Dialogue education in the post‐secondary classroom: reflecting on dialogue processes from two higher education settings in North America

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“…With regard to the practice of dialogue, part of the study findings is found to coincide with studies by Bartlett (2005), Gunnlaugson and Moore (2009), Hadjioannou (2007) and Rule (2004). This is particularly of the affective or psychological factors which are believed to help spark the dialogue.…”

“…Different views were uncovered through the experience of two educators, Gunnlaugson and Moore (2009), in developing and facilitating two dialoguebased courses in two different universities in North America. Moore reflected that the dialogue she was conducting was aligned with the aim to convert students from passive to active, and from dependent to independent and interdependent, besides to develop higher order thinking and communicative skills.…”

Formation of the Therapist Through Dialogical Engagement: A Qualitative Study

“…Dialogue groups were created in Muth's (2009) social work class in Germany that exhibited "authenticity" and person-to-person engagement, rather than academic ritual, and facilitated an environment of trust and mutuality. Generative dialogue (based on Otto Scharmer & David Bohm's work, among others) informed Gunnlaugson's dialogical education process, which involves skilled listening practices and more creative, reflective responses, rather than entrenching in debate cycles, as he adapted it even to online Downloaded by [University of Connecticut] at 11:32 11 October 2014 classroom learning (see Gunnlaugson & Moore, 2009). Dialogical engagement through distance learning is discussed by Gorsky and Caspi (2005), noting that both intrapersonal and interpersonal dialogue make up the dimensions of distance learning, where the focus is on learning, not teaching.…”

Vicarious Education, Dialogue Education and Self-Efficacy among Indian Female Students in a Diversity Management Course

“…Scholars have increasingly called on students to become more active participants in the learning process (Boyd 2008;Cook-Sather 2002;Gunnlaugson and Moore 2009;Murray-Johnson 2013). Students should be engaged in authentic, transformative dialogue and actions, and this could be achieved by the education method followed, for instance the method referred to as dialogue education.…”