TITLE

DIALOGO STRUKTŪROS IR GENEZĖS REFLEKSIJA

AUTHOR(S)
Stančienė, Dalia Marija; Žilionis, Jouzas
PUB. DATE
December 2006
SOURCE
Pedagogy Studies / Pedagogika;2006, Issue 84, p44
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
In the article the structure and genesis of dialogue is studied by means of phenomenological reflection. The dialogical functions are shown on the background of intersubjective relations. The phenomenological methods are also applied to the inquiry of educational process, involving an educator, pupil and educational matters. From the pedagogical point of view the authors discuss the dialogical relations as they are presented by Edmund Husserl who expands the binary concept of dialog by the intentional understanding of the world. Husserl's phenomenological understanding is developed further by Martin Buber and Emmanuel Levinas. They question verbal, graphic and mnemonic means of dialog. In the educational dialog Buber underlines the meeting with the other, the authentic perception of existential limits and the perception of permanent vicissitude. He considers the axiological, regulative and transcendental functions of dialog. Levinas pays attention to the polycentricism of dialog and the meeting with the other in conversation. The article also considers the modifications of dialogical structures in various educational and disciplinary institutions.
ACCESSION #
25150514

 

Related Articles

  • Presencia social, didáctica y cognitiva del docente a distancia. de Aguinaga Vázquez, Patricia; Ávila González, Claudia; de Anda, Amelia Berenice Barragán // Apertura: Revista de Innovación Educativa;Oct2009, Issue 11, p66 

    This paper describes the need for social, cognitive and didactic teacher's presence in a distance education environment. Proposes some practical examples of how a facilitator can bring them out from the design stage through to implementation. Conceived the facilitator in the presence as one that...

  • Reconciling beliefs and practices in teaching and learning. Song, Liyan; Hannafin, Michael; Hill, Janette // Educational Technology Research & Development;Feb2007, Vol. 55 Issue 1, p27 

    Current teaching and learning methods reveal marked differences between how students approach learning and how instructors approach teaching. Little attention has been paid to understanding these differences and their implications for designing successful learning environments. The purpose of...

  • Teacher-Students Dialogue to Promote Critical Thinking. Moss, Glenda // Middle School Journal;May2004, Vol. 35 Issue 5, p40 

    The article discusses the relevance of teacher-student dialogue in education. According to the author, while dialogue may help students more successfully choose correct answers on the test, its real value is to empower them to become critical thinkers and critical citizens capable of sustaining...

  • RESEARCH REPORTS. Bailey, Gerald Douglass // Educational Leadership;Dec74, Vol. 32 Issue 3, p225 

    Cites findings of a study of classroom interaction patterns from student teaching to independent classroom teaching in the U.S. Sub-categories for interaction analysis system; Description of verbal and nonverbal behavior for Nebraska skill analysis system; Differences exist between student...

  • THE ORIEL COMMON ROOM GENERAL EDUCATION & FACULTY CULTURE. Holyer, Robert // Liberal Education;Winter2002, Vol. 88 Issue 1, p36 

    Discusses the influence of interaction with faculty on student learning in the U.S. Forms distinguished by Alexander Astin in 1993, to assess the effect of the general education curriculum; Excerpt from John Henry Newman's work 'The Idea of a University' on the influence of a faculty upon one...

  • Teachers' and Students' Views on Academic Interaction in Class at School. Polivanova, N. I.; Rivina, I. V. // Cultural-Historical Psychology;2009, Issue 4, p100 

    The aim of this study was to identify characteristics of the academic communication between teachers and children on lessons with different subjects. We attribute the academic success of children to their psychological comfort which is largely provided by teacher's behavior as well as by...

  • Grounds for divorce: A critique of Au and Mason's research. Shannon, Patrick; Fernie, David // Reading Research Quarterly;1982, Vol. 17 Issue 4, p596 

    The article comments on the preliminary investigation conducted by K. H. Au and J. Mason concerning the effects of teacher-pupil interaction on the academic behavior of disadvantaged Hawaiian students during reading lessons. It points out that their study demonstrates that the adaptation of...

  • Communication Events: A New Look at Classroom Interactions. French, Russell L.; Galloway, Charles M. // Educational Leadership;Mar1970, Vol. 27 Issue 6, p548 

    The article discusses the role of communication events in classroom interaction. A communication event refers to a succession of teacher-pupil verbal and non-verbal communicative acts separated from preceding and successive sequences of events by boundaries. A boundary may be the happening of a...

  • Student Communication Motives and Interpersonal Attraction Toward Instructor. Weiss, SethD.; Houser, MarianL. // Communication Research Reports;Aug2007, Vol. 24 Issue 3, p215 

    Instructional communication research has not specifically focused on the impact of student classroom communication behaviors on the student-teacher relationship. The current study investigated the relationship between student motives to communicate with instructors and interpersonal attraction...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics