Type Of Dialogue Research Articles

DIALOGUE IN A LITERARY TEXT: STRUCTURE AND FUNCTIONS

The paper is dedicated to the structure and function of dialogue in the text of a work of fiction. The human traits have many different characteristics. Each person is known by his/her own character. In a work of fiction, a character remains in the reader's memory along with his appearance and character. The character of every personage in the text of a literary work can be different. That is why the character of the personage leaves a positive or negative, pleasant or unpleasant impression. In the paper, character traits are differentiated and clarified through dialogues.The research paper defines that the structure of the dialogue in the text of a work of art can be called a complex syntactic unity. It consists of such parts as a dialogue introduction, a dialogue, and an author's introduction, and these parts are closely related to each other in meaning, structure, and intonation. The function of the remark in the structure of the dialogue in the artwork is special. It is believed that the simplest and first function of a remark is to express whose opinion it is, for what purpose, under what circumstances, and how it was expressed. Through the remark, various movements, views, and faces of the speakers are revealed, thereby revealing the inner world of a person. At the same time, the remark expresses the author's opinion and his/her point of view. The phenomenon of repeating remarks in the structure of the dialogue is illustrated by examples. The function of dialogue in the text of a work of fiction is represented by such types of dialogue as dialogue-story, dialogue-humor, dialogue-dispute, dialogue-characteristic, as well as the internal character of the personages, appearance, attitude to other characters, and the character is clearly identified. The function of the dialogue is analyzed in the paper using examples. Repetitions in the structure of the dialogue also have their place. This shows the stylistic features of the writer. The paper says that repetitions, reference words (replicas), and the connections between them show the special traits of the character, his/her own expression in colloquial speech.The research work was based on studies related to dialogue participation in teaching foreign languages and mother tongues. The study takes into account the fact that in literary works the speech act is linguistically analyzed and the speech act of the characters corresponds to speech ethics, the communicative units of the language are clearly expressed in the nationalcultural aspect. A descriptive method is used for context-pragmatic analysis, a structural-semantic method – for analyzing the function and structure of dialogical conversations.

Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation

Goal. The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students’ engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method. We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students’ arguments according to Toulmin’s elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings. Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.

Seni Berbicara Tokoh Dalam Novel Wanita Idaman Karya Robert Goolrick: Kajian Retorika

The art of speaking characters in Wanita Idaman novels (Translated by Meggy P. Soedjatmiko) by Robert Goolrick: Rhetorical Study this study aims to describe the art of speaking characters based on the study of rhetorical types of dialogue (The art of speaking in discussion, debriefing, negotiation, conversation, and debate) and depiction of the character’s based on the dialogue of the characters in Wanita Idaman novels by Robert Goolrick. This study uses a literary work approach based on the art of speaking figures using the study of dialogic rhetoric. The study of dialogic rhetoric consists of five types of speaking arts, debriefing, negotiation, conversation, and debate. The project of research are the characters Catherine Land, Ralp Truitt, and Mrs. Larsen in the novel Wanita Idaman which was published on July 29 2010 with 406 pages thick. The data techniques. Data analysis was carried out using qualitative analysis techniques. The research rsult obtained in this study are in the form of studie on characters or characters Catherine Land, Ralp Truitt, and Mrs. Larsen based on the art of speaking the study of dialogic rhetoric which consists of the art of speaking discussion, question and answer, negotiation, conversation, ad debate in the novel Wanita Idaman by Robert Goolrick.

Intercultural dialogue in manga: Building friendships, sharing spaces and values

Manga as a cultural art form delves into various sociocultural issues and narratives, and the representation of diverse cultural contexts in manga has increased over the years. The role of Japanese manga as a site for intercultural understanding and engagement is worth further investigation, and research in this area is still growing. This article explores intercultural dialogue through a case study of the Japanese manga Satoko and Nada Volume 1 by Yupechika, which narrates the friendship between Satoko, a young Japanese woman, and Nada, her Saudi Muslim roommate. It adopts a literary approach to the analysis of the manga and employs textual analysis as the methodology. The manga is analysed through the lens of interculturalism and deep dialogue focusing on the themes of food, fashion and faith. Through the analysis, readers are exposed to the narrative of intercultural engagement as portrayed by the mangaka. Yupechika incorporates pre-existing prejudices in the engagement between the two culturally diverse characters. The narrative arc reveals the importance of empathy, space and value sharing in forging intercultural understanding. This reading into Yupechika’s intercultural narrative is a microcosm of the type of dialogue needed in the world today to overcome the acute racism and xenophobia.

