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Dialogue is Not Just Talk by Carolyn M. Shields,Mark M. Edwards Pdf
This is the first and only book that examines dialogue as it pertains to the work of school leaders. The authors of Dialogue Is Not Just Talk develop a theory of dialogic leadership that bridges the gaps between the pioneering philosophical works of such seminal thinkers as Bakhtin, Buber, and Gadamer, as well as the work of educational leaders. Using examples, vignettes, and illustrations, this book develops both a theoretical and a practical approach to educational leadership. Dialogue Is Not Just Talk speaks to leaders striving to develop relationships, improve understanding, overcome conflict, and create an increased sense of community within diverse contexts and pluralistic societies. This book will be useful in academic and practical settings.
Challenging Learning Through Dialogue by James Nottingham,Jill Nottingham,Martin Renton Pdf
Using classroom discussions to teach good habits of thinking Classroom discussion has a major effect on student learning. In fact, dialogue is one of the best vehicles for learning how to think, make moral decisions, and understand another person’s point of view. Research also indicates that most teachers talk too much in the classroom and don’t wait long enough for students to respond. How do we improve the quality of classroom discussion? Challenging Learning Through Dialogue transforms the most up-to-date research into practical strategies that work. Readers will learn How to build in more "wait-time" for better quality thinking and questioning from students How to use dialogue to teach reasoning, collaboration, and good habits of thinking The three types of dialogue and how to teach the most effective version: exploratory talk Dozens of practical strategies for exploratory dialogue Global examples of fun ways to teach dialogue An innovative new instructional strategy called Classroom Mysteries Written by an internationally known team of educational innovators, this book is for all educators who aim to use effective classroom dialogue to engage students in learning. "This valuable book is a must for teachers and families who wish to have their children learn to think and communicate with greater precision and clarity." Arthur L. Costa, Ed. D., Professor Emeritus California State University Sacramento and Co-Director, International Institute for Habits of Mind "James Nottingham’s work on Challenging Learning is a critical element of creating Visible Learners. This new series will help teachers hone the necessary pedagogical skills of dialogue, feedback, questioning, and mindset." John Hattie, Professor & Director, Melbourne Education Research Institute University of Melbourne
Author : Rob Anderson,Kenneth N. Cissna Publisher : State University of New York Press Page : 154 pages File Size : 49,8 Mb Release : 1997-08-14 Category : Philosophy ISBN : 9780791494875
The Martin Buber - Carl Rogers Dialogue by Rob Anderson,Kenneth N. Cissna Pdf
The Martin Buber-Carl Rogers Dialogue offers a corrected and extensively annotated version of this central text in human sciences. Focusing on the sole meeting between these two central figures in twentieth-century intellectual life, Anderson and Cissna return to the original 1957 audio tape and to a variety of other primary sources as they correct and clarify the historical record. The authors highlight hundreds of errors, major and minor, in previously distributed and published transcripts--beginning with the typescript circulated by Rogers himself. They also show how an accurate text enhances our understanding of the relationship between Buber's philosophy and Rogers's client- and person-centered approach to interpersonal relations. Anderson and Cissna discuss the central issues of the conversation, including the limits of mutuality, approaches to "self," alternative models of human nature, confirmation of others, and the nature of dialogic relation itself. Although Buber and Rogers conversed nearly forty years ago, their topics clearly resonate with contemporary debates about postmodernism, forms of otherness, cultural studies, and the possibilities for a dialogic public sphere.
Twentieth-century Drama Dialogue as Ordinary Talk by Susan Mandala Pdf
This book investigates four modern plays, Harold Pinter's The Homecoming, Arnold Wesker's Roots, Terence Rattigan's In Praise of Love, and Alan Ayckbourn's Just Between Ourselves, and shows how the dialogue of each 'works' with respect to ordinary conversation. By considering both linguistic and literary perspectives, this work extends the boundaries of traditional criticism and demonstrates how the linguistic study of talk can contribute to our understanding of drama dialogue.
