Relating dialogue and dialectics:  a philosophical perspective

Дафермос, Манолис

doi:10.5195/dpj.2018.189

Cited by 16 publications

(10 citation statements)

References 36 publications

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“…The features of dialogic communication help to establish a culture of human communication. Recently, “dialogism”, “dialogic training”, “dialogic speech” have become the field of scientific interest of many researchers (Dafermos, 2018). Attention was paid to the study of the practice-oriented and professional competence of the future teachers, their ability to solve professional problems based on their own knowledge (Sapargalieva et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

Muratbekova

Galiyeva

Khanina

et al. 2022

Research in Education

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The relevance of the research is due to the fact that in modern education there is a growing need for training qualified teachers who are capable of organising dialogical training of younger schoolchildren. In this regard, this article is aimed at identifying and diagnosing aspects and features of the psychological and pedagogical training of future teachers who will teach children dialogic communication and develop in them the need for intercommunication. The leading methods of studying this problem are induction, deduction, comparison, and analysis, which will facilitate determining the features and traits of psychological and pedagogical preparation of future teachers for professional activity, presenting the results of their readiness to develop components of speech competence in younger schoolchildren. The article covers and substantiates the ways of development of communicative skills in younger schoolchildren during the learning process, which should be used by the teacher effectively. The materials of the article are of practical value for students, teachers who should be ready to teach dialogical speech to future generations, develop communication and conversational skills to meet the requirements of the education system and shape a personality that can freely fulfil its potential in all spheres of life.

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Section: Resultsmentioning

confidence: 99%

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

Muratbekova

Galiyeva

Khanina

et al. 2022

Research in Education

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“…In the processes of humanization, the dialogical is, in the same measure, inevitable, unstable, and permanent. Understanding that there is unity between dialectical and dialogical (Dafermos, 2018) was crucial for my actions to transform the consciousness of the NGO's people. This was true especially when we reorganized relationships through activities and reshaped the communication based on these relationships.…”

Section: Sharing Power To Create Dialogical and Democratic Relationshipsmentioning

confidence: 99%

Overcoming violence through a democratic and dialogical process

Filho

2023

Dialogic Pedagogy Journal

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In this article, I present a way of understanding how to overcome violence through dialogue and the democratic organization of group relations. The goal is to discuss how this approach to overcoming violence in an NGO (non-governmental organization) revealed the need to be flexible, to listen to each other, and to be willing to create a new unknown path together with the students by developing the activities to overcome violence (AOV). The objective of the AOV was to change the interpersonal relationships in the organization, to make it a place of co-existence for the children and adults, and to overcome this preponderant form of relational violence. I present actual events that took place at a Brazilian NGO specifically founded to provide care for children at social risk. The project I designed at the NGO focused on the (re-)organization of teaching activities and daily life as a community practice creating a community as a space where the relationships among the participants could become more democratic. The idea was to transform the power and individualistic domination of the NGO’s teachers, coordinators, or founders into shared power relationships established through democratic and dialogical processes. The expected result was that the young attendees of the NGO would become community authors of their own life in the institution and have more personal autonomy. this process also showed us that while we could transform reality, the reality was also transforming our expectations. The very dynamics of the dialogical process require openness in the sense that one cannot predefine the goals according to one’s wishes. One has to be ready to accept the new, unexpected issues that may arise through dialogues and change initial objectives. In any case, I would reckon that one cannot strictly control the dialogical process. For this reason, the means and instruments, as well as the procedures for the AOV have to be understood, created, and reinvented during the process by the participants themselves and not by a single person prior to the AOV. The results showed that an action plan and instruments could only be suggested as a guide during the events, but not as an a priori condition, independent of all those involved in the actions taken.

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“…Dialectics, “the art of thinking the coincidence of distinctions and connections” ( Bhaskar, 2008 , p. 180; see also Gunnarsson, 2018 , p. 5; Semlak et al, 2008 ), is useful when considering SV/SA, a domain replete with dichotomies such as privacy/disclosure, masculine/feminine, victim/perpetrator, consensual/non-consensual, virgin/whore, and powerful/powerless ( Gunnarsson, 2018 ; Wright, 2022 ). This approach has Eastern and Western roots, although it may come more naturally to those steeped in Eastern traditions (e.g., Dafermos, 2018 ; Peng & Nisbitt, 1999 ; Lister, 1997 ). Dialectics are applied to many forms of social research, including intercultural communications ( Martin & Nakayama, 1999 ; Rodriguez, 2002 ; Cheong & Gray, 2011 ; Dutta-Bergman, 2004 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Victimhood and Blame Dialectics in Culturally Diverse Male Students’ Discussions About Sexual Assault Policies

Malinen,

VanTassel,

Kennedy

et al. 2023

The Journal of Men’s Studies

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Culture and Perspectives on Sexual Assault Policy was a qualitative, focus-group study conducted at four Canadian universities to gather culturally diverse student perspectives on university sexual violence or sexual assault policies and services. This article highlights two categories of dialectical tension expressed during several male focus groups. The Wrongful Blame Dialectic involved tension between anxieties about wrongful accusations and opposition to victim-blaming. Perceived risk of wrongful accusations was often linked to racism or ethnocentrism. The Male Victim Denial/Recognition Dialectic involved tension between denial and recognition of male sexual victimization. Male participants felt more vulnerable to wrongful accusation than to sexual violence. They felt more likely to be blamed and disbelieved, whether as respondents or complainants.

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Relating dialogue and dialectics: a philosophical perspective

Cited by 16 publications

References 36 publications

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

Overcoming violence through a democratic and dialogical process

Victimhood and Blame Dialectics in Culturally Diverse Male Students’ Discussions About Sexual Assault Policies

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