Illocutionary Compulsion as a Sign of Pseudocommunication

The study is timely and actual, since at present, due to the aggravation of interethnic and interstate relations, it is necessary to study discursive mechanisms, taking into account which would more successfully develop methods and models of dialogical discourse, formulate criteria and choose adequate means of carrying out dialogical activities at different levels of communication. The purpose of the study is to identify the features of dialogical speech in ineffective communication situations. The dialogical discourse fragments extracted by applying continuous sampling method the 20th century fiction which served as the material of the study. The methods of contextual analysis, interactional and intentional analysis were used in the study. The research allows comprehend from a linguistic point of view the regulation process of speech behavior of the dialogical interaction participants, to deepen the knowledge of nature and features of speech communication. Illocutionary compulsion is considered to be creating conditions by the communicant when the communicative partner is forced to participate in the communicative process contrary to the will and desire. The factor of illocutionary compulsion means dialogic interaction infringement on the communicative level, performing communicative characteristics of the dialogical discourse and determining the unity of the content aspect of the dialogical interaction; on the interactive level, which determines the interconnectedness of speech actions in communication; and on the perceptual level, associated with the personal socio-psychological and emotional-expressive characteristics of the communicants. On the communicative level such violations mean inconsistency of communicative intentions and strategies of the partners, inadequacy of the illocutionary focus, both structural and semantic incompatibility of replicas of partners, uninformativeness, unactuality, insignificance of messages within the dialogical interaction, violation of the principles governing speech communication. On the interactive level, such violations are manifested as the lack of interaction synchronization of speech actions of the communicants, non-focus of the partners actions on correlating the goals of each of the parties and on organizing their achievement, the lack of connection between speech courses and the lack of verbal and non-verbal signals providing interaction regulation. On the perceptual level such violations are incompatibility of peculiarities of worldview and world perception of the communicants, inadequacy of perception, interpretation and assessment of communicative partners of each other, inconsistency in motivation for actions, inadequate tonality of communication, incompatibility of expression of an emotional state and psychological mood. Thereby the factor of illocutionary compulsion promotes the formation of pseudocommunicative contacts situations. The process does not lead to the jointly created result, since it is carried out exclusively as a speaking process. The phenomenon of the pseudocommunicative contact includes various types of other negative phenomena and is characterized by the lack of general communicative meaning. The communication is made as a process but not a result therefore it is considered as unsuccessful, ineffective and unpromising

Use of andragogical methods in the process of improving the bioethics competence of medical students in forming a healthy lifestyle

The article highlights the peculiarities of teaching medical students the basics of "Fundamentals of Bioethics and Biosafety" using andragogic models of the educational process and interactive principles of learning, such as dialogic interaction, cooperation and collaboration, active-role (playing) participation, as well as organization of training to improve communication skills in combating bad habits and maintaining a healthy lifestyle.Aim. To reveal the possibilities of andragogical methods of teaching "Fundamentals of Bioethics and Biosafety" in considering the issues of bioethical aspects of health, the formation of a professional approach and critical attitude of medical students to bad habits, motivation for a healthy lifestyle.Conclusion. The introduction of interactive methods of andragogy in the educational process deepens the knowledge and forms skills of medical students in the educational component "Fundamentals of Bioethics and Biosafety", actualizes the problem of bad habits as a leading threat to health, promotes awareness of the role of future health professionals in promoting healthy lifestyle on the ground of knowledge and bioethical approaches to the factors of negative and positive effects on health.

The Dialogical Form of Philosophical Practice: Structuring the Discursive Flow in Socratic Dialogue

"Based on the transcript of a fragment from a philosophical practice session carried by Oscar Brenifier, I flesh out several aspects of this dialogical form of philosophical practice. First, it is a form of interaction grounded in the interlocutors’ interaffection. Second, the main mechanism of carrying through the dialogic interaction is the practitioner’s repeating the other’s words, writing them down, and then questioning them, thus extracting them from the other’s discursive flow and making them shared objects for an intersubjective gaze. Third, this form of dialogue is asymmetrical: while the other is providing the “content”, the practitioner is responsible for explicating it. Keywords: Socratic Dialogue; Philosophical Practice; Dis-cursive Flow; Discourse Analysis; Intersubjectiv-ity "

