Dialogic Nature Research Articles

Apprendere (con) l’intelligenza artificiale. Un approccio media-archeologico

LEARNING (WITH) ARTIFICIAL INTELLIGENCE. A MEDIA-ARCHAEOLOGICAL APPROACH Abstract The article explores the role and implications of generative artificial intelligence (AI) in the educational context, challenging polarized narratives between apocalyptic and integrated perspectives. Through a historical-cultural analysis and a media-archaeological approach, it examines the dialogic and performative nature of AI, suggesting a critical and mindful approach to its use. Particular attention is given to the relationship between simulation and intelligence, highlighting how designing meaningful learning experiences requires a deep understanding of the underlying cultural frameworks. Finally, it proposes a reinterpretation of the educational challenges posed by AI, advocating for the integration of innovative epistemological and didactic approaches that enhance humanmachine interaction without resorting to instrumental or deterministic simplifications.

La Mélancolie et l’aspect spatio-temporel de l’identité dans Le pion sur l’échiquier d’Irène Némirovsky

Melancholy and the Spatio-temporal Aspect of Identity in Le pion sur l’échiquier (The Pawn on the Chessboard) by Irène Némirovsky. After the age of doubt enshrouding human subjectivity during the postmodern period, the question of the subject is back on the table. However, the return of the subject is not unproblematic. The subject today carries the traces of its earlier problematisation. Much less disengaged and much more contextual, the subject needs a revalidation that would avoid modernist dogmatism and postmodernist nihilism. The narrative mode of understanding is seen as having the potential to open up a middle way between the totalising exclusions of modernity and the nihilism of postmodernity. However, some voices have pointed to the totalising tendencies of narrative theories, which place too much emphasis on integration and synthesis. These tendencies, it is believed, can be neutralised by theories that focus on the dialogical nature of the subject. This article offers a reading of the novel The Pawn on the Chessboard (Le pion sur l’échiquier) (1934), by Irène Némirovsky, as such, as the book offers a balanced model of the configuration of subjectivity by combining elements of the narrative configuration with dialogical ones. Némirovsky’s prose combines classical narrative with clear structure and linearity and an aesthetic marked by incompleteness, fragmentation and a tendency to avoid the strict limits of plot. Some of her stories are incomplete, uncertain, their endings false or non-endings, leaving the characters exactly where they have always been or leading to the dissolution of the characters’ identities. Paul Ricoeur’s theory of narrative identity, which focuses on unity and synthesis as the necessary prerequisite for the emergence of the sense of selfhood, and the concept of dialogical self developed by Mikhail Bakhtin, which favours incompleteness and openness, will be used to analyse the process of identity formation of the characters in The Pawn. The emphasis will be placed, in particular, on the spatio-temporal aspect of identity constitution of the characters, and on the effect of melancholy on this aspect. Melancholy, it will be argued, disrupts the characters’ normal flow of temporality, trapping them in the melancholic ‘absolute present’. However, this triggers new mechanisms for the formation of the characters’ identities and the composition of the novel. As these mechanisms are inscribed in the spatial dimension, space becomes an additional device, participating in the configuration of time in the novel and supporting composition where the structuring function of emplotment is weakened.

Bahrain Forum for Dialogue Apostolic Journey of Pope Francis to Bahrain as a Step on the Path of Brotherhood Between Religions

The article discusses Pope Francis’s visit to Bahrain in 2022, which, although religiously and politically important, has not yet been exposed to science. This is the second visit of the head of the Catholic Church to the countries of the Persian Gulf, which is part of the refreshing interreligious dialogue between Christians and Muslims. This article analyzes changes in the Catholic Church’s understanding of dialogue with Islam, as illustrated by Pope Francis’s visit to Bahrain. Using comparative analysis, the article highlights the evolving nature of interreligious dialogue and its role in strengthening Muslim–Christian connections. The papal visit to Bahrain caused much controversy among human rights activists. Bahrain is seen, on one hand, as a tolerant and religiously inclusive country, but on the other, as a nation that frequently violates human rights, particularly in cases involving differences among its members. Pope Francis, as a diplomat, was not afraid to talk about some social issues in Bahrain (death penalty, discrimination, labor law) from the beginning of his visit. Pope Francis’s attitude and the benefits of interreligious dialogue that he has generated may not only confirm the presence of Christians in Bahrain but, above all, must change their destiny in the countries of the region that have so far treated this religion as an enemy. This article is an analysis of sources and their systematic review. The authors have focused on the interpretation of Pope Francis’s statements and their reception in the world. Interreligious and intercultural dialogue, as well as interpersonal fraternities, are extremely important in the international policy of the Holy See.

