David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (9):926-941 (2012)
Dialogic or dialogical education is an umbrella term that encompasses a myriad of different and at times conflicting approaches. As there is no agreed-upon definition of ‘dialogue’ (not that there is or should be one unified definition), and even fewer clear and systematic guidelines for application, researchers and practitioners in the DE field are faced with countless questions and dilemmas. My aim in this paper is therefore to offer some ideas for a general outline of how to employ systematic thinking on DE. This outline can serve as a basis for the development of a methodological tool that can enable researchers and practitioners to think about and apply dialogical practices with greater clarity, coherency and consistency. Following a normatively oriented (rather than instrumental) systematic line of reasoning, this paper will begin by discussing the basic values of three central dialogical approaches and then move on to discuss more practical parameters that surpass strictly pedagogical and didactic concerns
|Keywords||deconstruction Habermas Dialogic Education Socratic Dialogue dialogical values systematic thinking|
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References found in this work BETA
Gert J. J. Biesta (1994). Education as Practical Intersubjectivity: Towards a Critical-Pragmatic Understanding of Education. Educational Theory 44 (3):299-317.
Didier Cahen (2001). Derrida and the Question of Education: A New Space for Philosophy. In Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & Education. Routledge. 12--31.
Maeve Cooke (1997). Authenticity and Autonomy: Taylor, Habermas, and the Politics of Recognition. Political Theory 25 (2):258-288.
D. Egéa-Kuehne & Gert Biesta (2001). Opening: Derrida & Education. In Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & Education. Routledge.
James Gordon Finlayson (2005). Habermas: A Very Short Introduction. Oxford University Press.
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