Conversations with God for Teens by Neale Donald Walsch Pdf
Suppose you could ask God any question and get an answer. What would it be? Young people all over the world have been asking those questions. So Neale Donald Walsch, author of the internationally bestselling Conversations with God series had another conversation. Conversations with God for Teens is a simple, clear, straight-to-the-point dialogue that answers teens questions about God, money, sex, love, and more. Conversations with God for Teens reads like a rap session at a church youth group, where teenagers discuss everything they ever wanted to know about life but were too afraid to ask God. Walsch acts as the verbal conduit, showing teenagers how easy it is to converse with the divine. When Claudia, age 16, from Perth, Australia, asks, "Why can't I just have sex with everybody? What's the big deal?", the answer God offers her is: "Nothing you do will ever be okay with everybody. 'Everybody' is a large word. The real question is can you have sex and have it be okay with you?" There's no doubt that the casual question-and-answer format will help make God feel welcoming and accessible to teens. Conversations with God for Teens is the perfect gift purchase for parents, grandparents, and anyone else who wants to provide accessible spiritual content for the teen(s) in their lives.
Throughout the last two decades, the modern dialogue movement has gained worldwide significance. The knowledge about its origins is, however, still very limited. This book presents a wide range of insights from eleven case studies into the early history of several important international interreligious/interfaith dialogue organizations that have shaped the modern development of interreligious dialogue from the late nineteenth century up to the present. Based on new archival research, they describe, on the one hand, how these actors put their ideals into practice and, on the other, how they faced many challenges as pioneers in the establishment of new interreligious/interfaith organizational structures. This book concludes with a comparison of those case studies, bringing to light new and broader historico-sociological understanding of the beginnings of international and multi-religious interreligious/interfaith dialogue organizations over more than one century. The World’s Parliament of Religions / 1893 The Religiöser Menschheitsbund / 1921 The World Congress of Faiths / 1933-1950 The Committee on the Church and the Jewish People of the World Council of Churches / 1961 The Temple of Understanding / 1968 The International Association for Religious Freedom / 1969 The World Conference on Religion and Peace / 1970 The Council for a Parliament of the World’s Religions / 1989-1991 The Oxford International Interfaith Centre / 1993 The United Religions Initiative / 2000 The Universal Peace Federation / 2005 Based on these analyses, the authors identify three distinct groups with sometimes-conflicting interests that are shaping the movement: individual religious virtuosi, countercultural activists, and representatives of religious institutions. Published in cooperation with the King Abdullah Bin Abdulaziz International Centre for Interreligious & Intercultural Dialogue, Vienna.
Inspiring Dialogue: Talking to Learn in the English Classroom by Mary M. Juzwik,Carlin Borsheim-Black,Samantha Caughlan,Anne Heintz Pdf
Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communtiies through video study and discourse analysis. Book features include: dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year; a user-friendly layout designed for new teachers who are pressed for time; classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization; and a companion website with additional examples, activities, and course material.
Learning Challenge Lessons, Primary by Jill Nottingham,James Nottingham Pdf
The Learning Challenge Lessons have been created to accompany The Learning Challenge and provide teachers with everything they need to run thoughtful, dialogue-driven Challenges. The Learning Challenge Lessons, Primary, book includes 20 developmentally-appropriate lesson plans that will help young learners: • Learn new vocabulary in the context of dialogue • Challenge themselves to think through complex concepts • Encourage their natural curiosity and seek answers to questions they pose themselves
Challenging Learning Through Dialogue (International Edition) by James Nottingham,Jill Nottingham,Martin Renton Pdf
Dialogue is one of the best vehicles for learning how to think, how to be reasonable, how to make moral decisions and how to understand another person's point of view. It is supremely flexible, instructional, collaborative, and rigorous. At its very best, dialogue is one of the best ways for participants to learn good habits of thinking. There is also substantial evidence that teachers currently talk too much in classes, often only waiting .8 seconds after asking a question before jumping in with the answer if a student doesn't quickly volunteer. This book guides teachers through the different types of dialogue and how they can be used to enhance students' learning.
