Organization Of Dialogue Research Articles

Изменения в содержании и структуре жизненных проектов учащихся в обучающем рефлексивном диалоге

<p>This article discusses the problem of developing new teaching methods that are based on the use of reflexive technologies. One of the key components of these technologies is systemic reflection as a condition for the realization of personal potential. The paper contains a brief overview of theoretical, methodological and applied developments in the field of studying the phenomenon of reflection in Russian psychological science, which serve as a theoretical basis for the development of reflexology. The main conditions of the organization of reflexive dialogue, the principles of its construction, the necessary structural components and a summary of the author's development - the reflexive training "Life project of the individual" are described. The author's development - refletrening "Life project of personality" contains a description of the basic conditions of its organization, the principles of construction and the necessary structural components. The results of an empirical study of the influence of educational reflexive dialogue on the formation of students' life projects are presented. The use of reflexive practices (reflexive training) in reflexive dialogue for building life projects in adolescents is also justified. It has been empirically established that changes in the structure and content of life projects are noted equally in all subjects, regardless of their personal characteristics, but more likely in students with high scores on such personal characteristics as orientation in time (understanding the existential value of life), creative attitude to life (creativity), autosympathy, contact, systemic reflection", volitional regulation of behavior (control-naturalness), the level of general reflexivity, the appropriation of socially significant roles, the availability of experiences, openness to new experiences and self-assessment of metacognitive activity.</p>

Goal-setting and implementation of communicative goals in the transmission of Internet content in network business correspondence

The spread of electronic means of communication has given rise to a wide range of communicative situations and, accordingly, has opened up new aspects of communicative phenomena that require research from the standpoint of different scientific disciplines. One of the tasks of scientific research is, according to the authors, the study of the construction of a message that implements the motivational components of communicants. From a scientific point of view, such a study makes it possible to identify patterns of reflection in speech communication of the elements of the psychological structure of the authors and the features and communicative strategy that they choose in this communication situation. In practical terms, the data obtained in such a study can be considered from the standpoint of preventing typical mistakes in the organization of interpersonal dialogue in network discourse, and the analysis will contribute to improving the effectiveness of virtual interaction. Using the terminology of information theory, the authors explain that in fact, the interaction unfolding in social networks, forums and blogs is not limited to the transmission and reception of content. In psychological science, each act of communication is considered in the unity of four components, namely: actually information exchange, perception by communicators of each other, building some kind of joint activity, as well as broadcasting and perception of emotions. In the context of studying communicative strategies, the authorsanalyzed how strategies and tactics of communicative dialogue are chosen, how expedient they are, in accordance with the actualized task of the act of communication, and how optimally strategically designed they are.

A conceptual framework for practicing inclusive dialogic organization development in times of uncertainty and complexity

PurposeThe purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD).Design/methodology/approachThis paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD.FindingsThe paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability.Originality/valueThe originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.

“We Care About How You Dialogue With Your Employees:” The Effects of Bottom-Up CSR Through the Lens of Dialogic Communication

ABSTRACT The current study examines the effects of a bottom-up CSR approach, as compared to a top-down CSR approach, on consumer publics’ evaluation of CSR practices. By applying dialogic communication as a theoretical lens, this study also investigates the mediating effects of perceived dialogic organizational – employee communication in such relationships. Through a between-subject online experiment, the results showed that when a CSR program was implemented with a bottom-up approach (vs. a top-down approach), consumer publics perceived a higher level of organization – employee dialogic communication. Such perception, in turn, results in consumer publics’ favorable attitude toward the company, purchase intentions, and supportive behavioral intentions of CSR practices. In addition, the positive effects of the bottom-up CSR approach on consumer publics’ corporate evaluations via the mediation of perceived dialogic organization – employee communication were greater for individuals with higher levels of corporate distrust than those with lower levels of corporate distrust. The study extends our understanding of the value of dialogic communication in public relations and CSR communication.