Do Wisdom and Well-Being Always Go Hand in Hand? The Role of Dialogues with Oneself

Recently, it has been demonstrated that wisdom positively predicted well-being. The paradox is that the development of wisdom is strongly linked to adverse experiences that can make a person feel “wiser but sadder”. This paper aims to test whether two types of dialogues with oneself, i.e. integrative and identity internal dialogues moderate the relationships of critical life experiences and reminiscence/reflectiveness (as components of wisdom) with psychological well-being. To check this, 202 women and 217 men completed four measures: Self-Assessed Wisdom Scale, Psychological Well-Being Scales, Internal Dialogical Activity Scale—Revised, and Scale of Integration of Perspectives. It was found that critical life experiences and reminiscence/reflectiveness poorly (usually negatively) or not at all predict the general well-being and its dimensions. Integrative and identity internal dialogues moderate these relationships: with a higher intensity of these dialogues the negative relationships weaken, insignificant ones become positively significant, and positive links strengthen. The findings can be used by psychologists to promote the development of clients’ wisdom, and consequently, well-being.

Intentional dialogue as an effective impulse to creativity in the life of F.I. Chaliapin

The object of the study is Fyodor Ivanovich Chaliapin and his stage of entry into the world of art, which involved an intentional dialogue with recognized masters. This type of dialogue is characterized by mutual interest on the part of the interlocutors and a deep directional impact on the individual, encouraging emotional and intellectual self-development. Intentional dialogue, forming a space of participation, teaches to be awareness of being and inspires creativity. Disposed to conduct an intentional dialogue F.I. Chaliapin communicated with creative intelligentsia, quickly assimilating knowledge and adopting experience. Processed through the prism of his own creative self, he demonstrated his mastery at concerts and on the opera stage, winning recognition from audiences worldwide.

Interações entre regulação sanitária e Avaliação de Tecnologias em Saúde para cobertura em sistemas de saúde e a integralidade do cuidado

Abstract This study analyzes the interactions between regulatory and health technology assessment (HTA) processes aimed at health systems coverage. A review was carried out in five databases to identify experiences of articulation between regulatory processes and HTA processes, and 19 publications were selected. Regarding the type of process, early dialogue, scientific advice and parallel advice stood out as forms of interaction between HTA and regulation. The studies addressed the interaction between HTA and health regulation for medicines coverage policies in health systems, with scant evidence in relation to other products. Furthermore, this interaction is basically described according to the entry of new technologies into health systems. The interaction between HTA and health regulation resulted in reduced deadlines for the commercialization and incorporation of the technology into health systems. The types of interaction processes identified can benefit the entire health system, increasing coverage and comprehensiveness of care. However, despite advances, some barriers to interaction between regulatory agencies and the management of coverage systems still persist.

Дулат Исабековтің «Біз соғысты көрген жоқпыз» повесінің танымдық және көркемдік мәні

Writer Dulat Isabekov’s novel «We Have Not Seen War» has not received much attention from critics and literary experts. There are a number of reasons for this. Despite the compact size of the work, there are reasons to talk about complex artistic applications, such as a large number of characters on the character level, the lack of a single storyline, the complexity of syntagmatics in the depiction of characters and the multi-layered nature of the genre prevented the literary analysis. Not only the protagonists of the story, but also the episodic characters have their characteristics. Through them the writer masterfully showed how people living in a Kazakh village shared the hardships of that time during the war and fought not only against the consequences of the war but also for the preservation of human values. Since the main theme is connected with the life of children of that time, the character of heroes who grew up before their peers lived in peacetime, takes a leading role in the subject matter of the work. In depicting these moments, the artistic contribution of parallelism and images antithesis was very strong. The author’s narrative and psychologism, the types of monologues and dialogues, and the actions of the characters are saturated with details that carry an ideological load. The emotional impact of the work is very strong; it is rich in lyrical intonations and meditative elements. The title of the story also acts as a montage phrase and subsequently becomes a leitmotif. The article reveals the trace of literary experience in the work, analyses the theme and idea of the work, the system of images, the nature of the conflict, its link with the plot, the role of representation components in the presentation of the idea, the author’s chronotope and artistic communication.