REPRESENTATION OF THE STRATEGY OF INTERCEPTION BY PITCH VARIATIONS IN POLITICAL DEBATES

The political future of debating candidates is often shaped by the degree of credibility based on argumentative strategies. Today, political argumentation has gained particular relevance, especially due to its psychological impact on voters. In political debates, opponents who possess different political backgrounds employ diverse linguistic and prosodic styles. Through linguistic analysis of selected audio and video materials, we identified several linguistic methods that achieve the objectives of divertissement, competitiveness and personification in political debates, which are the main characteristics of this type of political discourse. The differences between ordinary utterances, remark-utterances, simple overlays of remarks, role exchanges and intentional interruptions are also considered as manipulative means, as we argue that these are deliberate and determined by the speakers’ communicative strategies. We focus particularly on the dialogic nature of televised debates, which in this type of political discourse operates on two-levels: “politician – opponent”, and “politician – audience”. Participants in televised debates use various argumentative strategies to influence both their opponents and voters, often deliberately aiming to discredit their opponents and create a contrasting background for manipulation. For this analysis, we focused on the interception strategy, one of the most commonly used in political debates. In the paper, we examine the speech behavior of Donald Trump and Hillary Clinton as a tool to create their media portrait and personify their political programs. Thus, the article focuses on the strategy of interception and its prosodic realization by means of such non-verbal tools as pitch variations accompanied by deliberate interruptions, remarks, refutations and increasing volume of voice which contribute to argumentation in political debates. In other words, the paper aims at benefiting to identify the role of prosodic means in argumentative political debates. The research methodology involves the code biology approach by applying experimental phonetic and phonological methods. Our analysis reveals that prosody is crucial not only in shaping political discourse but also in reflecting politicians’ viewpoints. We tried to match prosody with argumentation, which contributes to synthesizing naturalness in political speeches. Interruptions disrupt the prosodic structure of the statement and conflict with phonetic signals of role switching, such as high/low pitch or terminal tone variations. Opponents convey confidence through pitch variations: the low pitch is an indicator of assertiveness and certainty, whereas the high pitch suggests uncertainty. High pitch occurs when the new information (rheme) is introduced, while low pitch reflects previously stated information (theme). High pitch can also be a strategy to express emotions or a tool to make the opponent give up and concede the role.

PAULO FREIRE IN UNIVERSITY EXTENSION: TRAINING CIRCLES WITH BEGINNING/INCOMING TEACHERS

The extension project Training Circles with Beginning/Entering Teachers has been under development since the beginning of 2018 and aims to strengthen the teaching career by reorienting work and self-assessment, thus supporting public policies to support teachers. It is necessary to highlight the concept of extension defended by extensionists: organic-processual extension (REIS, 1996), that is, an action of a permanent, dialogical nature and exchange of formative experiences. The methodological proposal of the project in question is the promotion of Training Circles, which are based on Paulo Freire's Culture Circles, horizontal, dialogical and liberating formative spaces. Thus, the objective of this work is to discuss Freire's conceptions of Culture Circles and generating themes and to draw a parallel between these definitions and the experiences lived in the Extension Project throughout the first semester of 2021, mainly regarding the approaches to Culture Circles and the choice of themes to be developed. Finally, it is emphasized that the Project, as a historically positioned reality, is always in a process of (re)construction and, thus, the study and reflection about it is a way of revealing challenges and possibilities, as well as of reaffirming the inseparability between teaching, research and extension.

