices, and Reporting

ABSTRACTMateriality is a key principle enabling organizations to determine what information to disclose, serving as both a filtering mechanism and a strategic tool shaped by institutional dynamics. Institutional logics, which inform and legitimize organizational practices, significantly influence accountability and reporting processes, including the application of materiality. Effective water management is essential for sustainable development, making the water industry a key sector for exploring materiality and stakeholder engagement within sustainability strategies. This study explores the integration of the materiality principle, stakeholder engagement, and related organizational practices into the sustainability strategies and reporting of the European water industry between 2020 and 2022. Through content analysis of sustainability reports from 26 European water utilities, the study identifies three primary stakeholder engagement approaches: one‐way communication, dialogic interaction, and multi‐directional dialog. The prevailing trend is a dialogic approach that has evolved over time, though concerns about its relevance and effectiveness remain. Additionally, the study examines disclosed material topics, noting a dominant focus on environmental concerns and health and safety, with economic and governance issues receiving comparatively less attention. It emphasizes the need to improve the materiality process by integrating insights from accounting research into organizational practices and underscores the importance of effective stakeholder engagement for fostering trust and collaboration, particularly in vital sectors like water management. The findings offer valuable perspectives for policymakers, emphasizing the need to design robust mechanisms that promote stakeholder engagement. While progress in this area in recent years is evident, as demonstrated by this research, it must quickly evolve into a fundamental component of effective water management to avoid the risk of becoming merely an organizational façade.

The Qur'anic Education Strategies for the Indonesian Context: An investigation of the Halaqah of the Qur’an in Mecca and Medina

This paper aims to provide a comprehensive perspective on strategies for promoting Qur'anic education in the Indonesian context. The study examines the halaqah of the Quran in Mecca and Medina within the strategic framework of the Qur'anic teaching-learning process. The study begins by highlighting the miserable fact that the current young Muslim generation in Indonesia lacks an interest in the Qur'an. This condition leads not only to the absence of Qur'anic spiritual values in their lives but also to the loss of the tradition of studying the Quran in Muslim societies. This research employs a combined research model that involves a literature review and field research. This study concludes by identifying three key strategies for improving Qur'anic education in Indonesia. First, by using a dialogical approach, the tradition of the halaqah of the Qur'an can be employed as a model for developing the tradition of learning the Qur'an in Indonesia. Second, to develop Qur'anic education in Indonesia, three fundamental components are critical, namely: developing learning spirit and motivation; extending time flexibility and learning innovation; and achieving external support. Third, the learning steps are addressed systematically as part of the integrated contextual learning approach. It covers facilitating a collaborative, supportive, and interactive learning environment. By integrating these elements, it is hoped that Qur'anic education in Indonesia can develop properly and reach a high level of productivity.

A RELAÇÃO EU-TU DE MARTIN BUBER: FUNDAMENTOS FILOSÓFICOS E APLICAÇÕES NA HUMANIZAÇÃO DO CUIDADO EM SAÚDE

This article analyzes the conception of the I-Thou relationship proposed by Martin Buber and its applicability to health care, particularly in nursing. By contrasting the genuine I-Thou encounter with the objectified I-It relationship, it is argued that the Buberian framework can guide more humanized practices, capable of considering not only physical aspects, but also the emotional, spiritual and existential dimensions of the patient. This perspective expands the autonomy, dignity and active participation of the patient in the therapeutic process, in addition to strengthening the ethical responsibility of the professional. Thus, by replacing mere technical execution with an integral and dialogical approach, care becomes an authentic encounter, marked by reciprocity, respect and appreciation of otherness. The article discusses philosophical foundations, spiritual and existential dimensions, as well as practical implications and challenges to incorporate the Eu-Thou paradigm in health practice, contributing to the construction of a more ethical, comprehensive and humanized care.

Cocreating Inclusion in Scottish Charity Governance: Toward a Dialogic Approach

ABSTRACTPlacing beneficiaries at the center of governance and accountability arrangements in charities is widely acknowledged as critical, however, engaging these individuals in a meaningful way represents a fundamental challenge. Mechanisms to facilitate this remain underdeveloped and there is limited understanding of how this can be operationalized within the governance structures of charities, particularly in relation to marginalized groups. This paper contributes to filling this gap by undertaking a longitudinal case study of a Scottish human rights‐based charity working with individuals with learning difficulties, exploring how beneficiary participation can be operationalized in practice. A framework is developed which integrates critical dialogic accountability with coproduction principles, providing a unique perspective on how participatory governance can foster greater social inclusion of individuals with learning difficulties.

