Dialogic Principles Research Articles

Free Speech, DEI, and Deplatforming: A Critical Analysis

Abstract Introduction: In recent years, the number of deplatforming attempts has increased at universities. Deplatforming is an attempt to block a person from speaking when certain groups find their content to be objectionable. An institution’s culture of free speech may affect the number of deplatforming incidents. Methods: This study utilized data from a new database of deplatforming incidents on campus. The data were tested for correlations in relation to an institution’s free speech ranking and its level of DEI (Diversity, Equity, and Inclusion) staffing. Results: These initial results show a negative relationship between free speech ranking and deplatforming incidents, and a positive relationship between DEI staffing and deplatforming incidents. Discussion: Institutions face the challenge of balancing an inclusive and equitable environment with the preservation of robust intellectual diversity and academic freedom. Finding this balance requires a thoughtful and deliberate approach that considers the nuances of promoting diversity, equity, and inclusion while safeguarding the principles of free expression and open dialogue. Limitations: These results were only for Power 5 universities in the United States. A more diverse sample may show different results. Conclusions: The culture of an institution is related to the number of deplatforming incidents that take place. This culture can be examined via its commitment to free speech and to its DEI staffing levels. Initial results show that these two factors have a relationship with the number of deplatforming incidents.

Humanizing climate change education using a Freirian perspective

This paper acknowledges the importance of introducing climate change education in Latin American classrooms. To address this need, we developed an online course for teachers from six Latin-American countries, aiming to integrate climate change education with a critical humanizing perspective. Within this paper, we present findings from 25 participants who engaged in the “Discussing our Abode” activity. Employing a mixed-methods approach, we conducted both content analysis to dissect participants’ discourses and an analysis of the pictorial representations they provided. This esthetic experience revealed that participants, and humans in general, are shaped by social conditions and remain unfinished in terms of education. We conclude that it is feasible to create a climate change education proposal based on Freire’s principles of dialogue, criticality, creativity, hope, and love. The Freirean perspective extends beyond discussing human impacts on nature to recognizing the emotional dimension in all relationships.

Beyond Magic: Fostering Literacy Resilience in Diverse Classrooms through Home-Based Approaches.

The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting metacognitive strategies and actions to overcome learning difficulties. This qualitative-interpretative study reveals the pedagogical perceptions, challenges, and coping strategies of fourteen Hebrew teachers in five elementary schools in central Israel regarding integrating home literacy in language lessons and cultivating literacy resilience among their students. The research data were collected through in-depth interviews with the teachers. The analysis of the teachers' reports reveals two main perceptions regarding literacy resilience: (1) Literacy resilience is a tool for life; (2) Home literacy significantly contributes to fostering literacy resilience. Furthermore, cultivating literacy resilience presents three significant challenges for the teachers: (1) Teaching in a heterogeneous classroom, (2) Encouraging parental involvement, and (3) Fostering independent learners. To cultivate literacy resilience in a heterogeneous classroom, teachers must be sensitive to each student's unique needs and plan teaching-learning processes based on principles of self-directed learning and peer dialogue. They must establish a personal-emotional connection that is a significant anchor for the students and outlines a path for integrating and strengthening the sense of competence in handling literacy tasks. It was also found that parental involvement is a significant factor influencing the cultivation of literacy resilience, and teachers undertake various actions to increase their level of involvement. This study adds an essential layer to the body of knowledge regarding the understanding of the factors affecting the development of pedagogical literacy perceptions that promote the integration of home literacy in the classroom. These perceptions may promote the nurturing process of literacy resilience among students from various cultures, accepting and understanding them. In this way, we can attempt to address literacy and language challenges in Israel.

Dialogic learning in jesuit education

In the present work it is affirmed that dialogical learning is a good contribution to the specifications of the Jesuit pedagogy. This analysis is relevant specially in times of educational reform, not only at state and global level, but also at the level of the Education sector of the Society of Jesus (EDUCSI) that aims at adapting teaching to the demands of the world and current students while maintaining its Ignatian identity signs as the main axis of its educational project. For this, a theoretical review of the links between the Ignatian educational literature characteristic of the Jesuits and dialogic learning has been carried out. The most important documents of the Jesuit educational mission, from 1549 up to the present, have been analysed and have been related to the dialogical principles, which are the foundation and support of the educational actions that this conception of learning proposes.

Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles

Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles

VIRTUAL NETWORK ENVIRONMENT AS A SPACE FOR FORMING DIALOGUE BETWEEN AUTHORITY AND SOCIETY

The modern virtual network environment opens up new opportunities for involving the public in government processes and ensuring greater influence of citizens on decision-making; The online environment increases the level of openness and transparency, promotes interaction between government and the public, thereby strengthening the democratic principles of society. In the era of global digitalization, it is thanks to the virtual network environment that it is possible to form a high-quality and effective government- public dialogue, which is a key aspect of civil participation in government. The article examines the virtual network environment as a platform for the formation of high-quality and effective dialogue between the government and society in order to solve pressing problems and support democratic values. In particular, attention is focused on: key positions of the virtual network environment and its characteristics; principles of government-public dialogue; factors influencing the success and effectiveness of government-public dialogue through a virtual network environment; challenges and opportunities that arise when implementing a virtual network environment as a platform for government-public dialogue.

Online discussion or authentic dialogue? How design affects discussions in two alternative types of online forums

AbstractAuthentic dialogue demands that we respond, interpret and sometimes disagree with others' ideas—a key component of participation in a democratic society. Yet the sharing and uptake of different ideas can be hampered by traditional online platforms which divide students into isolated threads. To tackle this issue, we introduce two novel online forums designed to foster engagement and idea exchange: a linear chat, akin to SMS, and a collaborative writing forum we call CREW. Seventy‐three graduate students, divided into 18 small groups, tested these forums. We used discourse analysis to measure idea uptake and other dialogic features. From this analysis, seven discussions emerged as particularly interactive and engaging, exhibiting a high uptake‐to‐turn ratio. We noticed linear chat encouraged a high proportion of uptake, but also produced ‘tangles’—breaks in related post chains. CREW discussions sparked similar engagement but resolved most tangles since they required a collaborative written response. This study offers fresh insights in both research and teaching for improving online discussions. Practitioner notesWhat is already known about this topic A vital practice for scholarly dialogue and democratic discourse is uptake: building on what others have written or said. Instead of encouraging uptake of others' words and ideas, typical online discussions in Learning Management Systems (LMSs) can inadvertently isolate students in separate threads. What this paper adds We introduce and analyse two new, innovative types of online discussions that may encourage more uptake of others' words and ideas. To eliminate isolation and encourage uptake, a linear chat forum makes all posts visible, but may produce interruptions, or ‘tangles’. A forum that includes collaborative responsive writing requires participants to converge on a collective response, encouraging dialogue and overcoming tangles. Implications for practice/policy Teachers and other stakeholders might consider how discussion forum designs in LMSs can support or limit authentic dialogue. Practitioners might consider how to incorporate deliberation about a shared focus into online discussions. Instructors might avoid tangles by aligning assignment purposes with dialogic principles: posing authentic questions that invite multiple interpretations and require uptake of others' responses.

Особенности реализации гуманитарной экспертизы в сфере образования

The study delves into the intricacies of implementing humanitarian expertise within the educational realm, particularly focusing on its technologization. By delineating the stages and methods of conducting such expertise, as well as elucidating its objectives and tasks, the article provides valuable insights into the complex process of evaluating socio-cultural aspects in educational settings. An author’s indicative list of questions aimed at identifying the socialization potential of the specified categories within the initial stage of the second phase of conducting humanitarian expertise is presented. Moreover, the emphasis on the dialogical principle underscores the importance of fostering interactive engagement between experts and participants, thereby enriching the quality and depth of the analysis. Additionally, the utilization of a resource-based approach highlights the significance of recognizing the valuable insights provided by individuals intimately connected to the subject of expertise. Overall, the findings presented in this article offer a foundation for further research and exploration in the field of humanitarian expertise in education, contributing to the ongoing discourse on enhancing educational practices and promoting socio-cultural understanding within academic environments.

