Organization Of Dialogue Research Articles

Killing Races and Witches

Since the concept of race is scientifically nonreferential, it is tempting to think that we can simply eliminate it right away from our lexicon, from our statistical categories, from our lives. But those of us who are eliminativists about race in the long run need to take a more roundabout path in killing off this concept. Through the painstaking work of teaching our students that race, though biologically nonreferential, remains part of various systems of oppression, and engaging in open dialogue and political organization in order to make racial categories economically and politically irrelevant, the concept of race must die a slow and painful death.

Social media potential for developing participatory governance

Participatory governance as an opportunity for citizens to take part in public management can be realized in different forms. The article considers the potential of social media in the development of participatory management. The authors conducted a survey in Moscow to estimate the possibilities of social networks in establishing dialogue and partnership for solving urgent social problems, in particular, the peoples readiness to participate in social-network interaction, approaches of networks to its organization, and efficiency of the current forms of such interaction. The study of online and offline activity showed that despite the general satisfaction with the possibilities of personal initiative in solving socially significant problems, the respondents are not ready to be socially active; their activity in social networks consists of obtaining information, sometimes - in its use for socially significant activities, and very rarely - in organizing such activities. The comparison of social networks from the standpoint of the convenience for discussing socially significant issues and interaction with authorities showed that VKontakte and Instagram are promising platforms for participatory governance. In most cases, Muscovites participate in the network communities of the mass media, public organizations or public opinion leaders, very rarely - in the network communities of the authorities. According to the majority, in interaction with the authorities, social media perform an informative function by drawing attention to socially significant issues; however, it is also important to involve citizens in solving these problems. The low efficiency of the social-network interaction between the authorities and the population is obvious. The survey results indicate the general dissatisfaction with the organization of dialogue between the population and authorities in social networks. Respondents admit both the importance of developing dialogue-partner forms of Internet communications and the low level of their implementation. Thus, the portal Active Citizen receives contradictory assessments as a platform for electronic voting, i.e., the potential of social media in the development of participatory governance is not used efficiently.

Navigating the Gap Between Dialogic and Diagnostic Organization Development

This piece reflects on my recent transition from practitioner to academic. Drawing from my experience, I highlight a case that explains what I see as a gap in organization development theory. Illustrating an as yet untheorized aspect of how dialogic and diagnostic theories come together, I propose a future focus of integrating the virtues of these two perspectives.

Религиозная веротерпимость как право и практика (в исламе и православии)

The article analyzes the concept of religious tolerance in the context of the relationship be-tween its legal support and the practice of interfaith relations. Tolerance is viewed as one of the key principles of modern policy and practice of interfaith relations in the Russian poly-confessional religious community in close connection with the principles of freedom of con-science and confessional equality. The measure of religious tolerance is social loyalty and hu-manistic potential of a particular religious denomination. The historical origins of religious toler-ance in Islam and Orthodoxy, as well as pre-revolutionary, Soviet and modern Russian models of interfaith relations and religious politics are investigated. The characteristic of the legislative base of the modern Russian model of religious tolerance is given. Tolerance as a norm of inter-faith relations is considered on three levels. At the level of individual religious behavior of be-lievers, religious tolerance is manifested as a loyal attitude towards non-believers and atheists. At the level of interchurch relations of confessions, tolerance is realized as an orientation towards the inter-confessional world, dialogue and cooperation of confessions in maintaining the socio-cultural stability of Russian society. At the level of the religious policy of a poly-confessional state, religious tolerance is viewed in the context of the flexible, situational implementation of the principles of freedom of conscience, confessional equality, as well as ensuring effective co-operation between traditional churches and the Russian state in improving the spiritual potential and social stability of Russian society. The authors state that religious tolerance is an ultimate principle for modern spiritual situation in the Russian Federation although there is not complete correspondence between its legislative declaration and the real practice of interfaith relations. The task of state policy in the field of religion is to optimize interfaith relations in the country, relying on the support and organization of effective dialogue and cooperation between church organizations of traditional Russian confessions, both at the regional level and at the level of their central, governing bodies.