Interactive technologies of practical literacy in the digital educational mainstream structure

The article is made in line with the new educational paradigm, replacing the installation of “ready knowledge” with the installation of independent “production of knowledge”, i. e., to “learn to learn”.Digitalization of education has qualitatively changed the content of education, making it informational, and the organization of educational and cognitive activities more effective. This process manifests itself as creativity. The results of the work of teachers, methodologists and scientists are a universal means of education and the subject of training. Continuing education involves the development and expansion of subject learning and the components of its methodological system through interaction with other components of the information and educational environment. This, in turn, requires the search for new organizational forms and means of implementing such educational activities in a modern information and communication environment, which will make it possible to use the didactic capabilities of this environment to a much greater extent.It is noted that the communicative aspect and communication processes, tools and technologies should contribute to the organization of effective dialogue (communication), the perception and assimilation of communicative competencies by students, overcoming illiterate use of the Russian language in cyberspace. As practice shows, the latter has become a real philological disaster. The language of virtual communication is not equal to the language of real communication.The article notes that one of the promising directions in the conditions of digital transformation of education is interactive learning as a special form of organization of cognitive activity and a way of cognition carried out in the process of joint educational and cognitive activity of students, in which all participants interact with each other and exchange information.Digital technologies can be used in teaching Russian at all levels of education. At the same time, the teacher can create educational materials with their own digital interactive content based on the proposed HTML environment programs. On the website “The Power of Knowledge” (EOR “Alphabet”) and on the portal of KubGU (section “Innovative computer didactics”), you can see several examples of such training. The authors believe that the process of digital technologies’ dominance in all spheres of public activity (digital mainstream) should lead to an increase in the general level of practical literacy in the Russian language among the entire population of the country.

Solidariedade, militância e saúde mental em tempos de pandemia

Based on digital network narratives, we analyzed various forms of solidarity actions negotiated by users of the mental health care network to deal with the problems arising from the Covid-19 pandemic in a context of ultra-neoliberal economy. If, on the one hand, the increase in psychosocial suffering was evident, on the other hand, the coping strategies organized by those people were astounding, many of them being developed and managed by themselves. Among these strategies, there is the activation and creation of social networks for specific purposes depending on the problem to be solved. Prioritizing the notion of “gift,” these strategies updated the illusio of militancy of the users involved in them. However, the physical distance between the network members and the organization of dialogue in a virtual space make difficult the interaction dynamics in favor of the establishment of interpersonal bonds and conflict resolution.

Les bases de la détermination du discours des traditions nationales dans la littérature

This article is dedicated to the study of the communicative organization of the French artistic dialogical discourse, with the aim of analyzing the structural and semantic components of this type of discourse, as well as the factors that determine their choice and interactions under conditions of concrete achievement. The object of the present study is the communicative structure of the dialogical texts of French prose of the end of the 20th and the beginning of the 21st century: its typology, its constitutive elements, as well as the factors which determine the choice and the combination of the replies. in the process of dialogical communication. This study lies in the further development of the issues and methods of general linguistics, the theory of dialogic speech as a type of discourse, the theory of dialogue, text and the theory of vocal communication. It reflects scientific ideas about the specificity of dialogue in the work of art, its functions and types. The study of the diversity of the speech behavior of the participants in the dialogue is significant for the study of the text and the characters of the work of art as linguistic personalities. The communicative organization of dialogue analyzed in this research and the findings of the study can serve as a basis for further study of the communicative characteristics of dialogue. The results obtained can be used in practical communication courses, theoretical courses and seminars on text linguistics and stylistics, as well as in various specialized courses on discourse analysis and discursive linguistics.