The book that bridges the chasm between communication and understanding in negotiations For years Peter Nixon worked with people from all walks of life, teaching them the art of negotiation. But it soon became apparent that the issue was not negotiation itself, but dialogue between parties. We have become experts at sending information—via email, text message, Internet, TV, and other forms of media, communicating, but not engaging, in an active dialogue defined by collaborative thinking. In Dialogue Gap, Nixon explores this growing disconnect and its significance in an increasingly globalized world where the ability to engage with others—in order to address issues like climate change, cultural differences, etc.—has become essential. Helps the reader differentiate communication and dialogue Explores the make-up and causes of the "Dialogue Gap" and what constitutes "good" dialogue (the right people talking about the right issues in the right way at the right time and in the right place) Identifies the most common reasons people don't dialogue effectively and provides helpful tips on how to engage in more effective, productive dialogues Effective dialogue is essential for general success, ensuring that all key stakeholders—in business, politics, or elsewhere—get what they want in the most efficient and productive way possible. Looking at successful and failed dialogues the author has experienced first-hand in Asia, Europe, North America, the Caribbean, and the Middle East in both the public and private sector from across industries, Dialogue Gap provides essential information for making the most of your interactions with others.
Dialogue Across Difference by Patricia Gurin,Biren (Ratnesh) A. Nagda,Ximena Zuniga Pdf
Due to continuing immigration and increasing racial and ethnic inclusiveness, higher education institutions in the United States are likely to grow ever more diverse in the 21st century. This shift holds both promise and peril: Increased inter-ethnic contact could lead to a more fruitful learning environment that encourages collaboration. On the other hand, social identity and on-campus diversity remain hotly contested issues that often raise intergroup tensions and inhibit discussion. How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research from an innovative field experiment focused on improving intergroup understanding, relationships and collaboration. The result is a fascinating study of the potential of intergroup dialogue to improve relations across race and gender. First developed in the late 1980s, intergroup dialogues bring together an equal number of students from two different groups – such as people of color and white people, or women and men – to share their perspectives and learn from each other. To test the possible impact of such courses and to develop a standard of best practice, the authors of Dialogue Across Difference incorporated various theories of social psychology, higher education, communication studies and social work to design and implement a uniform curriculum in nine universities across the country. Unlike most studies on intergroup dialogue, this project employed random assignment to enroll more than 1,450 students in experimental and control groups, including in 26 dialogue courses and control groups on race and gender each. Students admitted to the dialogue courses learned about racial and gender inequalities through readings, role-play activities and personal reflections. The authors tracked students’ progress using a mixed-method approach, including longitudinal surveys, content analyses of student papers, interviews of students, and videotapes of sessions. The results are heartening: Over the course of a term, students who participated in intergroup dialogues developed more insight into how members of other groups perceive the world. They also became more thoughtful about the structural underpinnings of inequality, increased their motivation to bridge differences and intergroup empathy, and placed a greater value on diversity and collaborative action. The authors also note that the effects of such courses were evident on nearly all measures. While students did report an initial increase in negative emotions – a possible indication of the difficulty of openly addressing race and gender – that effect was no longer present a year after the course. Overall, the results are remarkably consistent and point to an optimistic conclusion: intergroup dialogue is more than mere talk. It fosters productive communication about and across differences in the service of greater collaboration for equity and justice. Ambitious and timely, Dialogue Across Difference presents a persuasive practical, theoretical and empirical account of the benefits of intergroup dialogue. The data and research presented in this volume offer a useful model for improving relations among different groups not just in the college setting but in the United States as well.
Reconceptualizing the Role of Critical Dialogue in American Classrooms by Amanda Kibler,Guadalupe Valdés,Aída Walqui Pdf
Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility. This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.
Transforming Historical Trauma through Dialogue by David S. Derezotes Pdf
"Today there is evidence that most minority groups in the United States suffer from symptoms related to intergenerational transmission of collective historical trauma. For those with additional mental health issues, treatment can become complicated unless underlying historical hostilities are addressed. This practical text, by David S. Derezotes, helps readers understand the causes and treatment of historical trauma at an individual, group, and community level and demonstrates how a participatory, strengths-based approach can work effectively in its treatment."--Publisher's website.
Television Dramatic Dialogue by Kay Richardson Pdf
Television Dramatic Dialogue investigates dramatized dialogue and how it affects unscripted performances in the way people argue, confide, threaten, and otherwise engage each other.