НАВЧАЛЬНИЙ ДІАЛОГ ЯК ЗАСІБ ФОРМУВАННЯ ЦІННОСТЕЙ УЧНІВ ПРОФІЛЬНОЇ ШКОЛИ

The article is devoted to the problem of forming of students' values at profession-oriented school during English lessons. The author lights up the historical, philosophical, psychological and pedagogical aspects of this problem. It is emphasised that the problem of forming of the system of values is one of most actual in a pedagogical theory and practice and caused by instability of the modern world, extraordinarily wide influence of mass medias, incommunication of generations and disbalance of the system of values. The aim of the valued studies is transformation of the valued orientations of both public and professional ones on personal. The idea of the author is that foreign language as general discipline has large potential for forming of students' values because if a person wants to master a foreign language he has to be an active participant of communicative process, thus, successfully chosen topics for communication and competent methodology of organization of educational process will provide, from one side, development of communicative abilities of students, from the other, – forming of the system of values. In the article it is reasonably proved, that organization of educational dialogue at the lessons of English is an effective means of forming of students' values. Organization of dialogue at the lessons needs stage-by-stage work and envisages 4 stages: designing (begins long before embodiment of the real dialogue and consists in its "scrolling" in the head of student-organizer or teacher), procedural (direct organization of dialogue), management (aspiration of dialogue in a necessary way by asking questions, remarks) and correction-evaluation stage (an analysis of results, design of future lessons with certain adjustments). It is necessary to engage students into active discussion of problems, to mark the value of every idea, to pay attention that judgements are always subjective, and that is why it is necessary to respect opinion of other man, be tactful. The teacher can also use the method of debates as educational technology in basis of which there is a dialogue. This type of work can be used at the lessons, after mastering of certain topic, as part of final lesson and as an optional lesson, or at the meetings of club of connoisseurs of foreign language. Key words: value, educational dialogue, means of formation, profession-oriented school.

Exhibitions for Stalin’s anniversaries: peculiarities of structuring a biographical narrative

In 1939 and 1949 the museums and exhibit halls of the large and small Soviet cities held dozens of art exhibitions dedicated to the anniversaries of Stalin. Strictly aligned to the text of his canonized biography, they became an important element of jubilee celebrations, and simultaneously, a distinct culmination of visual representations of the chieftain, overcrowding the public space of every city of the country. The exhibitions resumed the results and outlined the future paths of development of the pictorial art of Staliniana. The article makes an attempt to review the common grounds the united the anniversary expositions, regardless their scale, presentability and venue. Special attention is given to correlation between verbal and visual texts, logics of structuring of a biographical narrative, methods of organization of dialogue with the audience, as well as forms of “dictate” over the creative process of Soviet artists. The source for this research became an extensive body of documents: brochures, catalogues, guides that accompanied such exhibitions and reflected their concept, logics, structure and communication objectives.  

Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process

The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue

НАВЧАЛЬНИЙ ДІАЛОГ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ

У статті висвітлено теоретико-методичні аспекти використання навчального діалогу у професійній підготовці майбутнього вчителя початкової школи в руслі суспільних викликів щодо реформування освіти України. Обґрунтовано думку про необхідність оновлення змісту освіти у вищій школі, що забезпечить ефективність підготовки майбутніх фахівців до активної комунікації у вирішенні освітніх цілей та збагачення їх уміннями, необхідними для продуктивної організації діалогічного навчання в початковій школі. Зʼясовано, що навчальний діалог у цьому контексті слугує своєрідною формою міжособистісного спілкування, в якому відбувається обмін досвідом, відповідними знаннями та навичками двох комунікантів: суб’єктами виступають педагоги та учні (студенти). Окреслено роль інформаційного обміну у формі мовлення не тільки для збагачення учасників навчального діалогу новими знаннями, а й реґулювання міжособистісних відносини. Доведено важливість навчального діалогу у процесі взаємодії суб’єктів освітнього процесу на засадах гуманності, свободи думки, толерантності, відвертості, що реалізує принципи педагогіки партнерства та уможливлює підвищення якості надання освітніх послуг здобувачам загальної середньої освіти. Наголошено на необхідності дотримання правил ведення діалогу та мовної поведінки комунікантів, зокрема вміння у логічній послідовності аргументовано відстоювати власну позицію, адекватно використовувати вербальні та невербальні засоби спілкування, розуміти, чути та слухати співрозмовника, виявляти толерантність до думок партнера тощо. Автор схвалює будь-які форми інтерактивної взаємодії у навчанні, в тому числі діалогові системи через онлайн-взаємодію користувачів. Основними умовами, що забезпечують ефективність професійної підготовки майбутніх педагогів до організації навчального діалогу в школі, визначено: використання діалогічних технологій, що забезпечують набуття досвіду професійної діяльності й розвиток професійних якостей; орієнтацію викладача на особистісні досягнення студентів; надання кожному з них можливості вільного вибору форм зворотного зв’язку й забезпечення психологічного комфорту в опануванні фахом; психолого-педагогічне супроводження дій майбутніх педагогів в освітньому процесі.

