Framework For Dialogue Research Articles

Chronotopes of exile and loss in Philip O'Sullivan Beare's Zoilomastix (c. 1626)☆

AbstractThis essay explores the relationship between an early modern exile and his native environment, as depicted in Philip O'Sullivan Beare's unfinished natural history Zoilomastix. Writing by turns in Latin, Spanish and Gaelic from the safety of the Habsburg court, O'Sullivan Beare marshalled Ciceronian rhetoric and Plinian wonder to argue for the conservation of interwoven natural and cultural environments. One of the earliest examples of national historiographies written from exile by erudite Irish figures, Zoilomastix has most often been read in terms of its political theology. Though understandable, such readings obscure O'Sullivan Beare's idiosyncratic treatments of self, state and nature. Additionally, such readings only partially consider the author's attempts to engage with the debates on ethnicity, natural law and resource capture which directed the actions of the English state. Adopting the dialogic framework of Mikhail Bakhtin's chronotope, this essay therefore explores the extent to which the genre of natural history was utilized to inform and influence contested narratives. It argues that O'Sullivan Beare's autobiographical account, and its relevance to the forthcoming ‘loss’ of his Gaelic world, has much to tell us in a time of ecological crisis.

Signifiers of desistance from a positive criminology perspective: The case of responsibility taking in restorative proceedings

Restorative Justice is a framework of mutual dialogue that offers people involved in wrongdoings, a more profound understanding of the harms experienced by the victims of the offense. It does this by applying the notions of responsibility taking and accountability differently from the traditional retributive criminal justice systems: instead of passively enduring a punishment, the prepetrator proactively seeks to remediate the harm caused. The aim of this study, the first of its kind in Israel, was to examine the subjective perceptions of graduates of the Geffen Victim-Offender Mediation Program, operated by the Adult Probation Service in Israel, of their past offenses. Through narrative analysis of the personal accounts of people who offended and took part in Restorative Justice dialogue proceedings, we found that they acknowledged and took responsibility for their transgressions and their manifold consequences—coupled with remorse, shame, and a desire to make amends. Participants also noted the positive attitude of the probation officers who helped them in the process. The article discusses these findings from the perspective of positive criminology and desistance theory.

How does generative AI promote autonomy and inclusivity in language teaching?

Abstract In recent years, artificial intelligence (AI) has increasingly made advances across various fields, including ELT. In this article we embrace an egalitarian dialogue framework to explore and understand the role of AI in language education. This format provides a useful backdrop for navigating the dual responses—enthusiasm and scepticism—by which AI’s influence in education has often been characterized. We critically assess both the advantages and limitations of AI in ELT, highlighting and praising how AI-powered tools can assist educators in differentiating instruction, promoting learner autonomy, and creating personalized and inclusive learning environments, thus making education more accessible to students with diverse and individual needs. However, the article also addresses the challenges posed by the digital divide, particularly the inequities in access to (AI) technologies in low-socioeconomic-status regions. We also reflect upon how AI can become an obstacle in developing learner autonomy due to the risks associated with overdependence on such technologies and the lack of critical skills. The article concludes that although AI presents exciting opportunities for advancing and facilitating language learning, its integration must be approached with a rational mindset to ensure that it serves to bridge educational gaps rather than intensify them.

Validity of inferences and validity of demonstrations

AbstractThe lecture spells out the difference between the validity of inference (‐figure)s and validity applied to demonstrations (‘proof acts’). The latter notion is not an ordinary characterizing one; in Brentano's terminology it is a modifying one. A demonstration lacking validity is not a real demonstration, just as a false friend is no true friend. Throughout, the treatment makes crucial use of an epistemological perspective that is cast in the first person. Furthermore, the difference between (logical) consequence among propositions and the validity of inference from judgement to judgement is explained. Particular attention is paid to alleged issues of circularity in the definition of the validity of inference, and to the ‘explosion’ validity of inference from contradictory premisses. Drawing upon a version of the dialogical framework of Per Martin‐Löf, namely, ‘When I say Therefore, I give others my permission to assert the conclusion’, while stressing also the importance of the first person perspective, both difficulties can be neutralized.

National Parliaments in the European Union – Toward a More Active Role?

The Lisbon Treaty created different possibilities for national parliaments to secure their greater involvement in the overall functioning of the EU and in the law-making process at the European level. Moreover, it was the first time that an EU Treaty specifically acknowledged the role of national parliaments in the EU. Among these novelties probably the most important concerned the Early Warning Mechanism that offers to national parliaments the possibility of examining new legislative proposals from the EU for compliance with the concept of subsidiarity through the so-called yellow card and orange card procedures. The possibility for national parliaments to make more active contributions at the European level also exists inside the informal political dialogue framework that is an important channel of cooperation among EU institutions.

