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|
|Categories||categorize this paper)|
References found in this work BETA
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Citations of this work BETA
Dialogue as the Negation of Hegemony: An African Perspective.Pascah Mungwini - 2015 - South African Journal of Philosophy 34 (4):395-407.
Critical Thinking in its Contexts and in Itself.Christopher Leigh Coney - 2015 - Educational Philosophy and Theory 47 (5):515-528.
How to Create the Ideal Son: The Unhidden Curriculum in Pseudo-Plutarch On the Training of Children.Graeme Francis Bourke - 2013 - Educational Philosophy and Theory 46 (10):1-13.
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