ЛІТЕРАТУРНО-ХУДОЖНЯ СПАДЩИНА ВАСИЛЯ СУХОМЛИНСЬКОГО – ДЖЕРЕЛО ЕМОЦІЙНОГО РОЗВИТКУ МОЛОДШИХ ШКОЛЯРІВ

У статті проаналізовано літературно-художню спадщину Василя Сухомлинського як джерело емоційного розвитку молодших школярів; розглянуто психологічні і педагогічні характеристики емоційного інтелекту, особливості його виявлення й розвитку у молодших школярів.
 Схарактеризовано досвід закладів вищої освіти України щодо використання художніх творів Василя Сухомлинського у контексті розвитку емоційного інтелекту майбутніх учителів (Уманського педагогічного університету ім. Павла Тичини; Київського університету ім. Бориса Грінченка; Національного педагогічного університету імені М. П. Драгоманова).
 Обґрунтовано потенціал художньої творчості Василя Сухомлинського як джерела розвитку емоційного інтелекту дітей. Розкрито трактування педагогом понять: емоція, емоційність навчання, емоційна культура, школа емоцій. З’ясовано, що у працях Василя Сухомлинського поняття емоція і думка передбачають тісний взаємозв’язок, який створює емоційний інтелект, що є потужним ресурсом ефективного пізнання дитиною світу природи, людей, праці і самої себе.
 Прокоментовано здійснений авторкою відбір творів Василя Сухомлинського для підручників з читання у 2–4 класах у контексті завдань розвитку емоційного інтелекту молодших школярів. Обґрунтовано основні критерії вибору творів: їх доступність і цікавість для сучасних дітей, емоційна насиченість, можливість застосування різних форм організації діалогу з текстом, що дозволяє вийти на рівень розуміння внутрішніх смислів твору. Розкрито методичні можливості творів для реалізації таких завдань нової програми з мовно-літературної галузі. Схарактеризовано методичні особливості (створення на уроці умов для емоційного сприймання змісту твору учнями і поглиблений аналіз тексту з метою проникнення у його внутрішній смисл) та методичні прийоми їх вивчення (прогнозування учнями імовірного змісту твору за його заголовком і малюнком, зіставлення очікуваного і прочитаного твору, «перерване» читання з метою висловлення учнями передбачення на етапі кульмінації сюжету щодо його подальшого розвитку, уявний діалог читачів із дійовими особами твору, придумування продовження подій, звернення до особистого досвіду дітей).

Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process

The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.

Diagnostic and Dialogic Organization Development: Competitive or Collaborative Focuses of Inquiry?

It is well documented that most organizational change initiatives following prescriptive or planned practices are unsuccessful. Although less discussed, there is evidence that the adoption of emerg...

Spaces free of violence: the key role of Moroccan women in conflict prevention in schools. A case study

ABSTRACTThis article analyses the involvement of Moroccan women in the process of implementing the dialogic model of conflict prevention and resolution. It explains the process of transformation of a school in an underserved area in Catalonia seriously affected by the economic crisis and with a foreign population totalling 85%, of mostly Moroccan origin. Through a case study, elaborated following the precepts of the communicative methodology, (1) we identify some of the elements that promote the effective participation in school by Moroccan women, and (2) we explain the impact that the participation of these women has in the prevention and resolution of conflicts inside and outside the school’s walls. The research with these women allowed us to delve into the process of transformation that these women have promoted and how the egalitarian dialogue that they have initiated has enabled this transformation. Moroccan women have found in the school and its dialogic organization a driver of the transformation of interactions. This study shows how, from the school, new dialogic spaces are open to the participation of all neighbours and how these women are involved in contributing to the improvement of coexistence both inside and outside the school.