Identity positioning of experienced school principals when facing critical incidents

The study focused on experienced school principals' identity positions when facing critical incidents that arise over the course of a school year with the aim of better understanding their identity positioning. Ultimately, we intended results to inform on training proposals and school principals’ professional identity development. We used a dialogic framework and a longitudinal design to analyze the positioning processes that allowed four experienced school principals to solve the incidents they faced during their regular activity. Results confirm the dynamic nature of identity and suggest that the positive resolution of critical incidents involved interventions from main positions (core positions, promotor positions, and meta-positions) coalitions with prominent secondary positions, and creation of new positions. Such results indicate to what extent dialogue helped principals deal consciously and strategically with the incidents that configure their professional practice and ultimately contribute to the construction of their identities.

Beyond Conversational Dialogue: Constructing a Catholic Dialogical Ethical Model for Multi-Religious Nigeria

This article argues that the Catholic Church in Nigeria needs to move beyond interreligious dialogue that dwells more on Councils’ interactions and discourses to develop a dialogical ethical framework that engages religious multiplicity in a more active capacity. Although Nigeria’s religious diversity necessitates interreligious dialogue, that alone is insufficient for constructing concrete ethics of dialogue. The article thus argued for an ethical framework tagged one family, many flavours. The theological sense of the proposal is rooted in Catholic social teachings but open to engagement with other religious traditions for mutual respect and social justice. The religious scope of the article is on Roman Catholicism and the Nigeria Muslim Ummah. The article addressed related ethical challenges confronting Nigeria’s interreligious landscape as a diverse religious community. Primary and secondary sources were used in gathering information for the article; thus, scriptural texts and traditions in Islam, as well as sources in Roman Catholicism, were theologically engaged. The suggested model acknowledges the importance of retaining one’s religious identity while also recognising the importance of interreligious dialogue and the right of the religious other in ethical matters. The article is envisioned to promote conversations about translating dialogical frameworks into practice.

Book Review

Understanding Dialogue: Language Use and Social Interaction is written by two prominent psychologists of language. It develops an elegant model to account for the cognitive mechanisms of dialogue. The Shared Workspace Framework for Dialogue is capable of explaining how individuals contribute and control their utterances and how they can manage each other’s contributions and cooperate as one system. I believe this book is worth the attention of all linguists interested in language psychology. First, dialogue is the most fundamental form of language use; second, the theory of dialogue proposed in the book represents a major advancement in the psychology of conversation; third, the theory has a wide range of applications. I believe the current review of the book is the most comprehensive summary and assessment of the book to date.

Prolegomena to the Systemic-Dialectical Problematization of Dialogue

The article presents the results of the initial stage of a systemic-dialectical problematization of dialogue. The study aims to establish a transdisciplinary theoretical and cognitive model of dialogue. The research addresses the problem of rethinking the conceptual framework of dialogue and the attribution of its special forms due to the inclusion of artificial intelligence in the communicative architectonics of post-culture. The primary focus is on the applicability of philosophical ideas about dialogue and its epistemology in exploring the essence and existence of dialogue within the context of technologically updated intersubjectivity. By juxtaposing the concepts of M. Buber, M.M. Bakhtin, V.S. Bibler, J. Lotman, N. Luhmann, J. Habermas, and other scholars, the article outlines the contours of areas that have not yet been problematized in philosophical interpretations of dialogue and communication. A hypothesis is proposed that dialogue may be conceptualized as a post-non-classical universal of a distinct nature. The research substantiates the efficacy of employing a systemic approach and dialectical methodology for the problematization of dialogue in epistemological and methodological aspects. The study identifies categories and concepts germane to dialogue analysis. It elucidates the transformations of dialogue into dialogue systems, the subject into a dialogue agent, and meaning-constitution into meaning-construction. Furthermore, the research posits a qualitative shift in dialogue within the context of artificially intelligent communication in media reality. It reveals that the comprehension of these processes in philosophical and scientific knowledge about dialogue creates a new epistemological situation that can be problematized. This, in turn, necessitates a robust theoretical and methodological problematization grounded in a systemic-dialectical approach, facilitating reflection on both the content of dialogue-related knowledge and its research methodology, as well as on dialogue itself, which ceases to be a phenomenon of purely human communication.