Тургеневский контекст в повести А. П. Чехова «Рассказ неизвестного человека»

The paper considers the question of Turgenev’s influence on the novel of A. P. Chekhov “The Story of an Unknown Man.” It is well known that Chekhov was affected by the works of his great predecessor. Scholars consider the novel under consideration to be the text with the most significant influence of Turgenev. Three works of Turgenev are mentioned or quoted in the short novel: “Fathers and Children,” “On the Eve,” and “Three Encounters. This work aimed to identify and analyze the Turgenev motifs in Chekhov’s novel. The principal method of research is comparative-historical. Various types of artistic dialogue can be discussed, from direct quotations and reminiscences to a hidden dispute with Turgenev’s worldview. Besides identifying the typological connection between the characters of Turgenev and Chekhov, an attempt was made to analyze the artistic vision of the world of both writers. It was found that Chekhov and Turgenev both agreed on the indisputable importance of parental love, despite their differing opinions on such fundamental concepts as the love between a man and a wom- an and the existence of entire and powerful people. Also, Turgenev and Chekhov proved to have a similar understanding of the sorrow and briefness of human life. Both writers share the ability to accept quiet as a response to the most pressing queries. Both writers had a prefer- ence for silence as an answer to the most pressing questions.

ХУДОЖНЬО-СТИЛЬОВИЙ АСПЕКТ АВТОБІОГРАФІЧНОГО РОМАНУ "СПОГАДИ" АБУ АЛЬ-КАСІМА АШ-ШАББІ

Background. The work "Diaries" by Abu al-Qasim ash-Shabbi, one of the most famous Tunisian poets, became an example of the completion of the artist's prose work, in which he shares his life experience and how his worldview and values were formed. Citing examples from various scenes of his life, the author in his memoirs creates a vivid and imaginative narrative that helps the reader understand his inner world and experience. Methods. The biographical method was used to differentiate biographical elements; cultural and historical – to determine the main factors of the literary process in the context of a specific era; descriptive – to highlight the thematic and stylistic features of the work. Results. It is determined that the work by Abu al-Qasim al-Shabbi belongs to the genre of autobiographical novel, since it not only contains first-person accounts of authentic events, places and historical figures that were important to the author, but also gives an idea of the feelings and experiences of the poet who was deeply connected to his people and their struggle, dreamed of a better future for Tunisian literature. Conclusions. The novel "Diaries" is distinguished by its exquisite style and artistic techniques that help the author reveal the theme of the work and create bright images. Psychological parallelism which is widely used in the work, plays a significant role in revealing the personality of the main character, as well as in realizing the theme of the search for truth in life. The author of the novel uses different types of speech, including monologue and dialogue, to provide a better understanding of the characters and their experiences. The main character's monologues help convey emotional experiences and philosophical reflections on how he perceives the world and what events have affected his life. They give the novel depth and create an insight into the inner world of the characters. On the other hand, dialogues reveal the relationships and interactions between characters, providing a deeper understanding of the plot.

Categorizing Classroom-based Argumentation in Elementary STEM Lessons: Applying Walton’s Types of Argument Dialogue

Argumentation is a practice that spans STEM disciplines and is an explicit goal for K12 students in reform-based standards documents. The purpose of this study was to investigate the applicability of Douglas Walton’s theoretical model for describing the types of argument dialogue encountered in elementary classrooms focused on learning concepts in science, mathematics, and computer coding. We examined two elementary teachers’ STEM classrooms to explore the types of argument dialogue that were evident. We found evidence of six types of dialogues: persuasion, negotiation, information-seeking, deliberation, inquiry, and discovery based on Walton’s model. Our findings demonstrate the applicability of Walton’s types of argument dialogue to argumentation in elementary STEM contexts. Even though our work takes place in the United States with teachers of children in grades 3-5 (ages 8-10 years), we believe our approach is applicable to other dialogues found in K12 STEM education. We postulate that students having opportunities to engage in arguments with a diverse range of goals (e.g., to prove a hypothesis, to persuade, or to exchange information) is important for their development in learning how to argue in STEM.