Psychiatry as Mind-shaping

AbstractI argue that psychiatric researchers, clinicians, and the wider public actively regulate the minds of individuals with mental disorder through the prescriptive processes of mind-shaping (see Andrews in South J Philos 53:50–67, 2015a; Andrews in Philos Explor 18(2):282–296, 2015b; McGeer, in: Folk psychology re-assessed, Springer, Berlin, 2007; McGeer in Philos Explor 18:259–281, 2015; Mameli in Biol Philos 16(5):595–626, 2001; Zawidzki in Philos Explor 11(3):193–210, 2008; Zawidzki, in: Kiverstein (ed) The Routledge Handbook of Philosophy of the Social Mind, Taylor and Francis Group, London, 2016). Consequently, all those with a vested interest in the language of mental disorder should take a critical and dialogical approach in how concepts of psychopathology are developed, disseminated and used. Mind-shaping describes how our folk-psychological categorizations actively regulate the behaviour of those categorized. This is done through setting certain norms, which can be achieved through the application of folk-psychological concepts. I argue that psychiatry has embedded norms and goals in its activities that are non-epistemic in nature and these are not only bound up in disorder concepts, but also in the social roles that clinicians, researchers and patients play. In this way, psychiatry uses folk-psychological type tools for the social understanding of individuals with mental disorder, and the application of these tools also helps it meet these non-epistemic goals. Given this, I characterise psychiatry as partaking in mind-shaping. When we characterise psychiatry as mind-shaping, we are then able to explain occurrences of looping effects between disorder categories and individuals categorized (Haslam in J Psychopathol 22(1):4–9, 2016) and provide a theoretical basis for the occurrence of hermeneutical injustice in the field of mental health.

Confidence regained: Providence and prayer in the works of Catherine of Siena, Anne Conway and Simone Weil

Abstract In this article I explore three ways of reflecting on faith in God's providence and correlative understandings of prayer. My study suggests a praxeological understanding of the doctrine of providence as tacit knowledge. First, I present the soteriological dialogical approach of Catherine of Siena, from her late medieval Dialogue on providence. Secondly, I analyse the quietist vitalist approach of the early modern English philosopher Anne Conway in her Principles of Philosophy. Thirdly, I reflect on the critical, non-interventionist approach of the French philosopher and mystic Simone Weil. I conclude by discussing the interrelation between providence and prayer.

Belonging in the Law Classroom: Preliminary Reflections from a South Australian Case Study

This article reports the findings of the Belonging in the Law Classroom Project (Belonging Project) – a qualitative research project undertaken during 2022 with the support of an UniSA Early Career Researcher Teaching and Learning Grant. The Belonging Project aims to improve the experience and retention of first-year Law students by better understanding and fostering their sense of belonging in the online or physical classroom. The idea that students can and need to belong to a higher education community has become engrained within higher education policy and practice. Past studies have identified a strong causal link between students’ sense of belonging at University and student retention. This has led to a sustained focus on developing institutional strategies to improve student engagement, largely focused on extra-curricular supports or activities, but less focus on what happens in the classroom to foster student belonging. By focusing on student belonging in the classroom, and enacting dialogic approaches to provide students with opportunities to talk and explore within the classroom setting, as well as connecting with their life worlds and funds of knowledge to help students identify the existing skills and resources that they bring to the law studies, the Belonging Project provides a fresh perspective for teaching staff to understand student retention and engagement This article will explore some of the practical frameworks, exemplars and resources complied during the Belonging Project to provide first year law teachers with building blocks that they can utilise to foster student belonging in their classroom.

Epistemological Freedom and the Globalization of IR: Challenges and Opportunities for Core-Periphery Dialogue