Intercultural Dialogue In The Context Library Interaction

The purpose of the article is to reveal the significance and features of intercultural dialogue in library interaction on the basis of foreign experience. The methodology of the research is based on the application of socio-cultural scientific approach in conjunction with socio-communicative, which allows to reveal and analyze the intercultural dialogue and peculiarities of its organization in the process of library interaction with readers - representatives of different cultures and among library specialists from different countries. The scientific novelty of the article is to broaden the concept of intercultural dialogue as an important process of library user services and the form of library interaction aimed at establishing a common understanding in the context of the development of cultural diversity. Conclusions. 1. The organization of intercultural dialogue as an important aspect of library professional interaction with users and colleagues and partners is sufficiently provided with official documents of the national and international levels. 2. Priority trends in the use of intercultural dialogue in the library sector are service of national minorities, migrants, refugees and users of libraries from other countries and library international cooperation. 3. In the development of the organization of intercultural dialogue in the process of servicing library users and involvement in the library services of broad segments of the polycultural population in foreign experience has become widespread: the creation of "humanistic" libraries, the organization of special services for migrants and refugees, the establishment of intercultural dialogue centers and linguistic divisions in libraries . 4. In the process of international library interaction, the importance of the use of intercultural dialogue is important when organizing and conducting international conferences and implementing joint international projects. 5. Interactive traditional and virtual forms are used to communicate between participants in the intercultural dialogue.

Organization of social dialogue and partnership in the conditions of European integration

Organization of social dialogue and partnership in the conditions of European integration

Dialogic Organization Development and Subject–Object Dualism: A Social Constructionist Perspective on Dialogic Methods in an Organizational Context

This research explores the meanings that facilitators and sponsors working with Dialogic Organization Development (Dialogic OD) in the Brazilian context assign to their practices, using a social constructionist approach. Findings support the premise that Dialogic OD means more than just the application of methods and includes central metaphors used by participants to describe their practices. These metaphors suggest that “taken for granted” assumptions associated with a subject–object dualism may lead practitioners to reproduce nondialogical relations; however, when such assumptions are cast into doubt, Dialogic OD can stimulate the creation of new realities. The contrasts revealed by subject–object dualism suggest that the emergent field of Dialogic OD has been developing in tensional ways. Recommendations to practitioners include the acknowledgment of these tensions and “taken for granted” assumptions in a way that enables them to engage in more reflexive practices. Otherwise, Dialogic OD could become a new management fad.

Methodological Approaches to the Assessment of Service Quality

The article reveals the essence of the concept of «quality of services». The quality of services can be defined as a set of its characteristics, which determine a certain degree of satisfaction of consumers' needs. Accordingly, for each level of needs a service of the appropriate quality is developed that allows them to be standardized. The main modern methodical approaches to assessing the quality of services from the standpoint of production and consumer approaches are generalized. The production approach involves a quality assessment based on a comparison of the actual performance indicators (waiting time, service time, etc.) with the project, planned indicators. The consumer approach focuses on consumer benefits from the consumption of the services. In our opinion, when assessing the quality of services, it is advisable to combine these two approaches. The vector method of service quality estimation, the method of service expansion, the SERVQUAL method, the method of chart design, the method of points of contact, the method of the consumer scenario, the method of reengineering, the method of «Mystery Shopping», the system of balanced indicators etc. are considered. Recommendations for assessing the quality of the services of the commercial and market complex from the tenants and visitors point of view are given. The tenants are offered to evaluate the quality of the services of the market and trade complex according to the following criteria: the condition of commercial premises, the workability of communication, parking, fire safety, security, documentary and contract work, financial and accounting work, cleaning, online trading platform, advertising support, entertainment organization measures, organization of dialogue with management. Visitors of the trade and market complex can evaluate the quality of services on the basis of such basic criteria: convenience of the traffic junction, parking, the condition of retail premises, cleanliness, logistics by the complex territory, infrastructure development (catering establishments, rooms for children etc.) and entertainment events.