Russian-Spanish Relations During the Development of North American Territories in the Second Half of the 18th century

The article is about the relations between Russia and Spain in the second half of the 18th century. The article identifies the factors that influenced the nature of the emerging interaction between the powers: it shows the ambivalence of Russian-Spanish relations, on the one hand, due to the growing fears of the Spanish authorities provoked by Russia’s advance towards California, and, on the other, to the development of mutually beneficial trade relations. We draw attention to aspects related to Russia’s discovery of the Aleutian archipelago and Alaska and the activity of Russian merchants. The reaction of the Spanish court to messages of Spanish diplomats in Russia about Russian discoveries in America is shown. The analysis of the texts of diplomatic reports (1761−1792) has shown that the Spanish ambassadors were skeptical about the success of Russian expeditions to the American continent but changed their mind in the second half of 1760s. The article also examines the trade and economic aspect in the relations between the powers, showing the intention of Spain and Russia to establish direct trade. At the same time, we note that the nature of such interaction was influenced by the general political situation, which was determined by the leading powers of that time. The article has been written using historical and philological methods and approaches and aims to show the various aspects and stages of Russian-Spanish relations during the period of colonization of the Northwest of America. The results of the study can be used in practical activities of diplomatic services within the framework of international dialogue.

Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings

Acknowledging the pivotal role of noticing in teachers’ professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers’ noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers’ noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers’ noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm.

Examining Islamism, Peacebuilding, and Interfaith Dialogue in Papua, Indonesia

This article describes and analyses a complex relationship between Islamisation, peacebuilding, and interfaith dialogue in Papua. Before the presence of transnational Islam, the relationship between Muslims and Christians was in harmony, and they lived peacefully. However, such radical transnational Islamic groups have created tensions and conflict between these two religions as well as intra-religious frictions among Islamic groups. Furthermore, tensions among different religions have provided another nuance to the long-running separatism-flavoured conflict in Papua. This paper will describe the presence of transnational groups that promote Islamism and how the religious leaders in Papua, through Forum Kerukunan Umat Beragama or FKUB [the Religious Forum for Tolerance], reduce religious conflicts by making Deklarasi Papua Tanah Damai [Papua Land of Peace Declaration]. Furthermore, it explicates the framework of interfaith dialogue and how it is practised to maintain communal harmony in Papua. However, the interfaith dialogue is still used traditionally in Papua and has yet to resolve the root cause of the existing religious conflicts. Keywords: Islamisation, Communal Conflict, Transnational Islam, Peacebuilding, Interfaith Dialogue

Strike versus Boycott: discursive repertoires and contention in the 2012 Quebec student strike

ABSTRACT Protesting government tuition increases in 2012, Quebec university and college students participated in collective action that they contentiously characterized as a ‘strike.’ While oppositional actors insisted students were boycotting classes – not striking – student activists claimed legal and cultural justifications for their action. This paper asks: How did Quebec student activists discursively characterize and legitimize their protest tactic as a strike? How did this discourse – and opponents’ counter-discourse – structure the terms of the debate within higher education institutions? Using discourse analysis of student newspapers and organizers’ first-hand accounts of the strike, this paper argues that striking students developed a discursive repertoire constituted by two components: they linked their action to a collective identity with a historical legacy of striking and adopted collective action frames that characterized the action as disruptive and collective. While the debate within higher education institutions centred around legitimacy, it was deeply rooted in contestation over individualism versus collectivism and the ongoing neo-liberalization of higher education. Through the case of the 2012 student strike, I propose employing collective identity and collective action frames together in a dialogic framework of discursive repertoires, thereby providing analytical clarity to this concept for social movement scholarship.

Cooper: Coordinating Specialized Agents towards a Complex Dialogue Goal

In recent years, there has been a growing interest in exploring dialogues with more complex goals, such as negotiation, persuasion, and emotional support, which go beyond traditional service-focused dialogue systems. Apart from the requirement for much more sophisticated strategic reasoning and communication skills, a significant challenge of these tasks lies in the difficulty of objectively measuring the achievement of their goals in a quantifiable way, making it difficult for existing research to directly optimize the dialogue procedure towards them. In our work, we emphasize the multifaceted nature of complex dialogue goals and argue that it is more feasible to accomplish them by comprehensively considering and jointly promoting their different aspects. To this end, we propose a novel dialogue framework, Cooper, which coordinates multiple specialized agents, each dedicated to a specific dialogue goal aspect separately, to approach the complex objective. Through this divide-and-conquer manner, we make complex dialogue goals more approachable and elicit greater intelligence via the collaboration of individual agents. Experiments on persuasion and emotional support dialogues demonstrate the superiority of our method over a set of competitive baselines. Our codes are available at https://github.com/YiCheng98/Cooper.

Israel in the Context of the “New Bipolarity”

The study is dedicated to the main guidelines of the foreign policy of the State of Israel in the context of the current transformation of the world order. Before the start of the special military operation, despite a fairly strong strategic alliance with the United States, Israel pursued a pragmatic foreign policy and maintained mutually beneficial bilateral relations with the leading powers of the non-Western world - especially Russia, China and India. However, the sharp escalation of the situation in the Palestinian territories in October 2023 put Israel in front of an existential choice under the conditions of the emerging new bipolarity, and this choice was made in favor of the United States and its NATO allies. Now the official rhetoric in Israel has become consonant with the one that prevailed during the period of the severed relations between Russia and Israel. Nevertheless, in formulating policies where Russian and Israeli positions do not coincide, both sides continue to coordinate all actions within the framework of a joint dialogue. The article focuses on the main issues on which Russia and Israel differ: Ukrainian, Iranian, and Palestinian factors. China and India occupy a special place among Israel’s foreign policy priorities. The importance of these countries for the Jewish state will be increasing due to the inevitable isolationist tendencies in the region, which are growing against the backdrop of the worsening Israeli-Palestinian conflict. The article examines the main trends in Israel’s relations with some Arab countries, China and India.