Hayder Aliyev's Perspective of the Turkic World: A Qualitative Research on the Concept of Savior Leadership in Political Communication

Subject: Individuals, who form the building blocks of society, can play different roles within their structure. Although it has a controversial and comprehensive terminology, one of the most prominent roles is leadership. Leadership is a crucial role within society, often associated with authoritarian, participatory, and charismatic concepts. The leadership of Heydar Aliyev, the founding leader of Azerbaijan, is often referred to as savior leadership. Despite the Soviet Union's long rule, Azerbaijan quickly built its identity and gained independence in 1991. Various names have been used to describe his leadership style. Purpose: In this regard, in the relevant study, the meaning categories related to the concept of savior leadership towards Haydar Aliyev will be determined and its relationship with this concept at the discourse level will be questioned. In this context, the summit declarations published regularly every year by the Cooperation Council of Turkic Speaking Countries (Turkic Council), which was established in 1991, constitute the sample of this study. Method: In the study, an attempt was made to comparatively analyze Haydar Aliyev's relationship with savior leadership in the context of his discourses and policies, in the declarations of the council established under the leadership of Turkey in order to integrate the newly independent Turkic Republics in Central Asia and the Caucasus into each other and into the international system. In addition, while content analysis was conducted based on qualitative data to determine which research model they reflect in terms of their content and to what extent they meet the dialogical principles, qualitative content analysis was conducted based on thematic coding to describe the topics included in the papers. MAXQDA 20 package program was used while making the analyses. Results: In the seven summit reports made between 1992-2002; Content analysis was conducted with thematic coding of regional and international integration, cultural integration, political integration and dialogue. As a result of the analysis, "One nation, two states", used by Haydar Aliyev for Turkey and Azerbaijan at the relevant summits, stands out as the most frequently used discourse under the theme of cultural integration. In addition, the Turkic World discourse, which the Republic of Azerbaijan sees in parallel with its own identity construction, is another prominent concept in regional and international integration. Under the theme of political integration, he underlined that Azerbaijan should develop friendly relations with both the region and other countries, and maintained its pro-peace attitude until the last moment, even in the Nagorno-Karabakh conflict, which started with Armenia's occupation of Azerbaijani lands in the early 1990s. This situation also shows us the importance Aliyev attaches to dialogue. As a result, as seen in the content analysis of the summit declarations, Haydar Aliyev displayed a common attitude with Turkish President Suleyman Demirel in the integration process of the Turkic World with a policy prioritizing the full independence of Azerbaijan, but due to both the Karabakh War and the difficulties experienced in Azerbaijani domestic politics afterward, Turkey and other The economic crisis that started in 1994 in the Turkic republics caused the targeted integration to be postponed to another period. In this process, it can be said that Haydar Aliyev gave priority to cultural integration towards the Turkish world.

The “Contrasts” Sonata by G. I. Firtich: the Appeal to the Genetic Memory of the Genre

The article is devoted to the iconic work by G. I. Firtich, that is fi rmly established in the concert repertoire, but hardly represented in the scientifi c literature. The work indicates the avant-garde composer’s commitment to the traditional academic genre of chamber instrumental music. The author identifi es a complex of historically developed semantic features, which are uniquely implemented in the work under consideration. The article points out the most signifi cant features: the appeal to one of the variants of the classical ensemble composition, the concerto-like nature and, most importantly, the programme in which the most essential basic attributive feature of this genre is outlined – antitheticality, fulfi lled in the principles of contrast and dialogue, covering all levels of the musical composition. In conclusion, the author of the work emphasises that it is the contrast that generates the concept of the composition, becoming the main motive power and determining the features of the content, form, and all parameters of the musical language.

