Simulated Selfhood, Authentic Dialogue: An Intersubjective-Systems Look at Treating Addiction

2020 ◽  
Vol 15 (4) ◽  
pp. 412-420
Author(s):  
Darren Haber
Keyword(s):  
Authentic Dialogue

The Adult Literacy Process as Cultural Action for Freedom

1970 ◽  
Vol 40 (2) ◽  
pp. 205-225 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Third World ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Human Beings ◽  
Sound System ◽  
Authentic Dialogue ◽  
Positive Action ◽  
Literacy Process ◽  
World Perspective

Dr. Freire writes from a Third World perspective, but with obvious implications for education in general. He rejects mechanistic conceptions of the adult literacy process, advocating instead a theory and practice based upon authentic dialogue between teachers and learners. Such dialogue, in Freire's approach, centers upon codified representations of the learners' existential situations and leads not only to their acquisition of literacy skills, but more importantly to their awareness of their right and capacity as human beings to transform reality. Becoming literate,then, means far more than learning to decode the written representation of a sound system. It is truly an act of knowing, through which a person is able to look critically at the culture which has shaped him, and to move toward reflection and positive action upon his world.

scholarly journals Sjeta religije i zov demokracije

2018 ◽  
Vol 39 (16) ◽  
Author(s):  
Esad Čimić
Keyword(s):  
Cultural Differences ◽  
Contemporary Society ◽  
Authentic Dialogue ◽  
Precise Measure

The author is of the opinion that his problematics focuses on the fact that many people have deprived themselves of emphatising with authentic border situations. As though the the category of people who, regardless of their thought formation, rejects any backing from god who is not beforehand an ally of humanity as they perceive it, is growing. The person is a growing perfection (S. G. Jung) so dial one gains and does not loose in colliding with the fire of God. Freedom appears as the possibility of freedom and is not reducible to choice. Monotheistic religions will loose their stride if they do noi ready themselves for an authentic dialogue amongst themselves. The coping with interconfessional relationships is a precise measure of cultural differences in contemporary society: if they are not reflected in a negative manner on these relationships than these differences are minimal. Democracy manifests itself through the prism of two concepts of politics: (a) the nihilistic-misanthropic and authoritarian and (b) the andiropological-humanistic and democratic concept. Three myths of the communist ideological and political formation give way before three myths of societies of transition.

The power of authentic dialogue

2006 ◽  
Vol 2006 (42) ◽  
pp. 36-40 ◽  
Author(s):  
George Kohlrieser
Keyword(s):  
Authentic Dialogue

Cultural Action and Conscientization

1970 ◽  
Vol 40 (3) ◽  
pp. 452-477 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Political Process ◽  
Specific Reference ◽  
The Social ◽  
Authentic Dialogue ◽  
Literacy Process ◽  
The Masses ◽  
The Third World ◽  
And Function ◽  
Historical Transition

In the May 1970 issue of the Review, Dr. Freire described the adult literacy process as an act of knowing through which a person is able to analyze critically the culture which has shaped him and to move toward reflection and positive action upon his world. Such education in Freire's view is cultural action for freedom, through authentic dialogue rather than for domestication. In this concluding section, the author proceeds to consider the philosophical basis and the social context of his own thought. With specific reference to Latin America, he discusses the emergence of the masses into the political process in the Third World and analyzes the levels of consciousness which characterize that emergence. Finally he discusses the nature and function of a truly liberating education in this period of historical transition.

A Proposal for a New Schooling: Reciprocity and Authentic Dialogue

2011 ◽  
Vol 18 (3) ◽  
pp. 297-300 ◽  
Author(s):  
Mark Philip Smith ◽  
Eugene Matusov
Keyword(s):  
Authentic Dialogue

scholarly journals LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE

2021 ◽  
Author(s):  
Barbara Shapir ◽  
◽  
Teresa Lewin ◽  
Samar Aldinah ◽  
◽  
...  
Keyword(s):  
Social Support ◽  
Learning Process ◽  
Classroom Environment ◽  
Research Methodology ◽  
Community Of Learners ◽  
Authentic Dialogue ◽  
New Knowledge ◽  
Reciprocal Process ◽  
Meaningful Communication

The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.

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