David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (9):913-925 (2012)
The purpose of this paper is to show that genuine dialogue is a refined human achievement and probably the most valid criterion on the basis of which we can evaluate educational or social policy and practice. The paper explores the prerequisites of dialogue in the language games, the common certainties, the rules of logic and the variety of common virtues; defends dialogue as a normative concept and interprets the principles of dialogue as extensions of its prerequisite virtues. Finally, it examines the social conditions that are conducive to dialogue and those that frustrate it
|Keywords||dialogue education communication|
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References found in this work BETA
Aristotle (2004). The Nicomachean Ethics. Penguin Books.
Kathleen Freeman & Hermann Diels (eds.) (1948). Ancilla to the Pre-Socratic Philosophers. Cambridge, Harvard University Press.
Paulo Freire (2008/1986). Pedagogy of the Oppressed. In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Paulo Freire (1970). Pedagogy of the Oppressed. Bloomsbury Academic.
Citations of this work BETA
Christopher Leigh Coney (forthcoming). Critical Thinking in its Contexts and in Itself. Educational Philosophy and Theory:1-14.
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