scholarly journals Values in dialogic pedagogy

2015 ◽  
Vol 3 ◽  
Author(s):  
Eugene Matusov ◽  
Jay Lemke
Keyword(s):  
Critical Examination ◽  
Critical Dialogue ◽  
Dialogic Teaching ◽  
Hand Shaping ◽  
Dialogic Pedagogy ◽  
Reflective Dialogue ◽  
Teaching Values ◽  
Interesting Discussion ◽  
The One ◽  
Successful Teaching

In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009). In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students’ critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.[1] See in a public Facebook domain: https://www.facebook.com/DialogicPedagogyJournal/posts/894734337204533, https://www.facebook.com/DialogicPedagogyJournal/posts/896916850319615

scholarly journals A student’s and a teacher's right to freedom of education

2020 ◽  
Vol 8 ◽  
pp. SF1-SF28
Author(s):  
Eugene Matusov
Keyword(s):  
Undergraduate Students ◽  
Psychology Students ◽  
Critical Examination ◽  
Special Issue ◽  
Final Word ◽  
Critical Dialogue ◽  
Dialogic Pedagogy ◽  
South Korean ◽  
Undergraduate Psychology ◽  
The Right

This conceptual essay, which opens the special issue, examines why a student’s right to freedom of education – the right for a student to define their own education – is so crucial for the education itself. Four diverse educational approaches are considered: training, closed socialization, open socialization, and critical examination, along with the Bakhtinian dialogic pedagogy to reveal the need for freedom of education within each of the approaches and the pedagogy. The eight aspects of the right to freedom are explicated. Three major objections against the right are considered and rebuked: 1) the Kantian paradox of autonomy and paternalism in education, 2) the paradox of learning and ignorance, and 3) fear of non-participation in education without coercion. The legitimate limitations of the right are discussed. Finally, the two major pathways to the right – radical and gradual – are analyzed. I sent the earlier draft of the paper to the Dialogic Pedagogy journal community, asking for critical commentaries. Many people submitted their critical commentaries involving their agreements, disagreements, associative readings, extensions, evaluations, and so on. My paper, their commentaries constitute this special, and my reply constitutes this special issue. Three people – David Kirshner, Belkacem TAIEB, and Jim Rietmulder – chose to provide commentaries on the margins. I included most of their comments on the margins as a new genre to promote a critical dialogue in our readers. Also, Belkacem TAIEB and Matthew Shumski submitted short commentaries that I included, below, at the end of this article as Appendix I and II. Jim Cresswell shared the manuscript with his undergraduate psychology students, and one student volunteered to add her commentary. Shelly Price-Jones shared it with her international undergraduate students studying English at a South Korean university. Twenty-one of them chose to provide a video reply. I selected a few of them that attracted my attention. Finally, I chose to address some of the issues brought in the presented critical commentaries either as my reply on the margins or at the end of this special issue. This should not be taken as “the final word” in the debate, but rather a dialogic response inviting other responses in the authors and in the audience.

scholarly journals HESS Opinions "Urgent water challenges are not sufficiently researched"

2009 ◽  
Vol 13 (6) ◽  
pp. 905-912 ◽  
Author(s):  
P. van der Zaag ◽  
J. Gupta ◽  
L. P. Darvis
Keyword(s):  
Water Governance ◽  
Research Priorities ◽  
Environmental Issues ◽  
Critical Examination ◽  
Adaptation To Climate Change ◽  
Demand And Supply ◽  
Global Demand ◽  
The One ◽  
Water Problems ◽  
Alternative Solutions

Abstract. In this opinion paper we submit that water experts conduct comparatively little research on the more urgent challenges facing the global community. Five specific biases are identified. First, research in the field of water and sanitation is heavily biased against sanitation. Second, research on food security is biased in favour of conventional irrigation and fails to address the problems and opportunities of rainfed agriculture. Third, insufficient water research is dedicated to developmental compared to environmental issues. Fourth, too little research is conducted on adaptation to climate change by developing countries. And finally, research on water governance has a fascination for conflict but too little eye for cooperation and meeting basic needs. This paper illustrates these biases with bibliometric indicators extracted from the ISI Web of Science. There is a stark mismatch between the global demand for knowledge and the supply of it. This mismatch is identified here as a problem that we water scientists must confront and resolve. We still lack a full understanding why this divergence between demand and supply occurs and persists; an understanding that is required to guide us towards aligning our research priorities to societal demands. The paper, however, makes some inferences. On the one hand, we should promote the global South to create its own research biases and allow it to develop alternative solutions. Simultaneously we would benefit from critical examination of our own research practice. Although this paper addresses a critical challenge it does not aim to be exhaustive or definitive. We merely identify the persistence of intransigent water problems as a valid research object in itself.