Стратегия обучения иноязычной диалогической коммуникации студентов-нефилологов

The article deals with the phenomenon of dialogical speech activity in foreign language. Much attention is given to the notion of dialogic communication. A number of definitions of the dialogue are given. The article features communicative interaction. The key functions of dialogical speech communication are described. The article presents the main type of dialogue among which the authors highlight the ones of great importance for students to master professionally-oriented foreign language communication. Fundamental characteristics of dialogic discourse are analyzed. The article provides the definition to the concept of “ability”; groups of abilities necessary to carry out oral communication are outlined, the authors examine their most significant properties. The questions of division of abilities of foreign language dialogical speech activity development and theoretical justification of their typology are considered. The tree-phase structure of speech actions is revealed the elemental composition of the exercise is determined. The existing typologies of communicative tasks in domestic and foreign linguodidactics are analyzed, each type is characterized. The article provides a system of exercises aimed at developing communicative skils and abilities in the process of learning a foreign language.

Participatory Budgeting as the Instrument of Technologically Supported Dialogue in Cracow, Poland

Abstract Ordinary citizens today support the local decision-making authorities in the domain of public spending using the instrument of participatory budgeting. The situation is of particular interest in Cracow, the second largest city in Poland in terms of the number of residents, as it stands out for its intensive and advanced use of technology. Here, participatory budgeting is a formalized, multi-stage procedure, composed of an information and education campaign, preparation and submission of projects, verification of submitted projects, submission and examination of protests, voting, implementing of projects, and informing about the concluded projects. Using participatory budgeting, the residents communicate their needs and obtain funds to satisfy them. Participatory budgeting covers on average 0.5% of the municipal budget and is decided by 5–7% of Cracow’s residents. The research covers the years 2019–2021 and takes into consideration the changes resulting from the SARS-CoV-2 epidemic. The article aims to examine the coexistence of forms of communication, supporting dialogue between residents and local officials in the participatory budgeting process. According to the adopted hypothesis, the two forms of communication used within participatory budgeting—the traditional ones and information and communication technologies (ICTs)—are not separated but are integrated into governance process and reinforce each other. The literature, legal provisions, the website on participatory budgeting, media information, social media, and evaluation reports based on qualitative and quantitative methods were analyzed. The results show that the introduction of participatory budgeting resulted in a new type of dialogue and relationship between residents and local officials, based on the traditional tools of communication and ICTs. ICTs cannot replace the traditional forms of communication but their potential should be used to a greater extent. As both forms of communication, direct and indirect (technologically supported), coexist and have their own advantages and limitations, especially under normal, non-epidemic conditions, the two should facilitate and reinforce each other.

Exploring the use of Online Simulations in Teaching Dialogue Skills

To aid in teaching dialogue skills a virtual simulator called Communicate! was developed at Utrecht University. Teachers can build scenarios for students to practice dialogues with a virtual character. In two experiments ( n = 128 and 133, a year apart), we investigated if and how Communicate! can be an effective aid to study and practice dialogue skills, by comparing it to traditional “passive” learning tools, such as literature-study and a lecture, in an undergraduate psychology dialogue-skills course. Students were divided into four groups, two of which both read an article about conducting a bad-news dialogue and played a bad-news-dialogue-scenario (but in a different order), while the third group only played the scenario. The final group only read the article (expt. 1) or also attended a lecture on the topic (expt. 2). Playing a scenario improved performance on a different scenario played later. It increased the students’ reported engagement and motivation to learn about this topic, compared to reading the article, whereas their reported self-efficacy decreased, which may indicate a recognized learning need. It also increased the score on an MC-knowledge test on this type of dialogue. This suggests that online dialogue simulations aid studying (basic) dialogue skills, by providing flexible, authentic learning experiences.

Religions for Peace or Religion of Peace? Some Reflections on the Trends in the Development of Inter-Religious Dialogue