EDUCATIONAL DIALOGUE IN MODERN HIGHER EDUCATION: PSYCHODIDACTIC CONTEXT

In the article the issue of organization of educational dialogue is covered in the plane of dialogicity and imperativeness, which determines its relevance. In the process of theoretical research based on content analysis it was found that in the edification of educational activities, educational dialogue can be considered from the standpoint of dialogue as one of the levels of interpersonal interaction, which is broader in content than communication, and as forms of teacher-student communication / professional training. An attempt is made to expand the idea of the possibilities of educational dialogue as a didactic tool aimed at forming a communicative culture of students. Based on the generalization of psychodidactic andragogical research, the rules of communication with adult students (D.Halpern), the principles of the Code of Controversy (N.A.Giro), methods and techniques of interaction of polycentric educational technology (J.Lorillard), analyzed the essential characteristics of student communication and communication , the communicative problems of young teachers in the organization of educational dialogue are outlined. Educational dialogue in its content is a kind of targeted activities included in the learning process and has such structural components as learning goals and objectives that meet the general pedagogical clearly defined learning objectives, content, subjects and rules of dialogue that ensure learning as a subject content. discipline and norms of social behavior. Thus, the educational dialogue can be called a system-forming element of personality-oriented learning, which organically combines independent research activities of students with the acquisition of ready theoretical and practical knowledge, and the system of methods is built according to the idea of problem-oriented learning. qualities, independent reflective and projective activities of students, as well as aimed at reviewing and enriching their worldview, developing new personal meanings and professional values.

COOPERATION BETWEEN TEACHERS AND STUDENTS AS BASIS OF PERSONALITY-ORIENTED TEACHING

The article examines the problem of cooperation o f a teacher and pupils as a basis of personally oriented teaching. The reasons o f a low-level of pupils' cognitive, creative activity in the educational process are studied. Special attention is paid to dialogic teaching, which lies in the basis of cooperation of a teacher and pupils, and to the requirements of the organization of educational dialogue.

ЦИФРОВИЗАЦИЯ И ЕЁ МЕТОДЫ ДЛЯ СОХРАНЕНИЯ И ОБЕСПЕЧЕНИЯ ПРЕЕМСТВЕННОСТИ НАУЧНЫХ ТРАДИЦИЙ

The article describes digital methods that humanitarians seem to be able to use in their scholarly endeavours. It highlights a new interdisciplinary area of Digital Humanities, which is actively used in the organization of scientific communication and intercultural dialogue in order to preserve scientific, historical and cultural heritage. The usage of digital methods is described on the examples of digitalization projects of the Miklouho-Maclay Foundation for the Preservation of Ethnocultural Heritage during 2017-2022, whose mission is to preserve and ensure the continuity of scientific traditions for their subsequent transfer to new generations of scientists. It is emphasized that modernizing the scientific infrastructure through digitalization significantly facilitates scientific research and contributes to the development of national intellectual assets.

ФУНКЦИИ ВСТАВНЫХ КОНСТРУКЦИЙ В ПОЭЗИИ И ПРОЗЕ В. В. НАБОКОВА

The article examines peculiarities of using parentheses in V.V. Nabokov's lyrics and prose. The author characterizes the main directions of analysing parentheses in modern linguistics (analysis from the functional point of view, taking into account the genre specificity of the work in the aspect of communicative registers of speech, from the point of view of dialogue organization of the text, as a way of actualizing information in literary text, as a marker of actualizing irony, as a means of implementing the category of chronotope, as a means of organizing the metatextual structure of the work, as a syntactic construction and syntactic process, as a means of stylizing the literary text). The article determines the most characteristic functions of parentheses in the texts of the author, the connection of parentheses with various text levels, their role in the overall structure of the artistic text. Not only the most typical, but also the unique functions of parentheses in V. V. Nabokov's poetry and prose are described in detail. The author highlights the main aspects of language game in the framework of parentheses, as well as the means of interaction between the pa-rentheses and the main context in V. V. Nabokov's poetry and prose. The main functional features of the parentheses are determined in terms of the interaction of various informative and subject-speech plans of the text, intertextual rela-tions, as well as in terms of forming the spatial and temporal structure of the work. The analysis carried out in this study identifies the most typical functions of parentheses in V. V. Nabokov's works: switching (and combining) different tem-poral plans of the work, modeling communication between the narrator and the reader (organizing a conversational game with the reader), motivating the artistic image, detailing, forming comparisons, and conveying evaluative infor-mation.

