Stančienė, Dalia Marija; Žilionis, Jouzas
December 2006
Pedagogy Studies / Pedagogika;2006, Issue 84, p44
Academic Journal
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.


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