Information Security Aspect of Operational Risk Management

2009 ◽  
Vol 1 (2) ◽  
pp. 45-60 ◽  
Author(s):  
Janusz Zawiła-Niedźwiecki ◽  
Maciej Byczkowski
Keyword(s):  
Risk Management ◽  
Information Security ◽  
Organizational Structure ◽  
Operational Risk ◽  
The Other ◽  
Security Measures ◽  
Operational Risk Management ◽  
Hand Shaping ◽  
Product Service ◽  
The One

Information Security Aspect of Operational Risk ManagementImproving organization means on the one hand searching for adequate product (service) matched to the market, on the other hand shaping the ability to react on risks caused by that activity. The second should consist of identifying and estimating types of risk, and consequently creating solutions securing from possible forms of it's realization (disturbances), following rules of rational choice of security measures as seen in their relation to costs and effectiveness. Activities of creating the security measures should be organized as constantly developing and perfecting and as such they need formal place in organizational structure and rules of management

scholarly journals The corporate takeover of the online public sphere: A critical examination, with reference to 'the New Zealand case'

2005 ◽  
Vol 11 (1) ◽  
pp. 90-112 ◽  
Author(s):  
Lincoln Dahlberg
Keyword(s):  
New Zealand ◽  
Mass Media ◽  
Public Sphere ◽  
Critical Examination ◽  
The Internet ◽  
The Public ◽  
Multiple Alternative ◽  
The Public Sphere ◽  
The One ◽  
And Control

Much communications research is in agreement about the failure of mass media to adequately facilitate a public sphere of open and reflexive debate necessary for strong democratic culture. In contrast , the internet's decentralised, two-way communication is seen by many commentators to be extending such debate. However, there is some ambivalence among critical theorists as to the future role of the internet in advancing the public sphere. On the one hand, the internet is providing the means fot the voicing of positions and identities excluded from the mass media. On the other hand, a number of problem are limiting the extensiveness and effetivness of this voicing. One of the most significant problems is the corporate colonisation of cyberspace, and subsequent marginalisation rational-critical communication. It is this problem that i will focus on in this article, with reference to examples from what I refer to as the 'New Zealand online public sphere'. I show how online corporate portals and media sites are gaining the most attention orientated to public communication, including news, information, and discussion. These sites generally support conservative discourse and consumer practices. The result is a marginalisation online of the very voices marginalised offline, and also of the critical-reflexive form of communication that makes for a strong public sphere. I conclude by noting that corporate colonisation is as yet only partial, and control of attention and media is highly contested by multiple 'alternative' discursive spaces online.

scholarly journals ‘In This Interregnum’

2017 ◽  
Vol 26 (6) ◽  
pp. 716-734
Author(s):  
Henrique Carvalho ◽  
Alan Norrie
Keyword(s):  
Criminal Justice ◽  
Transitional Justice ◽  
World Order ◽  
Gender And Sexuality ◽  
Critical Examination ◽  
Legal Studies ◽  
History Of ◽  
The One ◽  
Different Response ◽  
And Control

In this article, we offer a critical examination of the long and rich history of criminal justice scholarship in the pages of Social and Legal Studies. We do so by identifying and exploring a dialectical tension in such scholarship, between the recognition of the role of criminal justice as an instrument of violence, exclusion and control on the one hand and the effort to seek, through or perhaps beyond the critique of criminal justice, an emancipatory project. We explore this tension by examining four areas in scholarship: popular justice, social control and governmentality, gender and sexuality and transitional justice. Relating forms of critique to the historical development of a unipolar political world order from the time of the journal’s inception, we argue that the criminal justice scholarship in Social and Legal Studies positions it, like the world it describes, in a sort of ‘interregnum’. This is a place where the tension between the two poles of emancipation and control is evident but shows few signs of resolution. Each of the four themes displays a different critical perspective, one that reflects a different response to living in a world where legal, social and political emancipation struggles against the weight and direction of history. Critique nonetheless reflects on criminal justice to reaffirm the need for emancipatory change and consider how it may be achieved.