Beckett and the Cognitive Method

How can literature enhance, parallel or reassess the scientific study of the mind? Or is literature instead limited to the ancillary role of representing cognitive processes? Beckett and the Cognitive Method argues that Beckett’s narrative work, rather than just expressing or rendering cognition and mental states, inaugurates an exploratory use of narrative as an introspective modeling technology (defined as “introspection by simulation”). Through a detailed analysis of Beckett’s entire corpus and published volumes of letters, the book argues that Beckett pioneered a new method of writing to construct (in a mode analogous to scientific inquiry) “models” for the exploration of core laws, processes, and dynamics in the human mind. Marco Bernini integrates models, problems, and interpretive frameworks from contemporary narrative theory, cognitive sciences, phenomenology, and philosophy of mind to make a case for Beckett’s modeling practice of a vast array of processes including: the (narrative) illusion of a sense of self, the hallucinatory quality of inner speech, the dialogic interaction with memories and felt presences, the synesthetic nature of inner experience and mental imagery, the developmental cooperation of language and locomotion, the role of moods and emotions as cognitive drives, the layered complexity of the mind, and the emergent quality of consciousness. Beckett and the Cognitive Method also reflects on how Beckett’s “fictional cognitive models” are transformed into reading, auditory, or spectatorial experiences generating through narrative devices insights on which the sciences can only discursively or descriptively report. As such, the study advocates for their relevance to the contemporary scientific debate toward an interdisciplinary co-modeling of cognition.

Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning

PurposeThe purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.Design/methodology/approachTwo coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.FindingsResults show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.Practical implicationsThe representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.Originality/valueThe paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.

Beyond the Threshold – Autobiography, Dialogic Interaction, and Conversion in Gerard Manley Hopkins’s and W. Abdullah Quilliam’s Poetry

The intertwinement of poetic life writing and theological reflections has a long-standing history in British literature. This paper shows how two Victorian poets – Gerard Manley Hopkins and W. Abdullah Quilliam – use dialogic strategies to establish an autobiographic voice, which becomes an essential poetic means of the text. Through the representation of dialogic encounters, the poems establish an autobiographic mode of speaking, which is used to articulate individual conversion experiences and to negotiate conversion as an encounter with God. Based on the works of Martin Buber and Emmanuel Levinas, I will show how a dynamic understanding of text and conversion experience is essential to a reading that seeks to explore the poetic construction of Hopkins’s as well as Quilliam’s works. The representation of the dynamic encounter of the self and the Divine in the contact zone of the text provides a frame in which the authors locate themselves with regard to the religious majority of Victorian Britain. The texts link the spiritual journey of conversion to the self as being caught in the world, responding to God’s call as an answer to the world’s condition.

Practice Makes Dialogue: Reconceptualizing Constitutional Interaction between Courts and Legislatures

The question of how to understand and conceptualize inter-institutional interaction between courts and legislatures, particularly in the context of constitutional challenges, has drawn considerable attention over the years. This question is of special importance to the apprehension of constitutional dialogue as simultaneously describing and shaping constitutional interaction. This article focuses on the descriptive aspects of the constitutional dialogue and through them proposes a reconceptualization of constitutional dialogue, which is not based on the mere existence of legislative responses or the number thereof, or on the existence of different structural constitutional mechanisms. Instead, this reconceptualization is based on the de facto use in constitutional practices during the routine constitutional examination process, by the judiciary and political branches altogether. The article introduces a breadth-and-depth approach, which observes many constitutional decisions and legislative responses and uses them to analyze the nature of courts-legislatures dynamics. These insights are derived not only from the mere existence of a ruling or a statute, but also from the content and design of the institutional outcome thereof. The conclusions drawn using this approach are comprehensive, providing insight into the constitutional and dialogic interaction between courts and legislatures in each constitutional system, as well as identifying trends and changes as they occur. The article also offers an application of this approach to Israeli jurisprudence, illuminating the depth and complexity of this interaction, and enabling us to recognize it as a constitutional system with strong dialogic characteristics.

Partnership Dynamics in University-Community Engagement:

Cooperation and reciprocity between university actors and community research assistants through university-community engagement has the potential to lead to knowledge creation and improved research uptake.However, there is a paucity of research on the relational dynamics and operating processes in successful partnerships between multi-disciplinary university scientists and community research assistants. This study investigated the case of the Tackling Infections to Benefit Africa (Tiba) research team based at the University of KwaZulu-Natal to identify the attributes associated with constructing and sustaining transformative university-community engagement through multi-disciplinary research teams. Data was collected by means of participant observation, ethnographic conversation interviews, and in-depth interviews with key participants including co- --mmunity research assistants and university-based researchers. The results show that organisational structure and qualities, academic principles and social qualities underpin the success of multi-disciplinary research teams. Based on the findings, we assert that dialogic interaction, respect, ‘demystification of science’ and knowledge plurality facilitate relationships between researchers and community research assistants that can aid in framing sustainable university-community engagement as a way to work with the community rather than ways to work for it. Key words: university-community engagement, social attributes, partnership dynamics, multi-disciplinary research, community research assistants