Mindsets for Change Leaders: Exploring Priming Approaches for Leadership Development

ABSTRACT Diagnostic and dialogic organization development present two contrasting change practices that are frequently discussed in tandem. Yet, an increasing body of evidence shows they are co-applied in practice. For those involved in leadership of these practices, co-application means switching their engagement, such as commencing with a diagnostic analysis to determine the goals of change, then switching to dialogic processes to foster the emergence of new ways of working. However, theoretical descriptions of these two practices remain bifurcated and, as such, overlook leadership development approaches that help leaders switch between engagement styles. Addressing this problem, this paper explores a leadership development approach that focusses on mindsets. We propose six mindsets from psychology settings that are relevant for leadership of diagnostic and dialogic practices. A key contribution of this work is a new perspective on leadership development. Extending psychology-derived knowledge on how to activate mindsets provides leaders of change practices with a means to increase awareness of, and take control of, their mindset, helping them to adjust their engagement as change contexts dictate. MAD statement This paper seeks to Make a Difference (MAD) by offering a practical means to develop change leaders. Far too often, change practice literature has studied successful leaders with the aim to identify what they do, while at the same time overlooking the mechanics that develop these same actions and behaviours. The paper addresses this oversight with a focus on mindsets. It puts forward a means for leaders to increase awareness of, and take control of, their activated mindset and, in doing so, align what they do to change leadership contexts.

Of Definitions, Demarcation, and Disaggregation: Some Comments on the Dynamic Application of Diagnostic and Dialogic Organization Development

Of Definitions, Demarcation, and Disaggregation: Some Comments on the Dynamic Application of Diagnostic and Dialogic Organization Development

A Compelling Beginning and More to Uncover

The article by Hastings and Schwarz, Leading Change Processes for Success: A Dynamic Application of Diagnostic and Dialogic Organization Development (OD), deserves close review by scholars and practitioners. Their research supports arguments that OD approaches can be meaningfully categorized as diagnostic or dialogic and that differences in those approaches have significant implications for organizational change success rates. Concerns about how one assesses a leader's mindset and counterpoints to the conclusion that oscillation between diagnostic and dialogic approaches is always associated with higher success rates are presented.

Developing Teams in a Virtual Environment: A Generative Approach

At the beginning of 2020, the operations of the Finance Hub of the Americas (FHoA) at pharmaceutical company GlaxoSmithKline (GSK) were suddenly forced to shift entirely from face-to-face to remote work. To handle this challenge, an FHoA team started a team development process aimed at strengthening teamwork in virtual environments. The intervention was grounded in the principles of generative leadership and dialogic organization development. Through a scholar-practitioner collaboration that focused on identifying the drivers of the successful transition to remote work, we build a three-step process of team development using the metaphor of organic growth: (1) sowing, (2) nurturing, and (3) flourishing. Using GSK's example, we illustrate how this process became a simple but powerful strategy to help teams thrive in a virtual environment. The core of the process uses generative questions to configure a structured but adaptable process that can be easily implemented in different contexts and situations.

The Generative Change Model: Creating the Agile Organization While Dealing With a Complex Problem

The generative change model identifies the underlying process that has produced success in a variety of Dialogic Organization Development (OD) and large group intervention cases. It works with widespread stakeholder engagement and self-organizing properties of human systems, to create rapid, transformational change. It appears better suited to managing complex, adaptive challenges than traditional planned change. The paper briefly describes the model and explains one aspect of it in more depth, the use of purpose, instead of vision, to guide the change process.

Features of the Organization of Dialogue Between the Teacher and Students in the Class of Variety Vocal at the University During the Period of Preparing the Student for Participation in the Executive Competition

The article analyzes the specifics of one of the most important components of communication between the teacher and students in any musical performing class - dialog. The author proposes to consider dialog as an extremely effective tool to unleash the student's creativity and consistently proves the particular difficulty of acquiring the art of dialog in the classrooms of variety vocals, the class of training of performers in the most competitive sphere of music culture. The author also argues that the process of preparing a student to perform an arts vocal competition is the most difficult component of the training from a psychological point of view, as this process exacerbates the already highly expressed component of competition in this performance, which increases the psychological burden on the student. Further, they are offered methodological recommendations on the organization of a dialog during the preparation of the contest as a means of reducing the level of psychological pressure and stress and at the same time being able to lead the student to correct setting and purposeful setting within the forthcoming competition.