Intertextuality of Brazilian comics: new meanings in literary adaptations

The dialogical principle of communicational objects draws our attention to intertextuality: the dialogue between texts. In comics, intertextuality is combined with the resources of a hybrid language: the verbal discourse, the technique or tool used, the imagery style and the page layout contribute to expanding the meanings of the adapted text. Given the possibilities of the language of comics, questions arise: which are the intertexts of the source works and how do adaptations use the language of comics to show them and include others, as every adaptation is a new work? For this investigation, we propose the analysis of two Brazilian comics: Auto da Barca do Inferno (2011) and Luzia (2021). In our theoretical-methodological journey, we work with notions of dialogism, intertextuality, and adaptation. We also consider the particular parameters of comics. From the analysis, we intend to understand how intertextuality is used in these adaptations.

Sense‐making, sensemaking and sense making—A systematic review and meta‐synthesis of literature in information science and education: An Annual Review of Information Science and Technology (ARIST) paper

AbstractSense‐making, sensemaking, and sense making are terms used in different disciplines. Similarities of usage seem unclear. (1) to examine the concepts used in different approaches to sense‐making/sensemaking/sense making; (2) to identify, classify and synthesize recent studies relevant to information science, as well as similar group on sensemaking in education research; (3) to reflect on future directions for sense‐making/sensemaking methodology in information science. The objectives were to retrieve, examine, classify and perform meta‐synthesis on sense‐making/sensemaking studies in both information science and education research. The review used systematic review principles, with selection criteria for case studies for examination in both information science and education sets. The final meta‐synthesis used a meta‐ethnographic approach, together with findings of recent overviews on organizational sensemaking, and other information science reviews. Qualitative sense‐making studies in information science often used Dervin's SMM (sense‐making methodology) and studies in organizations and education frequently used Weick's organizational sensemaking. Different mixed methods approaches were identified. Sense‐making is actively used in research and practice in information science and knowledge management. Using a coherent sense‐making methodology helps and dialogic principles are useful in planning, data collection and analysis. Individual and collective sense‐making are important to information science.

Can dialogic eventness be created?

ABSTRACT Turning educational ideas into meaningful learning requires planning for uncertainty. This article presents Bakhtin’s key concept of eventness as an essential aspect of defining dialogic space. To Bakhtin an event is something happening here and now, with a degree of open-ended uncertainty tied to what will happen next. Acknowledging this uncertainty—or eventness—might help researchers and practitioners grasp and support the spirit of dialogue in activities aiming for genuine student participation, which is a core concept in recent curricular reforms in Norway. This article discusses eventness as a hub for dialogic principles, illustrated by examples from student group conversations on literature in Norwegian lower secondary school. The challenge of creating dialogic space is discussed with reference to Bakhtin’s general idea of authorship.

«Науки об исламе» и «науки ислама»: тождество и различия

On the assumption of the identity and differences between the “sciences of Islam” and “Islamic sci-ences”, the peculiarities of their subject matter, logic, and methodology of knowledge, the author substantiates the significance of combining the efforts and potential of various branches of Islamic studies in order to create the image of Islam adequate to the in-depth essence and forms of the Mus-lim religion and to overcome the stereotypical ideas thereof. The specific features of the “sciences of Islam” are derived from their initial focus on developing a value-neutral image of Islam formed by an outside researcher guided by the criteria of social and humanitarian knowledge. “Islamic scienc-es” are associated with their traditional orientation towards understanding Islam from within the religion itself, on the basis of unconditional faith in One Allah, the Islamic understanding of the world and man, as well as the cult, norms of behavior, and principles of Islamic doctrine prescribed from above. The article substantiates the danger of a content-related transformation of “Islamic sci-ences”, the prospect of losing their confessional essence and meaning in the event of their forced transformation into a scientific discipline that meets the criteria of social and humanitarian knowledge. Another subject to the author’s critical consideration is Islamology, which in recent dec-ades has established itself as a borderline branch of Islamic knowledge formed according to the can-ons of post-non-classical science. It is noted that Islamology, declaring itself a discipline that meets international standards of science, is based on the principles of critical analysis and dialogue with various humanities and social sciences and focuses on the paradigm of understanding God as the true goal of a scientist, actually transforms the problem of understanding the essence and existence of Islam into the problem of the essence and existence of Allah, which has always been and still re-mains the pivot of theology/theology of Islam.