Хеджирование в письменной научной речи как проявление ее диалогичности (на материале отзывов о диссертации)

The article presents the analysis of the dialogue nature of written academic communication based on Russian evaluative academic discourse. The texts of 70 official dissertation reviews in humanities and sciences, published on the sites of dissertation councils of Russian universities in 2020–2024, were used as an empiric base for the research. The research aims to identify the role of hedge markers – specific discourse units used to mitigate the claims of the author – in manifestation of the dialogue character of the dissertation review as a speech genre. The author proves that the dialogue character of the review is determined by its polemical and potentially traumatic nature, embeddedness into a broad academic context, orientation on a concrete addressee, public character of dissertation defenses in RF as well as personal acquaintance of many scholars involved in the academic communication. The dialogue nature of the review, which is explored in close relation to such categories as mitigation, tolerance, vagueness, and politeness, simultaneously realizes the addressing strategy (concern about the addressee) and self-presentation strategy (concern about the author’s reputation). The following types of hedge markers are singled out: self-mentions, mitigation signals, reflexives, performatives with speech and thinking verbs, evaluations of the academic message. It is shown that in humanities hedges demonstrate a higher frequency rate and a greater variety than in sciences which may be explained by the anthropocentric and subjective nature of humanities. The author emphasizes the imperative necessity to use hedges in dissertation reviews to avoid or mitigate communicative and professional risks in academic sphere. The use of hedges may be considered as an ecolinguistic strategy, an element of positive communication and a necessary component of the academic competence of a scholar.

Facilitating knowledge transfer during Australia’s COVID-19 vaccine rollout: an examination of ‘Functional Dialogues’ as an approach to bridge the evidence–policy gap

Background: Our interdisciplinary team initiated a project to inform the COVID-19 vaccination programme. We developed a novel research co-creation approach to share emerging findings with government. Aims and objectives: We critically assess the ‘Functional Dialogue’ (FD) programme for future research translation practices in time-limited policy-making scenarios. We identify what factors helped us to put the FDs together and consider their effects on all aspects of the research programme. We draw out key moments of impact, weaknesses and challenges and identify how future FDs might be enhanced. Methods: Between January 2021 and June 2022, we conducted 14 FDs with state and federal government, exploring attendees’ attitudes, beliefs, experiences, roles and observations regarding our research. FDs and research team debriefs were audio-recorded, transcribed and analysed thematically. Findings: FD processes proved invaluable to the timeliness, impact and flow of our research project by creating systems that helped to bridge the evidence–policy gap. Relationships and reciprocity helped, but other professional commitments of our government partners posed challenges and produced fluctuating engagement. FDs built the capacity of the research team, strengthening communication skills and creating opportunities to contribute to pandemic policies. Discussion and conclusion: We struggled to quantify the impact of FDs on policy decisions due to the ethical requirements of academic research, barriers for policy makers in isolating and/or acknowledging impact, and the collaborative nature of dialogue. Nevertheless, the structures of knowledge transfer that we foresaw as necessary to ensure impact became the central plank of the project’s broader success.

Can a zoom class be dialogic? An examination of a virtual English methods class

Purpose Synchronous virtual classes are becoming more common as universities expand access. However, instructors can feel hesitant as they move to a new style of teaching, especially if they are not sure their chosen pedagogy will work with virtual instruction. The purpose of this dialogic analysis is to examine the experiences of a dialogic teacher in a synchronous virtual English methods course. Design/methodology/approach The 75-min methods class met on Zoom twice a week. Class sessions were recorded. Dialogic analysis was used to analyze moments of whole-class discussion to explain what kinds of discussions happened and determine to what extent the class functioned as a dialogic class. Findings Overall, there was more student voice than teacher voice, and students spent over a third of the class in small group discussions. Even though the teacher still took over, and controlled discussions, the overall class maintained dialogic teaching principles. Despite this, the professor felt displaced for three reasons. In addition, some ideas for increasing the dialogic nature of the class are mentioned. Originality/value Synchronous virtual teaching will continue to grow, but as instructors move to that format, they can examine whether their pedagogies match the format. This paper explored one professor’s pedagogy of dialogic teaching and its compatibility with synchronous virtual teaching. This method of self-analysis could work with any pedagogy and could help instructors be successful in a new format.