The Standing is Slippery

Philosophy ◽  
2004 ◽  
Vol 79 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Michael J. Wreen
Keyword(s):  
Primitive Streak ◽  
Slippery Slope ◽  
Cutoff Point ◽  
Critical Examination ◽  
Slippery Slope Argument ◽  
Correct Form ◽  
The One ◽  
General Objection

This paper is a critical examination of the so-called slippery slope argument for the conservative position on abortion. The argument was discussed in the philosophic literature some time back, but has since fallen into disfavor.The argument is first exposed and a general objection to it is advanced, then rebutted. Rosalind Hursthouse's more detailed and stronger objection is next aired, but also found less than convincing. In the course of discussing her objection, the correct form of the argument is identified, and it's noted that rejection of the argument requires finding fault with its inductive premise. That, in turn, requires either (a) identifying and defending a cutoff point other than conception, or (b) not identifying a cutoff point but directly attacking the argument's conclusion. As far as (a) is concerned, all except one alternative cutoff point have severe problems that have been well discussed in the literature. The one that doesn't, the appearance of the ‘primitive streak’, is examined in detailed, but ultimately rejected. As for (b), five different grounds for rejecting the conclusion are identified and discussed, but none is found plausible.Variations on the slippery slope argument, concerning different conclusions that it may have, are then distinguished, related to each other, and critically discussed, and the paper ends with some cautionary remarks about the defense of the argument tendered.

scholarly journals Shaping national memory: The beginning of memorizing Stevan Stojanovic Mokranjac in Serbian music (1919-1923)

Muzikologija ◽  
2017 ◽  
pp. 199-218
Author(s):  
Biljana Milanovic
Keyword(s):  
Art Music ◽  
The Other ◽  
Critical Examination ◽  
Dominant Group ◽  
Musical Life ◽  
National Memory ◽  
State Apparatus ◽  
Choral Society ◽  
The One ◽  
The City

The organization of musical life of Belgrade as the capital of the newly founded Kingdom of Serbs, Croats and Slovenes was characterized by efforts towards a material, economic and cultural consolidation of the city after a war disaster; thus the mapping of continuity with pre-war traditions acquired a special significance. The first joint performance of Belgrade choirs in peacetime conditions, organised by the Belgrade Choral Society (1919) and dedicated exclusively to Mokranjac?s output testified to that effect. Soon there followed four similar events (1922- 1923), and then a manifestation of the transfer of Mokranjac?s remains from Skopje to Belgrade (1923). The aim of this article is to examine these events as the first, though belated (due to war circumstances) cases of memorizing Mokranjac after his death in 1914. This research has taken into account the processes of canonization of Mokranjac that had begun even during his lifetime, and the critical examination of the canon is complemented by theoretical elements from memory studies, because these events are about a (re)interpretation of the canon of national art music through strategies of memorialization. Concerts and narratives that are directly related to them are marked as artistic memorials to Mokranjac; afterwards, I analyzed the commemoration ceremony itself. Considering the results of the analysis, I concluded that these were two types of memorizing Mokranjac, one of which was in the domain of the professional music elite, while the other one acquired the proportions of the national-state event. Accordingly, they also offered two kinds of national memory. On the one hand, the version presented by the representatives of the elite contributed to the canonization of Mokranjac and the creation of national memory within the dominant group in the field of music which, through its narrative about Mokranjac, expressed its own aesthetic orientation and reinforced its social positions. On the other hand, the mass gathering of various representatives of the state, civil institutions and citizens pointed to the apposite narratives of glorifying Mokranjac, while loading the ideology of the official state apparatus and putting memories of Mokranjac into desirable Yugoslav frameworks.

scholarly journals Controversies and consensus in research on dialogic teaching and learning

2020 ◽  
Vol 8 ◽  
Author(s):  
Christa S. C. Asterhan ◽  
Christine Howe ◽  
Adam Lefstein ◽  
Eugene Matusov ◽  
Alina Reznitskaya
Keyword(s):  
Teaching And Learning ◽  
Common Interest ◽  
Theoretical Frameworks ◽  
Present Contribution ◽  
Dialogic Teaching ◽  
Dialogic Pedagogy ◽  
Positive Side ◽  
Classroom Dialogue ◽  
Theoretical Foundations

Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other’s work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement[1]. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.[1] The authors of this article are five scholars, the dialogic provocateur and the four respondents. The order of appearance of the authors was determined alphabetically.

scholarly journals Epistemological Approaches to Dialogic Teaching in a Conventional Setting - Critical Review

2014 ◽  
Vol 2 ◽  
Author(s):  
Nermine Abd Elkader
Keyword(s):  
New York ◽  
Critical Review ◽  
Theoretical Framework ◽  
Teachers College ◽  
Dialogic Teaching ◽  
Dialogic Pedagogy ◽  
English Classroom

Book review for Dialogic Pedagogy Journal: This is a review of the book 'Inspiring dialogue: Talking to learn in the English classroom' by Juzwik et al. (2013), New York, NY: Teachers College Press, 162 pages, $ 32 (paper). The review looks critically at the theoretical framework of the book and compares it to the ontological tradition of Baktinian dialogue. The review aims to find the strengths of the book and meanwhile exposes its weaknesses in light of the interpretation of the Bakhtin's circle and modern Bakhtinian scholars of dialogic pedagogy.

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