Philosophical conceptions and theoretical foundations of historical anthropology as a modern philosophy of history forming

The article analyzes the impact of methodological approaches of philosophical thought on the formation of historical anthropology as a modern philosophy of history. The methodology of this work is based on the principles of complementarity, structure, and dialogue. In the study of labor problems, methods were involved: philosophical hermeneutics, systemic- structural, interdisciplinary. Historical anthropology as a version of the philosophy of history, which explores the mental- cultural plane of causes, the essence of historical processes and their possible projection into the future, has a significant potential for understanding the global social- cultural dynamics in past eras through philosophical- historical concepts. An important condition for the implementation of this scientific task is the analysis of the formation of the theoretical foundations of historical- anthropological dimensions of philosophical- historical thought. The study of the specified problem field is based on the study of the philosophical theories of R. G. Collingwood, K. Lévi- Strauss, and M. Foucault. The main ideas of R. G. Collingwood, which are important for the formation of the concepts of historical anthropology as a modern philosophy of history, include the understanding of the philosophical potential of historical thought; the need to combine philosophical concepts and historical methodologies; the importance of understanding the mental and cultural horizon of the past through the philosophy of history. Among the factors influencing the structuralist concepts of K. Lévi- Strauss on the formation of the theoretical foundations of historical anthropology as a modern philosophy of history, it is possible to single out the analysis of mythological elements of perception of the world by proto- societies; identification and studies of unconscious components of psychology and culture of societies of the specified type, implementation of scientific interactions of historical knowledge and ethnology. Important concepts of M. Foucault, which influenced the formation of theoretical approaches of historical anthropology as a modern philosophy of history, includes the analysis of unconscious elements of the psyche of societies in different eras of the past; understanding the phenomenon of «otherness» in history; study of mental representations in European society about mental illnesses; research on the understanding of the phenomenon of madness in Western European art; studies of the mentality of doctors in the Early Modern Time. The theoretical foundations of historical anthropology as a modern philosophy of history, which were formed under the influence of philosophical concepts, include the ontological, epistemological and axiological planes. The ontological plane is manifested in the formation of the problem field of historical- anthropological studies, the mental- cultural horizon of the past. Its composition includes: analysis of the subconscious foundations of psychology and mythological systems of proto- societies and early- historian societies; understanding the communities’ perception of the specified types of various socio- cultural phenomena, in particular diseases and means of treatment; the attitude of societies to certain social groups, in particular to doctors; analysis of the perception of political power and the mechanisms of formation of its social- psychological foundations. The epistemological plane is revealed in the formation of historical- anthropological concepts of methods of analysis of deep, unconscious aspects of the psychological and cultural dimension of past eras; effective application of an interdisciplinary approach in the analysis of mental phenomena and social behavior; realization of cognitive interaction of methodological approaches of ethnology and historical anthropology. The axiological plane consists in stimulating the spread in the understanding of the mental- cultural horizon of historical processes of the values of humanism, pluralism and the equality of cultures and civilizations of the past and the present; dialogue of various cultures, worldview systems and intellectual traditions.

A Comparative Study on the Notion of Dialogue in Islam and Buddhism

Interfaith dialogue is a vital tool for promoting understanding and cooperation between different religious communities. This article presents a comparative study of the Islamic and Buddhist perspectives on interfaith dialogue. Drawing on primary sources from both religions, this study explores the theological foundations of interfaith dialogue and the practical strategies employed by Muslims and Buddhists in promoting interfaith understanding. The similarities and differences between the two religions’ approaches to interfaith dialogue are analysed, examining how their respective beliefs, practices, and histories shape their attitudes toward religious diversity. The research design is qualitative using library research by emphasizing content analysis on Islam and Buddhism scripture. The results show that the Islamic paradigm of interreligious dialogue is da‘wah (propagation, invitation or introducing Islam) which is rooted in Tawhid, in contrast, Buddhism promotes liberation from human suffering which is rooted in Bhavana and mindfulness. The study contributes to the principle of interfaith dialogue and provides insights into the potential of interfaith relations for sustaining harmony, peace, and mutual respect in diverse societies. Studies suggest the understanding of each fundamental to encourage Muslim and Buddhist scholars to produce comprehensive interreligious dialogue, theologically and philosophically.