Communio—“Icon” of Personal Fulfillment: Ratzinger on God and the Human Being

Joseph Ratzinger points to the dialogical nature of the human being. Indeed, the human is by nature called to live in relationships, and for him/her social life is a natural environment of existence. This need, which humans discover within themselves, has its source in Communio Trinitatis, the profound communion of the three Divine Persons. In essence, God is not a loner but an eternal dialogue of love. As evidence of this, He created the human being in His image and likeness. The human’s role model lives in a relationship of love. Hence, the individual also discovers a deep need within him/herself for interpersonal communication. In this respect, it is healing for a person to live in a relationship. Firstly, because the dialogue of faith with God is true healing and salvation for the human being. Secondly, relationships with other humans also have an enriching impact on their personality. However, J. Ratzinger stresses that isolation alienates people and even leads to illness or death. Meanwhile, a living relationship with God and other people transforms the human person and ensures personal growth.

ARTISTIC DIALOGUE IN UKRAINIAN CHAMBER AND INSTRUMENTAL MUSIC AND ITS KEY TRANSFORMATIONS

The article examines the manifestations of artistic dialogue, focusing on chamber and ensemble music by Ukrainian composers of the 20th and 21st centuries. Artistic dialogue as a reflection of the main vectors of chamber music development in composers’ explorations influenced the processes of enrichment and transformation of its expressive field, and its specificity shaped the national character of this field. It has been shown that the interaction of the artist with cultural and artistic layers is effective in developing a comprehensive understanding of the processes of musical creativity in the dichotomy between tradition and innovation. Built into the composer’s idea, the communicative features of the artistic dialogue make it possible to outline the specifics of chamber music, its coordinates of cultural and artistic identification such as the internal artistic concept and the external artistic and stylistic space. In the interaction of the artist with various artistic fields, the author traces and identifies the patterns of development and vectors of innovation that influence the development of chamber music as a component of Ukrainian musical culture and contribute to its holistic understanding in the interdependence of artistic processes with European artistic trends and worldviews. The integrity of the expressive field of chamber and ensemble creativity is studied in several artistic and dialogical sections that reveal its essence and key changes. The components of the composer’s worldview and stylistic trends of the time establish the idea of the national character of Ukrainian chamber music of the early twentieth century, where the features of the late romantic style are embodied through Ukrainian coloristics, generous use of Ukrainian intonation and harmony complexes, genre models of folk art, programmatic approach, etc. This is confirmed by Mykola Lysenko’s search for chamber and ensemble genres by his followers, composers of the Halychyna school of composition of the first half of the twentieth century. A more complex version of the embodiment of national elements is the work of Borys Liatoshynsky, where entire creative periods of life are formed at the crossroads of Ukrainian and Slavic themes. Through the study of the composers’ schools, their professional, cultural and artistic attribution, two models of chamber music development are distinguished: hermetically academic, associated with the influences of Lysenko and his followers, and innovative, open to comprehensive genre and style transformations in the dialogical interdependence of academic tradition and experimental explorations, associated with the school of Liatoshynsky. The artistic dialogue in the communication of Ukrainian artists with the innovative processes of European stylistic discourse made it possible to trace the distinctive features of genre transformations in the chamber and instrumental music of the second half of the twentieth century and to identify their fundamental stages. Artistic dialogue is at the heart of the activities of performers of chamber and instrumental music, representing the dialogic nature of composers’ explorations and performers’ interpretations. The performing aspect is covered in several ways: as a process of organizing performance by the community of ensemble players; as a search for a coordinated position in the performing interpretation of the composer’s stylistic image; as a performing and stylistic embodiment of the author’s intention in ensemble interaction

