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For other uses, see. Dialogue (sometimes spelled dialog in ) is a written or spoken exchange between two or more people, and a and form that depicts such an exchange.
As a, or device, it is chiefly associated in the West with the as developed by, but antecedents are also found in other traditions including. In the 20th century, philosophical treatments of dialogue emerged from thinkers including,. Although diverging in many details, these thinkers have articulated a holistic concept of dialogue as a multi-dimensional, dynamic and context-dependent process of creating meaning. Educators such as Freire and have also developed a body of theory and techniques for using as a pedagogical tool. Oldest extant text of Plato's Antiquity and the Middle Ages Dialogue as a genre in the and dates back to ancient works, such as preserved in copies from the late third millennium BC, and the. In the East, In 13th century Japan, dialogue was used in important philosophical works.
See also: Two French writers of eminence borrowed the title of Lucian's most famous collection; both (1683) and (1712) prepared Dialogues des morts ('Dialogues of the Dead'). Contemporaneously, in 1688, the French philosopher published his Dialogues on and Religion, thus contributing to the genre's revival in philosophic circles. In English non-dramatic literature the dialogue did not see extensive use until employed it, in 1713, for his treatise,.
His contemporary, the Scottish philosopher wrote Dialogues Concerning Natural Religion. A prominent 19th-century example of literary dialogue was 's (1821–1828). In Germany, adopted this form for several important satirical works published between 1780 and 1799. In Spanish literature, the Dialogues of (1528) and those on Painting (1633) by are celebrated. Italian writers of collections of dialogues, following Plato's model, include (1586), (1632), (1770), (1825), and a host of others.
In the 19th century, the French returned to the original application of dialogue. The inventions of ', of, and of others, which tell a mundane wittily and maliciously in conversation, would probably present a close analogy to the lost mimes of the early Sicilian poets. English writers including also adopted the form, but these dialogues seem to have found less of a popular following among the English than their counterparts written by French authors. The, as a distinct genre which features Socrates as a speaker and one or more interlocutors discussing some philosophical question, experienced something of a rebirth in the 20th century. Authors who have recently employed it include, in his eminent Dialogues in Limbo (1926, 2nd ed. 1948; this work also includes such historical figures as, and as speakers). Also and used the dialogue form.
Stein imagined a dialogue between (phenomenologist) and (metaphysical realist). Murdoch included not only Socrates and Alcibiades as interlocutors in her work Acastos: Two Platonic Dialogues (1986), but featured a young Plato himself as well. More recently wrote Tetralogue, a philosophical exchange on a train between four people with radically different views. As topic. A leading 20th-century thinker on dialogue. Assigns dialogue a pivotal position in his.
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His most influential work is titled. Buber cherishes and promotes dialogue not as some purposive attempt to reach conclusions or express mere points of view, but as the very prerequisite of authentic relationship between man and man, and between man. Buber's thought centers on 'true dialogue', which is characterized by openness, honesty, and mutual commitment.
The placed a major emphasis on dialogue with the World. Most of the Council's documents involve some kind of dialogue: dialogue with other religions ( ), dialogue with other Christians , dialogue with modern society ( ) and dialogue with political authorities. However, in the English translations of these texts, 'dialogue' was used to translate two Latin words with distinct meanings, colloquium ('discussion') and dialogus ('dialogue'). The choice of terminology appears to have been strongly influenced by Buber's thought. The originated a related form of dialogue where a group of people talk together in order to explore their assumptions of thinking, meaning, communication, and social effects. This group consists of ten to thirty people who meet for a few hours regularly or a few continuous days. In a, dialoguers agree to leave behind tactics that attempt to convince and, instead, talk from their own experience on subjects that are improvised on the spot.
In his influential works, philosopher and provided a methodology to define the dialogue, its nature and meaning: Dialogic relations have a specific nature: they can be reduced neither to the purely (even if dialectical) nor to the purely linguistic (-) They are possible only between complete of various speaking subjects. Where there is no word and no, there can be no dialogic relations; they cannot exist among objects or logical quantities (concepts, judgments, and so forth). Dialogic relations presuppose a language, but they do not reside within the system of language. They are impossible among elements of a language. The educationalist, known for developing popular education, advanced dialogue as a type of pedagogy.