Understanding the dilemma of explainable artificial intelligence: a proposal for a ritual dialog framework

This paper addresses how people understand Explainable Artificial Intelligence (XAI) in three ways: contrastive, functional, and transparent. We discuss the unique aspects and challenges of each and emphasize improving current XAI understanding frameworks. The Ritual Dialog Framework (RDF) is introduced as a solution for better dialog between AI creators and users, blending anthropological insights with current acceptance challenges. RDF focuses on building trust and a user-centered approach in XAI. By undertaking such an initiative, we aim to foster a thorough Understanding of XAI, capable of resolving the current issues of acceptance and recognition.

Teaching Sustainability in Architecture through Collaborative Online International Learning

To confront global environmental challenges, architectural design can play an important role to achieve sustainability. This paper addresses the Online collaborative approach to support the integration of environmental sustainability. It will assess the efficacy of integrating collaborative online international learning exchange (COIL) and cross-cultural dialogue pedagogy into a sustainable architecture studio course to develop students’ architectural and intercultural competencies. In this study 16 groups, each group consists of 3-4 students, from An Najah university in Palestine and Memphis university in USA were involved in shared learning classroom model. Different methods were used to assess the students’ outcomes, such as reflection reports written by the students, the use of new technologies for design and communication, and the outcomes from the architectural design. The results show changes in the students' understanding of different cultures, they improved their communication skills, and their ability to design in different contexts. The findings also underline the importance of integrating COIL into architectural design education to create professionals who are able to design a resilient and sustainable built environment. The paper introduces intercultural dialogue framework and a new pedagogical technique in the field of virtual exchange.

A Future European Scientific Dialogue Regulatory Framework: Connecting the Dots

The regulatory framework of the European Union (EU) offers multiple and valuable options for Scientific Advice (SA). However, at a time of increasing scientific complexity and global competition, navigating the SA landscape may be challenging. Such challenges are related to the technicalities of the framework itself, as well as to fundamental changes in the development of promising therapeutics. This article provides an overview of these challenges and reflects on the ways in which the already available SA options could be consolidated and optimized for building an integrated, easy-to-navigate process. The key elements of the proposal are improved orientation and navigation support, a simplified process of managing parallel interactions with multiple bodies, competitive SA timelines, consistency and harmonization across stakeholders, a strengthened horizon scanning to increase network preparedness, and a mechanism for building an institutional memory. The article builds on ongoing dialogues driven by the European Medicines Agency and the European Medicines Regulatory Network, and contributes the viewpoint of the European Federation of Pharmaceutical Industries on the ways in which the EU SA framework needs to evolve to provide effective Scientific Dialogue throughout the medicine lifecycle. The article is timely because of the current discussion on the future Scientific Dialogue framework and may inform forthcoming legislative changes in the draft General Pharma Legislation revision and how they are practically implemented.

BASNE U STIHU SA VREMENIH PESNIKA ZA DECU – JEDAN POGLED

The paper discusses different types of verse fables for children by contemporary Serbian poets. We researched the framework of the present-day poetic dialogue with the fable on two levels: 1. the relationship with a parti- cular fable as the starting point for poetic reshaping, and 2. the relationship with the genre and generic features within the fable. Our goal is to use qualitative analysis in order to shed light on literary devices which are most explicit in problematizing fable patterns. We started from the evolution of the plot of the fable about the cricket and the ant as a specific example that can be used to shed light on the path of transformation of this didactic genre and the recorded influences of the social context in which it took place. Subsequently, we singled out typical examples of texts that problematize the fable’s moral, question its concept of virtue, or introduce new motifs into the expected structure.

L’ouverture au public du projet CIGEO

Involving the public in the governance of activities that present a high level of risk for society is an important concern. We propose to contribute to understanding public involvement and its effects by studying, at the fine-grained level of practices, the dialogue between institutional experts and members of civil society around the 'Safety Options File' for the 'CIGEO deep underground storage facility for nuclear waste in eastern France. We show that, despite the constraints resulting from the organization of expertise in the French nuclear industry, the dialogue could lead to real but limited changes. In the light of this experience, we discuss the conditions to go beyond the framework of technical dialogue between experts by developing the notion of pluralism.