Re-Defining Polyphony in Media Text for Public Relations Discursive Practices in Organization

The research explores the new media tools manifested in communication and public relations discursive practices in organization, marked by Bahtinian polyphony in media relations texts. The study of organization theory can be defined, analyzed and evaluated as dialogic organization constructed in and by dialogues as discursive practices [Hatch 2006, Grunig, 2002, Castells 2011]. Redefining polyphony consists in analyzing the original definition as “one self - concept is formed part from the social relationship we have with others and from others’ responses to what we say and do…….Because the self is constructed out of our need to balance on our own needs with those of others, the self is necessarily dialogic or make in concert with others”.[Bahtin, 1981] But having the keys for reading the self – concept as the social identity of an organization, the social relationships with others, namely the public(s) as groups of interests validated in the public sphere, and the roles and relations starting from the organization to and from the public(s). Thus evaluating the main levels offered by the framework in organization, the current research has identified: the intentional level created in the communicative contract by the organization in the context the new media have been used; the impact upon the public(s) - audience and/or communities throughout the means of new media and social media, analyzing their posts, comments; the rules of structuring the sequential configuration of the messages in media text as dialog, trilog or polilog in the polyphony of discursive media relations practices in organization’s site, blog, social media units-Facebook, Twitter, You Tube.

Open Strategy-Making at the Wikimedia Foundation: A Dialogic Perspective

Dialogue is essential to open strategy processes, yet these processes have not been researched from a dialogic perspective. We therefore ask the question: What is the role of dialogue in open strategy processes? Our study of the development of Wikimedia’s 5-year strategy plan through an open strategy process reveals the endemic nature of tensions occasioned by the intersection of dialogue as an emergent, nonhierarchical practice, and strategy, as a practice that requires direction, focus, and alignment. Furthermore, our study suggests that context matters to both dialogic and open strategy processes and challenges universalist features of dialogue. Specifically, dialogic organization development and large group interventions perspectives can offer useful lenses to incorporate contextual features. Finally, our implications for practice suggest that particular organizing principles of open strategy processes can foster a healthy dialogic process in terms of enabling ongoing, diverse, and substantive interactions and inputs by stakeholders.

Shifting the paradigm: reevaluating resistance to organizational change

Purpose The purpose of this paper is to challenge the existing paradigm of resistance to organizational change by offering a novel, interdisciplinary perspective. More specifically, this paper seeks to detach from traditional formulations of resistance to change and introduce a new paradigm, reevaluating resistance through the Good Lives Model (GLM) and the concept of Primary Human Goods (PHG). Design/methodology/approach This conceptual paper uses contemporary literature on resistance to organizational change to make the case that the existing paradigm is one of negativity and deficiency. The authors define resistance, as currently formulated, subsequently offering a new perspective through the GLM. The etiological underpinnings of the model are provided and the concept of PHG is defined to illustrate relevance in reevaluating resistance to change. Findings The paper illustrates that resistance behaviors are not individual problems of employees, which must be overcome for successful change. Rather, resistance behaviors are the manifestation of disruptions to the achievement of PHG. Moreover, the paper demonstrates the pursuit of PHG is an innately positive, human activity that change strategies should take into account. The Dialogic Organization Development approach is also integrated as a means to uncover priority goods and disruptions that may impact them. Originality/value The paper provides a novel reevaluation of resistance to change through the interdisciplinary application of the GLM and PHG. Further, the paper uses the model to integrate several fundamental theories of human motivation into one cohesive, consistent framework.

Dialogic Organization Development: The Theory and Practice of Transformational ChangeDialogic Organization Development: The Theory and Practice of Transformational Change, edited by BusheGervase R. and MarshakRobert J.. 2015. 436 pages, hardback. Oakland, CA: Berrett-Koehler

Dialogic Organization Development: The Theory and Practice of Transformational ChangeDialogic Organization Development: The Theory and Practice of Transformational Change, edited by BusheGervase R. and MarshakRobert J.. 2015. 436 pages, hardback. Oakland, CA: Berrett-Koehler