Dialogism

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Word and Image: From Binarism to Dialogism

by Farzaneh Doosti

منتشرشده در نقدنامه هنر، شماره 2، 1391

A Publicidade das Instituições Bancárias em Situação de Conflito com seu Público- Alvo

by Vander Casaqui

Neste artigo, analisamos as estratégias comunicacionais de algumas das principais instituições bancárias do país, sob... more Neste artigo, analisamos as estratégias comunicacionais de algumas das principais instituições bancárias do país, sob a ótica do ethos publicitário. A dinâmica do processo publicitário, na relação interdependente entre o ethos projetado do anunciante, elaborado em função do público-alvo de sua entrada-em-cena, faz perceber, através do corpus selecionado, traços de negociação simbólica que apontam para uma situação
contemporânea de conflito; emerge, dessa forma, o ethos cético e insatisfeito do consumidor, abordado em estratégias distintas pelas várias marcas que procuram incorporar, dissimular, redirecionar, responder ao ethos do público percebido no projeto
de ressemantização, de desconstrução do campo simbólico de atuação bancária.

Book Review: M.Kristiansen, J.Bloch-Poulsen (2005), Midwifery and Dialogue in Organizations – Emergent Mutual Involvement in Action Research

by Olav Eikeland

Rainer Hampp Verlag, München & Mering 2005, 297 pp., € 29.80
ISBN 3879889937

Towards a dialogic understanding of print media stories about black/white interracial families

by Victor Kulkosky

Re-theorising the student dialogically across and between boundaries of multiple communities

by Michiel van Eijck

Epistemic Subjects, Discursive Selves, and Dialogical Self Theory in the Psychology of Moral and Religious Development: Mapping Gaps and Possible Bridges

by Paulo Jesus

Day, J. & Jesus, P. (in press). Epistemic Subjects, Discursive Selves, and Dialogical Self Theory in the Psychology of Moral and Religious Development: Mapping Gaps and Possible Bridges, Journal of Constructivist Psychology.

This article charts various communalities and differences between cognitive-developmental and socio-cultural models in... more This article charts various communalities and differences between cognitive-developmental and socio-cultural models in the psychology of moral and religious development, with particular attention to Hubert Hermans’ model of the “dialogical self”. The authors propose that despite marked differences, even oppositions, between conceptual models and visions of the human subject in these two ways of conceiving psychological functioning, the cognitive-developmental approach and the narrative-dialogical approach show meaningful correlations, and overlap. Arguing for a “meta-dialogical” perspective benefitting from both cognitive-developmental and dialogical-self contributions, the article then goes on to explore some implications for moral and religious education.

Teoría dialógica de la comunicación: devolver al hombre-con-el-hombre al centro de la investigación / Dialogic Theory of Communication, or how human relationship belongs to the core of the definition of communication

by Álvaro Abellán-García Barrio

Este artículo expone sintéticamente las pretensiones de la Teoría dialógica de la comunicación (TDC). Esta teoría... more Este artículo expone sintéticamente las pretensiones de la Teoría dialógica de la comunicación (TDC). Esta teoría pretende configurar un corpus disciplinar que integre las teorías e investigaciones particulares, ordenándolas entre sí y orientándolas al desarrollo integral de la persona en su vida social. Para ello, sitúa al hombre en el centro de su reflexión y extrae las consecuencias que se derivan de ello. La TDC entra en diálogo con las diversas perspectivas que han abordado la Teoría de la Comunicación, se asienta en la firmeza de la filosofía perenne y se inspira en el pensamiento existencial, relacional, personalista y dialógico.

This paper is an attempt to present briefly the claims of the dialogic theory of communication (TDC). The goal of this theory is to get a basic corpus of the discipline in which different theories and researches are integrated, organized and aimed towards the full development of the individual in society. To achieve this, TDC places human being at the centre of its reflection and draws the consequences of doing do. TDC engages itself in a conversation with different approaches to the study of Communication Theory, is founded on the strength of the perennial philosophy and is heavily inspired by the existential, relational, personalist and dialogical thinking.

Intersubjectivity: Towards a dialogical analysis

by Flora Cornish

UNRAVELLING FAMILY TRUTHS: NARRATIVE POLYGLOSSIA OF THE SPECKLED PEOPLE BY HUGO HAMILTON

by Tatjana Bicjutko

Crítica acrítica, crítica crítica

by José Angel García Landa

Acritical Criticism, Critical Criticism
   
This paper theorizes critical readings from an... more Acritical Criticism, Critical Criticism
   
This paper theorizes critical readings from an interactional / argumentative point of view, situating them on a scale going from consonant, "friendly" criticism, to dissonant, confrontational or "unfriendly" criticism. Some key critical notions (by Oscar Wilde, Stanley Fish, Paul Ricoeur, Judith Fetterley and H. Porter Abbott) are examined in the light of this conception of criticism, and situated within the framework of interactional pragmatics.

Keywords: Criticism, Pragmatics, Dialogism, Wilde, Fish, Ricoeur, Interaction, Emergence, Ideology

The paper is in Spanish.