In the increasingly entangled, interdependent, and digital world, religion is still of utmost importance, and for some societies worldwide, it plays a critical role. The new reality poses novel challenges: the issues we face today call for an investigation into current trends in the dialogue of religions. In this way, followers of various religions willing to cooperate to solve major problems of religious diversity would have reference points with which to compare themselves. Regarding the goals and objectives of social development, the conceptual foundations and the most effective strategies for inter-religious dialogue and communication need to be studied. This objective can best be served by conducting a case study of inter-religious contacts and the most recent trends in this area. This paper is devoted to studying the experience of a global inter-religious dialogue, the so-called religion of peace phenomenon, which emphasizes peace and prosperity. One of the most common practices of the religion of peace is joint prayers of members of different religions, which has entered the agenda of international forums on religion. An important source of information for the study was the author's first-hand experience participating in inter-religious events, including the 10th World Assembly of Religions for Peace – the largest inter-religious organization in the world – in Lindau, Germany, 2019. Four main types of interreligious dialogue are described – polemical, cognitive, peacemaking, and partnership. It is noted that partnership and peacemaking dominate modern intercultural dialogue: helping the underprivileged, maintaining moral values and justice, integrating migrants, protecting the environment, etc. At the same time, the significance of polemical and cognitive (theological) types fades. Thus, the author concludes that intercultural dialogue is becoming a tool for the increasingly peaceful coexistence of religions as social institutions and therefore increases their positive social influence.

FORMATION MODEL OF PERSIAN SPEAKING COMPETENCE IN INTERPRETERS’ DIALOGUES IN THE SPHERE OF SAFEGUARDING OF STATE SECURITY

The article defines the purpose creation of a linguistic didactic model, which consists in outlining the logical sequence of educational actions of the teacher and cadets, which correspond to the developed system of exercises. Six content modules for performing preparatory exercises are outlined, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the role-play method; each cycle is dedicated to teaching one type of dialogue – questioning, agreement, discussion, which forms Persian speaking competence and dialogical speech of future interpreters in the field of ensuring state security. The goals of training and the professional sphere of communication of such specialists are determined, where the following functional types of dialogues are mainly used: dialoguequestioning, dialogue-arrangement, dialogue-discussion. The content of modules is described: International partnership and state policy of Ukraine in the sphere of safeguarding of state security, Ensuring the protection of human rights and freedoms, interests of society and the state, Intelligence and information protection, Combating terrorism, Protection of national statehood and national interests, Pre-trial investigations. The work of the cadets is planned, divided into classroom and independent work. Two variants of the training model are proposed, which differ in the preliminary cooperation of cadets in preparation for dialogic speech.

Coding relevance

Relevance is one of the crucial criteria for assessing the quality of argumentation in education. In argumentation and education, relevance has never been analyzed or coded. While several theories have included in their analysis some indicators of cohesion or clarity, this characteristic of dialogue and discourse has never been addressed as a distinct phenomenon. This paper builds on the existing studies in linguistic and philosophy to advance criteria for assessing relevance, which in turn can be used for developing a coding scheme for evaluating dialogue moves. Relevance is analyzed starting from the pragmatic principle that dialogue moves are instruments for pursuing a common dialogical goal. Starting from a classification of the possible types of dialogue moves, defined based on the possible dialogue that they propose or continue, five criteria of relevance are illustrated, capturing both pragmatic and topical coherence. Such criteria are shown to provide guidance for distinguishing not only relevant from irrelevant moves, but also the degrees of strength of relevance. The theoretical framework and the assessment criteria will be illustrated through a corpus of classroom interactions collected in Portuguese middle-grade schools.

What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers' classrooms.

Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from 40 expert and 33 novice teachers were selected from a national project and analyzed through a developed coding framework. Results showed that the dominant types of dialog in expert teachers’ classrooms were related to Basic Knowledge, Construction, Analysis, and Personal Information. Compared to novice teachers, expert teachers’ classrooms have a significantly lower proportion of dialog on Basic Knowledge and significantly higher proportions of dialog on Personal Information and Speculation. Based on expert teachers’ classrooms, the characteristics of effective classroom dialog in the Chinese context were discussed. The analytical framework for classroom dialog developed in this study could be a powerful tool for subsequent research. Suggestions are provided on increasing the effectiveness of classroom dialog.

Making Strategy Out of Everyday Tools: A Collective Bricolage Perspective

In this article, we explore how non-strategy tools – which we call ‘occupational’ because they emerge from actors’ daily work – allow managers to strategize. Specifically, we focus on the crafting process of such tools, or what we call the strategy tooling process. We take an organizational bricolage perspective to identify the resources that practitioners draw upon in the tool crafting process and the types of dialogues they engage in. Empirically, we draw upon our comparison of two longitudinal case studies to identify a process model of collective bricolage. Combining the literature on collective bricolage with strategy tools allows to cast light on the emergence of strategy from the bottom up. Our contributions are twofold. First, we identify different categories of repertoires and dialogues and highlight their dynamic interactions in the process of bricolage. Second, our study of dialogues broadens the practice perspective on tools beyond the discursive turn. This paper is also relevant for managerial practice at a time when a growing interest in a participatory approach to strategy requires an understanding of how occupational tools help carry out strategy at the operational level.