State of the Field Report XV: Contemporary Chinese Studies of the Scholastic-Aristotelian Soul in Late-Ming and Early-Qing China

AbstractThe Jesuit China mission coincided with a sophisticated attempt to place Chinese and Western concepts of human nature in dialogue with Confucianism. The Jesuits believed that they could facilitate evangelization by drawing upon Confucian concepts to explain the soul. In so doing, they and their Chinese collaborators also pioneered a genre of hybrid philosophical texts, which used Aristotelian conceptions of the soul to critique and supplement autochthonous Chinese conceptions of human nature. These texts are not just of significance for Chinese Christian theology, but also anthropology, psychology, and even medicine, given the role played by the soul in both Chinese and Western conceptions of human physiology at the time. Until recently these texts have been little studied except by missiologists who were more interested in their relevance for mission history than for comparative philosophy. Scholarship has perhaps also been hampered by the immense linguistic demands of studying texts that sit between the Chinese and Western intellectual traditions. Recently, however, a number of Chinese scholars have turned their attention to these texts, intrigued by novel philosophical ideas contained therein and their complex relationship to both the Western and Chinese intellectual and religious traditions. Since many of these Chinese-language contributions are published in volumes which are not easily accessible outside of China, they have not enjoyed great visibility in Western-language scholarship. This article will review the major developments in Chinese scholarship and will conclude with suggestions for future research.

A method and approach for evaluating coparenting events during couples group interventions.

When interventionists stimulate productive father-mother dialogues around coparenting, there are numerous potential benefits for families. Families stand to benefit from more positive involvement of fathers with both coparents and children, key contributors to healthy child developmental outcomes. In this report, we introduce a new strategy and rating system for helping practitioners and supervisors assess the nature and quality of coparenting-related dialogues and conversations in the context of couples group interventions. The system derives from analysis of 24 relationship-enhancement groups, 13 enrolling English-speaking couples and 11 enrolling Spanish-speaking couples, all parents of young children. All groups were co-led by a male-female team explicitly trained to focus on marital and parenting themes and supervised to address couples issues - not coparenting issues explicitly. All co-leaders spoke the native language of group participants. We documented how frequently coparenting events occurred, and how the nature and quality of events varied within and across groups. Overall, in both English- and Spanish-speaking groups expressly assembled to focus on marital and parenting issues, coparenting events occurred relatively infrequently. At the same time, both mothers and fathers appeared motivated to raise and discuss issues associated with their coparenting, and extended discussions about coparenting issues broached by the parents blossomed in approximately 37% of all instances. Process-oriented (rather than didactic) co-leader responses appeared especially helpful in scaffolding prolonged coparenting discussions. We propose that use of the system as a training, supervision and self-assessment tool can help clinicians become more consciously aware of how well their interventions succeed in promoting and scaffolding coparenting conversations during group interactions.

Doživljanje kot proces literarne interpretacije

Careful dedication to experientiality, as part of the process of literary interpretation, can contribute to better empathy, the basic condition of a more humane society, and at the same time offer a greater degree of pleasure or satisfaction in developing one’s literary ability. Empathy, the ability to understand the emotions, thoughts and actions of another person, enables access to the inner experience of the other person, and at the same time also to knowledge of oneself. Modern research in literary studies pays the most attention to narrative empathy, where the most important researcher, Suzanne Keen, points out as many as three empathies, i.e. textual, reader’s and author’s. Felski and Vernay defend experientiality in this context with various arguments from theorists: the first advocates an emotional approach as a way to increase interest in literature, the second defends it as a fight against dry interpretation and in doing so suggests abandoning impersonal statements, phrases and the majestic plural and imitating the so-called impressionist criticism. At the end of the discussion, I will summarize my suggestions: devote more time to reading and talking about first reading impressions, prepare for the reading aloud, create a special mood for listening to the poem and the dialogic nature of the experience, and in the follow-up questions take into account identification with the poetic self and immersion in the lyrical situation. Keywords: experience, empathy, dry literary interpretation, identification with the poetic self, empathizing with the lyrical situation