The interaction of Metropolitan Andrei Sheptytsky with other religions as a prerequisite for a good interfaith dialogue

The article analyzes the interaction of Metropolitan Andrey Sheptytskyi with other religions as a prerequisite for good interfaith dialogue. Metropolitan Sheptytskyi's attitude towards other religions, representatives of other Christian communities and political figures is revealed. The main principles of the ecumenical dialogue of Metropolitan Andrey Sheptytskyi in the search for unity, mutual understanding and personal respect for each person are highlighted.

Augustine's concept of Person in Martin Buber’s personalism

The question about man appears again in contemporary philosophy no longer as an eidetic, but as an existential question (if it ever ceased to be so). Martin Buber, Austrian-Jewish thinker (1878-1965), seeks with his thought to recover the value of man, adding to the existentialist influences of Kierkegaard and Nietzsche, and to the phenomenological influence of Husserl, the dialogic principle; that is, the necessity of the other as a Thou for the becoming of the I as a person. This last concept, person, has its origin in the philosophical discourse in the Trinitarian and Christological Theology of the Fathers of the Church, among them, Augustine of Hippo. In this article we want to make explicit the presence of this Augustinian conception of person in the personalism of Martin Buber. To do so, we will identify the most important characteristics of the person for the bishop of Hippo, which are explained in detail in his work De Trinitate, and then we will link these characteristics with those that are central to Buber's thought. Our hypothesis is that we can find in Buber's anthropology traces of Augustine's thought, influenced especially through existentialism and phenomenology.

Open Dialogue services around the world: a scoping survey exploring organizational characteristics in the implementation of the Open Dialogue approach in mental health services.

This cross-sectional study investigates the characteristics and practices of mental health care services implementing Open Dialogue (OD) globally. A structured questionnaire including a self-assessment scale to measure teams' adherence to Open Dialogue principles was developed. Data were collected from OD teams in various countries. Confirmatory Composite Analysis was employed to assess the validity and reliability of the OD self-assessment measurement. Partial Least Square multiple regression analysis was used to explore characteristics and practices which represent facilitating and hindering factors in OD implementation. The survey revealed steady growth in the number of OD services worldwide, with 142 teams across 24 countries by 2022, primarily located in Europe. Referrals predominantly came from general practitioners, hospitals, and self-referrals. A wide range of diagnostic profiles was treated with OD, with psychotic disorders being the most common. OD teams comprised professionals from diverse backgrounds with varying levels of OD training. Factors positively associated with OD self-assessment included a high percentage of staff with OD training, periodic supervisions, research capacity, multi-professional teams, self-referrals, outpatient services, younger client groups, and the involvement of experts by experience in periodic supervision. The findings provide valuable insights into the characteristics and practices of OD teams globally, highlighting the need for increased training opportunities, supervision, and research engagement. Future research should follow the development of OD implementation over time, complement self-assessment with rigorous observations and external evaluations, focus on involving different stakeholders in the OD-self-assessment and investigate the long-term outcomes of OD in different contexts.

Zasady prowadzenia dialogu społecznego na gruncie postanowień (zrewidowanej) Europejskiej Karty Społecznej

Principles of social dialogue based on the provisions of the European Social Charter (revised) The European Social Charter (both in initial as well as revised version), as one of the most important legal acts regulating the standards of labour law, contains a number of provisions that regulate the principles of social dialogue. The Charter imposes an obligation to encourage joint consultation between workers and employers; supporting the mechanisms of voluntary negotiations between employers or employers’ organizations and employees’ organizations in order to regulate employment conditions through collective labour agreements; supporting conciliation mechanisms and voluntary arbitration for settling collective disputes. The provisions of the Charter also regulate the right of employees to be informed and participate in consultations regarding the employer’s situation. The standards of social dialogue included in the European Social Charter constitute a comprehensive solution that can be a point of reference for the analysis of national solutions. They are also an indicator of changes that should be introduced to the national labour law system in order to create a strong basis for dialogue between social partners.