Leading Change Processes for Success: A Dynamic Application of Diagnostic and Dialogic Organization Development

Change processes, the activities that enable change, and change leadership, meaning how to lead change processes, both influence the success of change. However, a surprising omission from this knowledge is: how do leaders choose between change processes? This article explores leaders’ choices between two orientations of change processes—illustrated by dialogic and diagnostic organizational development—in 79 cases of organizational change. It identifies that change is successful when leaders choose to oscillate between these two processes as change unfolds. Developing a model that explains this evolution, the article describes how the change leadership practice of concurrent inquiry interacts with the two representations of knowledge described by diagnostic and dialogic theories to inform a choice to oscillate. For scholars, this model further integrates the theoretical perspectives of dialogic and diagnostic theories. For practitioners, it provides a means to navigate between extant theories and, as such, ameliorate outcomes.

Modernization of social dialogue as an imperative for developing social responsibility by business organizations in Ukraine

The relevance of the paper is determined by the need to modernize social dialogue in Ukraine as a means of increasing the social responsibility of business organizations and a prerequisite for the country’s sustainable socio-economic development. The paper is aimed at reviewing and systematizing effective practices of modernization of social dialogue, which are revealed in the publications of foreign and Ukrainian scientists, high-ranking officials and public figures. These practices are considered from the standpoint of their expediency and the possibility of their implementation in the processes of social interaction of organizations of employees, employers and public authorities in Ukraine.A review of the foreign experience in organizing social dialogue convincingly demonstrates a fairly high level of efficiency in the European Union, which contributes to achieving a balance of interests of major economic actors, increasing their social responsibility. For Ukraine, it is expedient to introduce the European practice of the so-called broad approach to the organization of social dialogue, which provides for the expansion of its subjects at the expense of representatives of territorial entities, environmental, women’s, youth, cultural and other public organizations. The involvement of local governments, public and NGOs in solving the most important socio-economic problems will contribute to the spread of the practice of differentiating between social and public dialogue. In Ukraine, employee participation in corporate governance should be strengthened, access to shareholder income should be expanded, and institutional tools for regulating the collective bargaining process should be improved.

АНАЛІЗ НАВЧАЛЬНО-ІНФОРМАЦІЙНИХ СИСТЕМ НОВОГО ПОКОЛІННЯ ДЛЯ БЕЗПЕРЕРВНОЇ ПІДГОТОВКИ ВІЙСЬКОВИХ ФАХІВЦІВ

The main measures and results of research and development of training and information systems (NIS) of the new generation for continuous training of military specialists are considered in the work. There is a huge number of programs which to some extent increase efficiency of training by means of the organization of adaptive dialogue with the user (both with the pupil, the student, the cadet, the adjunct, the listener, and with the teacher). However, at the present stage, when the amount of information is growing 77 rapidly, there is a need to create such tools to support electronic textbooks that would allow the user not only to view information of interest by navigating hyperstructures, but also to ask various more complex questions. The paper presents original material on issues related to the formal formulation and solution of educational tasks in lectures, practical laboratory work in the independent training of students and cadets; methods of planning and organization of training with the use of expert systems. Particular attention is paid to the issues of step-by-step planning of training and accelerated independent training with the use of NIS with elements of artificial intelligence. Tasks and features of use of separate elements of educational process of cadets, students and adjuncts of military educational institutions such as lecture, practical and laboratory employment, seminars, consultation, individual tasks, course works, independent training are formulated. The classification of NIS of new generation is considered, namely systems: consulting, diagnostic, managing, accompanying which have accordingly the following appointments: consultation at the decision of tasks and search of the information, diagnostics of errors at the decision of tasks, training by concepts and abilities (skills) on based on knowledge modeling, observation of user behavior and assistance with erroneous or irrational actions. The stimulators of the cognition process in educational and information systems are analyzed: intellectual environment, hyperenvironment, microworlds, special glasses, etc. Their features and advantages are determined.