Vetera Novis Augere et Perficere: Thomas Aquinas and Christian-Muslim Dialogue

Vetera Novis Augere et Perficere:Thomas Aquinas and Christian-Muslim Dialogue Joseph Ellul, O.P. Pope Leo XIII's encyclical letter Aeterni Patris, issued on August 4, 1879, sought to address many issues that were challenging nineteenth-century Catholic scholarship and academic life. In proposing the thought of Thomas Aquinas as a model of Catholic teaching, the Pope intended, in his own words, "to strengthen and complete the old by aid of the new,"1 not only by reviving the study of the works and teachings of the Angelic Doctor, especially in the realm of philosophy, but also to uphold as perennial his method of engaging with his contemporaries within and without the Catholic faith.2 It is within this context that we are called upon to reflect upon this appeal: "vetera novis augere et perficere." The thirteenth century was indeed a time of intellectual upheaval, following the introduction of Aristotle and, later on, the translations into Latin of the Arabic commentaries on Aristotle by Ibn Rušd (Lat. Averröes; d. 1198). This event was met within the ecclesiastical world with apprehension, if not outright fear. Neo-Platonic philosophy and its interpretation by Ibn Sina (Lat. Avicenna; d. 1037) was already perfectly acceptable to Mediaeval Christian scholars. The latter was in fact considered an essential tool for understanding the illuminationist thought of St. Augustine. Étienne Gilson even spoke of Augustinisme avicennisant (Avicennized [End Page 1231] Augustinianism).3 The problem was Aristotle and his renowned commentator Ibn Rušd: a pagan commented on by an infidel. One must also note, however, that mediaeval Western intellectuals and institutions were able to encounter and adapt the Islamic legacy, because they already possessed a sufficient scientific base (with of course the contribution of translations of Greek together with Latin works) with which to understand, assimilate, and build upon this new knowledge that appeared from the East. In sum, mediaeval Christendom created living, vibrant societies, constantly searching, always discovering something new. In dealing with the specific (and delicate) subject of Aquinas's dialogue with Islamic thought, it would be necessary to reflect in particular upon two key works of his: the Liber de Veritate Catholicae Fidei contra Errores Infidelium (A Book on the Truth of the Catholic Faith against the Errors of Unbelievers),4 popularly known as the Summa contra gentiles [SCG], together with his De rationibus fidei contra Saracenos, Gnæcos et Armenos ad Cantorem Antiochenum, better known simply as De rationibus fidei. At this point it would be necessary to articulate the term "Islamic thought." Of itself it should not be identified with Islam as a religion. Rather, it should be considered as embracing classical Greek philosophy as interpreted by the Neo-Platonic movement and disseminated through Oriental Christian and Jewish schools of thought. Islamic civilization absorbed these teachings and built its own proper ediice upon these foundations. A Model for Interreligious Dialogue? Proposing Thomas Aquinas as a model for engagement with Islamic thought may also raise a few eyebrows. Hence, it would be appropriate to pose an essential question: "What type of dialogue existed in mediaeval times?" One should begin with an a priori exclusion of dialogue as it is understood today, given the fact that there existed neither the motive nor the means to implement it. In fact mediaeval society was aware of only three religions: the pagan, which had been replaced by Christianity; the Jewish, founded upon the precepts of the First Covenant which "Christ fulilled by his actions and [End Page 1232] by his teaching"5 and which was also believed to prefigure the everlasting New Covenant sealed by Jesus on the Cross; and finally, the Christian, which believed in Jesus as the final revelation of God to humanity.6 With such a vision in mind it is obvious that any doctrine that is not situated within these parameters, or which proposes some form of belief or conduct which was different from, if not contrary to, the Christian vision of God, the cosmos, and society, would be considered as heretical and its promoter an impostor.7 When Islam made its appearance in the Christian world, it carried with it a book that it considered of divine provenance, and...