ДИАЛОГ ЖАНА АНЫН ТИЛДИК ТАБИЯТЫ

This article, deals with the linguistic nature of dialogue and as a result of the active work of Kyrgyz linguists, we have achieved great success in Turkology, including in other fields of science in Kyrgyzstan, in terms of the quantity and quality of published works in the Kyrgyz language. For example, although we are not particularly concerned about this, at the same time we all know that our whole life passes through dialogue. Dialogue is located at the intersection of all sciences. True, this problem began with the interest of philosophers and today has become the object of linguistic research. If we look at it within the framework of stylistics, then we are convinced that the dialogue is a conversational style. A style of conversation differs from ancient styles. Excerpts from the dialogues of the epic "Manas" are presented and analyzed. In the learning dialogue, they talk about the division of the ego according to the purpose of speech, punctuation.

Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas

AbstractChildren draw on diverse sensemaking repertoires that are inclusive of their cultural and community knowledge to make sense of science in the world around them. However, preservice teachers often do not notice the science embedded in children's explanations of phenomena. Discourses that frame children, particularly those from minoritized communities, through deficit‐based lenses contribute to this deficit‐based noticing, perpetuating inequitable science teaching practices. This exploratory case study draws on a noticing framework that uses framing, attending, interpreting, and responding to examine how preservice teachers' anti‐deficit noticing can be supported. Specifically, the study focuses on what 44 preservice teachers, enrolled in teacher preparation classes taught by the authors, notice in children's scientific explanations and how they interpret that noticing in relation to their own framing. Noticing profiles were constructed for preservice teachers using (a) data collected from written explanations of what constitutes a “good” scientific explanation and (b) written reflections of five noticing sessions during which preservice teachers viewed videos featuring elementary students providing explanations of a scientific phenomenon. Findings discuss three key patterns reflected across preservice teacher's noticing profiles: responses that reflected conventional noticing with more anti‐deficit noticing in later sessions, responses that reflected potential for anti‐deficit attending but were interpreted in deficit‐based ways, and responses that shifted across noticing sessions in a non‐linear trajectory toward more anti‐deficit noticing. Implications for science teacher education explore practices that facilitate shifts toward more anti‐deficit, equitable noticing with considerations for the dialogic nature between framing and noticing.

Improving Interpersonal Communication Skills In Forming Organizational Commitment At Telekomedika Vocational High School In Bogor

Interpersonal communication is communication between a communicator and a communicant. This type of communication is considered the most effective in changing someone's attitude, opinion or behavior, because of its dialogic nature in the form of a conversation. Commitment to the organization means the level of trust and acceptance of the workforce towards the goals of the organization and the desire to remain in the organization which is ultimately reflected in the problems above. This research has several objectives, namely to analyze interpersonal communication skills between school principals and Telekomedika Vocational School teachers and to analyze the organizational commitment of Telekomedika Vocational School teachers. This research uses descriptive qualitative, with the data collected mostly in the form of words or images rather than numbers. The subjects in this research were leaders, teachers and staff at Bogor Telekomedika Vocational School. The research carries out analysis of the data obtained through interviews and other documents by combining and selecting data that is close to suitability related to the research study. The results of the research show that interpersonal communication can be done by improving communication so that they are more motivated to complete the work given by the organization, developing a positive attitude and attention to work in each teacher, setting work goals and trying to improve teachers' work knowledge. It is known that teachers' organizational commitment at Telekomedika Vocational Schools means that teachers as educators and instructors should have a commitment to the organization as a process that is not only limited to creating new ideas or thoughts. The idea must be implemented through an adoption process, and adoption is the decision to use commitment to the organization as a whole as the best course of action.