Freire held that dialogued communication allowed students and teachers to learn from one another in an environment characterized by respect and equality. A great advocate for oppressed peoples, Freire was concerned with praxis—action that is informed and linked to people's values. Dialogued pedagogy was not only about deepening understanding; it was also about making positive changes in the world: to make it better. As practice. A classroom dialogue at.
Dialogue is used as a practice in a variety of settings, from to. Influential theorists of dialogal education include. In the United States, an early form of dialogic learning emerged in the movement of the early to mid-20th century, which emphasized egalitarian dialogues in small classes as a way of understanding the foundational texts of the. Institutions that continue to follow a version of this model include the, in Chicago, and in Annapolis and Santa Fe. Egalitarian dialogue. Main article: Egalitarian dialogue is a concept in.
It may be defined as a dialogue in which contributions are considered according to the validity of their reasoning, instead of according to the status or position of power of those who make them. Structured dialogue Structured dialogue represents a class of dialogue practices developed as a means of orienting the dialogic discourse toward problem understanding and action. Whereas most traditional dialogue practices are unstructured or semi-structured, such conversational modes have been observed as insufficient for the coordination of multiple perspectives in a problem area. A disciplined form of dialogue, where participants agree to follow a dialogue framework or a, enables groups to address complex shared problems. (who created structured dialogue design) and (who created science of generic design) were two of the leading developers of this school of dialogue.
The rationale for engaging structured dialogue follows the observation that a rigorous bottom-up democratic form of dialogue must be structured to ensure that a sufficient variety of stakeholders represents the problem system of concern, and that their voices and contributions are equally balanced in the dialogic process. Structured dialogue is employed for complex problems including (e.g., ) and indigenous community development., as well as government and social policy formulation. In one deployment, structured dialogue is (according to a European Union definition) 'a means of mutual communication between governments and administrations including and young people. The aim is to get young people's contribution towards the formulation of policies relevant to young peoples lives.'
The application of structured dialogue requires one to differentiate the meanings of discussion and deliberation. Groups such as Worldwide Marriage Encounter and Retrouvaille use dialogue as a communication tool for married couples. Both groups teach a dialogue method that helps couples learn more about each other in non-threatening postures, which helps to foster growth in the married relationship. Dialogical leadership The German philosopher and classicist emphasizes the original term of dialogue, which goes back to Heraclitus: 'The logos.
answers to the question of the world as a whole and how everything in it is connected. Logos is the one principle at work, that gives order to the manifold in the world.' For Dietz dialogue (gr. Dia-logos) means 'a kind of thinking, acting and speaking, which the logos 'passes through' Therefore, talking to each other is merely one part of 'dialogue'. Acting dialogically means directing someone's attention to another one and to reality at the same time. Against this background and together with Thomas Kracht, Karl-Martin Dietz developed what he termed ' as a form of organizational management.
In several German enterprises and organisations it replaced the traditional human resource management, e.g. In the German chain. Separately, and earlier to Thomas Kracht and Karl-Martin Dietz, Rens van Loon published multiple works on the concept of, starting with a chapter in the Dutch book, The Organization as Story (2003). Van Loon is the chair of Dialogical Leadership at Tilburg University in the Netherlands, Department of Humanities and Ethics. Moral dialogues Moral dialogues are social processes which allow societies or communities to form new shared moral understandings.
Moral dialogues have the capacity to modify the moral positions of a sufficient number of people to generate widespread approval for actions and policies that previously had little support or were considered morally inappropriate by many. Communitarian philosopher Amitai Etzioni has developed an analytical framework which—modeling historical examples—outlines the reoccurring components of moral dialogues. Elements of moral dialogues include: establishing a moral baseline; sociological dialogue starters which initiate the process of developing new shared moral understandings; the linking of multiple groups' discussions in the form of “megalogues”; distinguishing the distinct attributes of the moral dialogue (apart from rational deliberations or culture wars); dramatization to call widespread attention to the issue at hand; and, closure through the establishment of a new shared moral understanding.
Moral dialogues allow people of a given community to determine what is morally acceptable to a majority of people within the community. See also.
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