Onko kieltä olemassa? Teoreettinen kielitiede, soveltava kielitiede ja kielen oppimisen tutkimus

by Minna Suni

Hannele Dufva, Mari Aro, Minna Suni, Olli-Pekka Salo (2011). Onko kieltä olemassa? Teoreettinen kielitiede, soveltava kielitiede ja kielen oppimisen tutkimus. In  Esa Lehtinen, Sirkku Aaltonen, Merja Koskela, Elina Nevasaari & Mariann Skog-Södersved (eds.) AFinLA-e 3, 22-34

This article discusses two very different views of language and relates the discussion to the roles of theoretical and... more This article discusses two very different views of language and relates the discussion to the roles of theoretical and applied linguistics. The particular focus is on discussing the influence of language conceptualisations to the theories and practices of language learning and teaching. The formalist-mentalist tradition of theoretical linguistics, influenced by the history and development of nation states and their national languages, is criticised. It is argued that the traditional view of language as a static system of symbols and representations needs to be thoroughly re-evaluated. An alternative approach, based on dialogical and sociocultural views of language, is introduced. In this approach, language is seen as languaging: as relational, dynamic and multimodal activity. The implications of this alternative conceptualisation of language to language education are discussed.

Dufva, H., M. Aro, M. Suni & O.-P. Salo (2011). Onko kieltä olemassa? Teoreettinen kielitiede, soveltava kielitiede ja kielen oppimisen tutkimus. AFinLA-e publication 3 (2011). 22-34.

by Hannele Dufva

This article discusses two very different views of language and relates the discussion to the roles of theoretical and... more This article discusses two very different views of language and relates the discussion to the roles of theoretical and applied linguistics. The particular focus is on discussing the influence of language conceptualisations to the theories and practices of language learning and teaching. The formalist-mentalist tradition of theoretical linguistics, influenced by the history and development of nation states and their national languages, is criticised. It is argued that the traditional view of language as a static system of symbols and representations needs to be thoroughly re-evaluated. An alternative approach, based on dialogical and sociocultural views of language, is introduced. In this approach, language is seen as languaging: as relational, dynamic and multimodal activity. The implications of this alternative conceptualisation of language to language education are discussed.

Rethinking Language Learning: Virtual Worlds as a Catalyst for Change

by Dongping Zheng

Zheng, D. & Newgarden, K. (2012). Rethinking language learning: Virtual World as a catalyst for change. International Journal of Learning and Media, 3(2), 13-36

Research on educationally designed game-based
virtual learning environments and virtual worlds
has begun to... more Research on educationally designed game-based
virtual learning environments and virtual worlds
has begun to explore the affordances of 3Dmetaverses
for engaging learners in ways that contrast
with formal schooling. Applying constructs from
ecological psychology, distributed cognition, and
sociocultural perspectives, design-based longitudinal
studies have shown the quality of learning
taking place in technology-supported collaborative
environments. But what are the affordances
of virtual environments for second language
learning? How can we design for a nonlinear experience
of action and interaction that exploits
these affordances? We explored current language
teaching practices in Second Life and found that
many educators simply apply their classroom
approaches in the virtual space, treating the environment
merely as input. Designing for optimal
learning opportunities in virtual worlds
requires that we rethink second language acquisition
by grounding it in the ecological psychology
concepts of perception-action, values-realizing,
coaction, and languaging.We call for a rethinking
of pedagogies based on input/outputmodels
that imply a linear progression from an initial
to a goal state. Instead cognition is embodied
and distributed, and avatars in 3D worlds allow
us to experience virtual environments in embodied,
dialogical ways. Language learning in virtual
worlds calls for design that prioritizes opportunities
for distributedmeaning-making and
coaction in values-realizing activities that go beyond
task-based learning, autonomy, and construction
of a second language identity.

Amerindian anthropology and cultural psychology: Crossing boundaries and meeting otherness' worlds

by Danilo Silva Guimarães

Connections between the sensible and the language in To the left of the father

by Danilo Silva Guimarães

Commentary: The complex construction of psychological identities in Palestine: Integrating narratives and life experiences

by Danilo Silva Guimarães

Music listening circles: Contributions from development education to democratising classical music

by Danilo Chaib

Cite article as: Chaib, D (2010) 'Music listening circles: Contributions from development education to democratising classical music developments' in Policy & Practice: A Development Education Review, Vol. 10, Spring 2010, pp.42-58, available at: http://www.developmenteducationreview.com/issue10-focus1

Development education (DE) has made and continues to make a significant contribution to music education. Specifically,... more Development education (DE) has made and continues to make a significant contribution to music education. Specifically, Freire’s culture circles have evolved into two musical and literacy education approaches towards dialogic learning in Spain.  Through the work of many scholars these Freirean circles have now morphed into two new categories: a) ‘tertulias dialógicas literarias’ or ‘dialogical literacy circles’ reflecting the literacy approach; and b) ‘tertulias dialógicas musicales’ or ‘dialogical music listening circles’, reflecting the musical education approach. In this article, Danilo Martins de Castro Chaib examines how the theory underlining the practice of the music circle impacts and alters our understanding of how Pierre Bourdieu’s theory of cultural capital relates to Iris Young’s cultural imperialism. It will look at the social groups that support these circles such as the federations and confederations created by the participant groups. It will also examine how particular practices coming from the field of development education assist these culture circles in achieving their key objective, i.e. the wider appreciation of music and literature by facilitating the creation of new interpretations and developing tastes born of the particular cultural background of each participant.

Book review: Grillo, Eric (Ed.) (2005). Power without Domination. Dialogism and the Empowering Property of Communication

by Alon Lischinsky

Journal of Language and Politics 9:1 (2010), 167–171

Hacia un concepto 'distinto actual'de la interactividad

by Álvaro Abellán-García Barrio