ASPECTOS QUE CONFEREM COMPLEXIDADE À INTERPRETAÇÃO NA PERSPECTIVA DO INTÉRPRETE EDUCACIONAL DO ENSINO MÉDIO

At the expense of a greater insertion of the deaf in the academic environment, the educational interpreter of Brazilian Sign Language – Libras, has been gaining recognition in relation to the importance of his performance in the teaching process of this student. This study explored the aspects that confer complexity to the interpretation of Portuguese for Libras in the educational environment, aiming to identify, understand and offer reflections on the elements that foster this phenomenon, in order to build new perspectives in the field of action of the educational interpreter of Libras, with emphasis on the collaborative work between the teacher and the educational interpreter. With a unique case study, through the simple self-confrontation instrument proposed by Yves Clot (2010) with an approach in the psychodynamics of work that sought to promote the reflection of one's own action during the work activity. Intertwining the conception of Sobral (2008) and the assumptions of Bakhtin (2009, 2010) that emphasize the dialogic nature of language, it argued that the meaning of words emerges from interaction in specific contexts and the field of translation that there is a need to recreate the dialogue between different cultures and social contexts. Resulting in the survey of the following elements that confer complexity. Resulting in the survey of the following elements that confer complexity to the interpretative act in the educational sphere: I) construction of concepts: from simple to complex; II) collaborative work between the teacher and the educational interpreter; III) emotional aspects in the performance of the educational interpreter.

What makes professional teacher development in universities effective? Lessons from an international systematised review

ABSTRACT The professional development landscape for university teachers has shifted from focusing solely on self-development, to maximising engagement with activities that are developmental, on-going and systematic. A systematised literature review reveals the composition, design and purpose of professional development for teachers within university settings is diverse. Drawing on literature from an international context, this review offers a broader perspective on what makes professional development effective, widening our understanding to include what teaching professionals themselves value and prioritise. Using 16 peer-reviewed articles between 2012 and 2022, the diversity of professional development is explored across 13 different international perspectives. The findings show that pedagogical collaboration, in the form of peer review teaching and the development of communities, is valued amongst university teachers due to their intimate dialogic nature. Factors such as relevance, structure and voluntary participation were themes discussed influencing the engagement and motivation for university teachers to self-develop and attend professional development. Finally, we acknowledge the variability between international universities, such as resources and cultural differences, and how this might influence the perception of professional development amongst university teachers.

Migration and Technological Dialogue in Early Modern East Asia: A Historiographical Review

ABSTRACTBy reviewing historiographical trends within existing scholarship on migration and movement, and knowledge and technological dialogue in early modern East Asia, this article demonstrates how these bodies of work have become increasingly interdisciplinary and inclusive, thereby challenging prior characterisations of the region. Recent trends within the field combined with considerations of embodiment are, however, laying the groundwork for more meaningful integration by examining how migrants actually transferred, adapted, and leveraged their knowledge and skills. This article concludes by pointing to the potential to fully bring to the fore the complex nature of both migrants and technological dialogue.

Transwriting in Aleni’s Xingxue cushu: communicating the philosophy of human nature between the West and late Ming China

ABSTRACT Giulio Aleni’s Xingxue cushu 性學觕述 (A Brief Introduction to the Study of Human Nature, 1623–1646) was a product of an ambitious project by the Jesuits in China to introduce Aristotle's natural philosophy to Chinese literati. The book, originally from the Cursus Conimbricensis (1592-1606), shows a good example of the interactions between transmitter and receptor in the encounter of Western culture with Chinese culture. This paper explores Aleni's linguistic strategy for placing Western concepts of human nature in dialogue with traditional Chinese thought. It argues that the work's favourable reception among Chinese scholars was due to Aleni's use of translation principles that anticipate transwriting. Namely, instead of direct translation Aleni adapted the text for his Chinese readers by rewriting partly, adding his own responses, borrowing Chinese classical terms and creatively interpreting these terms, quoting many Chinese classical allusions, and employing Chinesestyle arguments. These linguistic tools Aleni used facilitate the reader's understanding and acceptance of the Western philosophy of human nature. His linguistic success on communication between the two thoughts on human nature helps us redefine the concept of transwriting and find an in-between space for a rational philosophic and religious dialogue between China and the West.