This article examines core-periphery dynamics within global international relations (IR), focusing on how intellectual history informs the ongoing dialogue between the core, primarily the United Kingdom and the United States, and the 'periphery', representing the rest of the world. The study critically engages with Turton's conceptualisations of cores and explores how the concept of the periphery can be rethought to promote a more inclusive global IR framework. The article uses qualitative methods, including content analysis of key reference texts and historical sources, to examine the evolution of the core-periphery divide. The concept of epistemological freedom is discussed, prompting the question of whether a convergence of epistemologies or the pursuit of independent epistemic freedom is a more attainable objective for the expansion and diversification of the intellectual foundation of global IR. The importance of dialogue in reshaping the discipline is emphasized, and the potential of civilizational discourse to advance Global IR is considered. However, the article critically assesses whether such a discourse may inadvertently promote exceptionalism and essentialism. Ultimately, the article argues for a more balanced and pluralistic approach to global knowledge production that integrates perspectives from historically marginalized regions to challenge the traditional centre/periphery binary and promote intellectual diversity in the discipline. Drawing on the insights of scholars such as Shahi, Moshirzadeh and Kuru as well, the article explores the complexities of establishing genuine dialogue and inclusivity within IR, considering alternative approaches such as Shahi's 'dialogic approach' and Kuru's emphasis on global intellectual history.

PENGEMBANGAN MODEL MANAJEMEN KONFLIK DALAM PENANGANAN BULLYING DI SEKOLAH DASAR

Conflict reflects differences, conflicts, or inconsistencies between interrelated elements, which can have positive (functional) or negative (dysfunctional) impacts. In the context of bullying, conflict management includes steps to overcome bullying behavior that often occurs in elementary schools. This study aims to develop a conflict management model based on a therapeutic approach and character values in handling bullying in elementary schools. The study used a literature study method with data collection techniques through borrowing books from the library, reviewing journal articles, and recording and processing data from relevant literature. The main findings of this study are the development of a model consisting of four stages: (1) Conflict Identification, which involves early detection of bullying through surveys and observations; (2) Mediation by Teachers, with the application of a dialogic approach and restorative-based resolution; (3) Character Education, through the integration of anti-bullying values in the curriculum; and (4) Collaboration between Parents and Schools, to strengthen emotional support and consistency of rules at home and school. This model is implemented through case simulations, teacher training, and workshops involving students and parents. The analysis results show that this approach can create a more inclusive environment, encourage positive behavioral changes, and minimize dysfunctional conflicts in elementary schools. The study recommends the wider application of this model with the support of government policies and the development of the capacity of educators.

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.

A Dialogic Approach to Teacher and Learner Beliefs about Language Learning: A Metaphor Analysis

This study aims to investigate beliefs about language learning by comparing the teacher, learner and language learning metaphors produced by language lecturers and language major students at a Turkish state university. Metaphor serves as a crucial asset in understanding conceptualisations of students’ and teachers’ beliefs. 9 language instructors and 45 freshman students of the Translation and Interpreting programme in the 2023-2024 academic year participated voluntarily in the study. An open-ended metaphor elicitation form that had questions like “A teacher should be like... because …” “A language learner is like…because…” “Learning a language is like … because…”, and a follow-up individual interview was used. The reasons were analysed meticulously as different parties used the identical metaphor, but the justification they provided was different, so they were classified by the rationale behind not only the source metaphor. The results revealed matches and mismatches between the learners’ and lecturers’ interpretations of teacher/learner roles and language learning. The elicited metaphors provided insightful results about learner/teacher beliefs and the gaps in between. Having a dialogic approach to learner/teacher beliefs will help resolve the conflicts between the two groups and lead to a better understanding of student expectations; thus, educators and practitioners can revise their teaching practices accordingly and be open to improving them. This study can be considered as an attempt to bridge the gap between different parties and provides implications for language teaching and learning practices as well as for language educators, curriculum designers and policymakers at the tertiary level.

Peran Pancasila dalam Pembentukan Undang-Undang Anti- Terorisme di Indonesia

This research discusses how Indonesia can integrate Pancasila values in anti-terrorism policies, amidst international pressure which often leads to harsher approaches based on the standards of Western countries. An approach that prioritizes security can conflict with Pancasila principles, such as respect for human rights and social justice. Pancasila as the basic ideology of the state emphasizes the importance of balance between individual rights and the interests of society. In facing the threat of terrorism, Indonesia needs to adopt policies that not only strictly enforce the law, but also prioritize prevention through education, community empowerment and strengthening human values. This research aims to analyze how Pancasila values are implemented in Indonesia's anti-terrorism policy and the challenges that arise in harmonization with international norms. Globalization and technological developments pose new challenges in the spread of radical ideology, so policies are needed that are responsive but still based on Pancasila. Indonesia's anti- terrorism legal policy must be able to balance tough law enforcement with a humanist and dialogical approach, in line with the spirit of Pancasila which upholds just and civilized humanity. It is hoped that this research can contribute to more humane and effective policies.