Posts Tagged ‘dialogue’
Dialogical Self Theory: Positioning and Counter-Positioning in a Globalizing Society
Dialogical Self Theory provides a comprehensive social-scientific theory that incorporates the deep implications of the process of globalization, and its impact on individual development. Hubert Hermans and Agnieszka Hermans-Konopka present a new and compelling view of the historical changes in perceptions of social realities, and how these changes affected motivation, emotion, leadership, and conflict resolution. They detail the improvement of dialogical relationships both within the self and between individuals, groups, and cultures, providing evidence from everyday life. The book addresses a variety of problem areas that are analyzed in new and unexpected ways: the pros and cons of traditional, modern, and post-modern models of self, the role of emotions, power and dominance, motivation, leadership, and conflict resolution. This book will be of interest to scholars in a wide range of fields including psychology and sociology.
Read also: Dialogical self
Conversational realities – from within persons to within relationships
What we need, I want to claim, is not knowledge in the form of theoretical representations, but of a very different, much more practical kind. My concern today, then, is with the conditions, the relations between us, that might make possible a more dialogical and involved, less monological and distanced, stance toward our construction of knowledge. Thus, a part of what I want to explore, is talk of a very different kind to theoretical talk, talk to do with a very different kind of knowing: that which ‘floats’ around in an uncertain way within the everyday conversational background to our more institutional and disciplinary lives, on the boundaries of, or one in between, our separate disciplines and orderly discourses. It is a special kind of knowing that – although it has been more properly recognized and identified in the past – has in more recent times been forgotten. I shall call it a knowing of the third kind. For: i) It is not theoretical knowledge (a “knowing-that” in Ryle’s terminology) – for it is knowledge that is only present to us in our everyday social practices; however, ii) it is not simply a technical knowledge of a skill or craft (a “knowing-how“) either – for it is a joint kind of knowledge, a knowledge-held-in-common with others, and judged by them in the process of its use. iii) It is its own kind of knowledge, sui generis, that cannot be reduced to either of the other two.
Plato – dialogue and lifelong learning
It is through Plato that we know Socrates, but Plato is no mere mouthpiece. All western philosophy has been described as ‘footnotes to Plato’. Like Socrates, he believed in the power of questioning as a method of teaching and most of his writing is in the form of ‘dialogue’. Indeed, his dialogues do not feature Plato himself. They illustrate by example his view that the learners must learn to think for themselves through dialogue. But he was a direct and detailed, and shockingly controversial, commentator in his utopian vision of education in The Republic, The Laws and other dialogues.
The Bakhtin Circle
The Bakhtin Circle was a 20th century school of Russian thought which centered on the work of Mikhail Mikhailovich Bakhtin. The circle addressed philosophically the social and cultural issues posed by the Russian Revolution and its degeneration into the Stalin dictatorship. Their work focused on the centrality of questions of significance in social life in general and artistic creation in particular, examining the way in which language registered the conflicts between social groups. The key views of the circle are that linguistic production is essentially dialogic, formed in the process of social interaction, and that this leads to the interaction of different social values being registered in terms of reaccentuation of the speech of others. While the ruling stratum tries to posit a single discourse as exemplary, the subordinate classes are inclined to subvert this monologic closure. In the sphere of literature, poetry and epics represent the centripetal forces within the cultural arena whereas the novel is the structurally elaborated expression of popular ideologiekritik, the radical criticism of society.
Moving Beyond Borders – The Creation of Nomadic Space Through Travel
International travel provides a unique opportunity for self-exploration and the development of cultural awareness and multidimensional perspectives. The process of removing oneself from familiar surroundings and venturing into foreign and strange lands produces a space where the traveler may consider new philosophical ideas and develop new ways of seeing the world. I explore in detail the process of international travel and use travel narrative as a foundation for a discussion of difference, identity and the development of nomadic thought. Nomadic thought is a concept used to describe ideas and identities that exist outside established frameworks or hierarchical categorizations, and are in a state of perpetual fluctuation. I argue that international travel provides an inherent opportunity for self-reflection and transformation which can produce a space where nomadic thought and dialogue may occur. I conclude that nomadic thought is a critical component of international dialogue and conflict resolution, and should be a core component of international education programs.
Dialogical Action Research – About therapeutic listening, creating space for voices to emerge and to be heard
This research is an inquiry into the role of listening in therapy. The author was curious about the relation between a client’s feeling of being heard, a listening therapist and emerging new voices. She invited this client to collaborate through what she called a Dialogical Action Research. The present work is the result of several long conversations, both therapy conversations and research conversations, between the client and the author, as well as the author’s own reflections.
Listening is thought of in terms of a transforming process whereby the person you speak with is influenced through the way you listen. Attentive listening on the part of the therapist offers the client a unique opportunity to develop her inner voices and let them be expressed. This may create new self stories, and less rigid internal and external dialogues.
Theory and the contribution of others are in this project used as ideas to be placed in a ‘ voice-resource-bank’ for later use during the research process. The Russian philosopher Michael Bakhtin’s description of the dialogue, is a main frame of reference for the report, both in terms of the therapeutic relationship, methodology and method.
Beyond discourse: education, the self, and dialogue
Drawing on the works of Martin Buber and Mikhail Bakhtin, the author explores the roles that dialogue, laughter, and spontaneity play in the education of the whole person.
Using Mikhail Bakhtin’s concepts of dialogue and carnival, and in connection with the ideas of Martin Buber, Sidorkin explores the issues of difference and identity in a very postmodern view of the self. He addresses the questions of what it really means to be human, and, likewise, what truly makes a good school.
He takes dialogue beyond the framework of discourse, making it an end in itself rather than a means toward better education. His sojourn into a fifth-grade classroom shows that basic forms of classroom talk, which are normally thought to be distracting or educationally useless, are proved to be valuable dialogical moments of discovery in schooling.
The dialogic imagination: four essays
This book consists of four essays of Bakhtin‘s “Middle Period“, two short and two longer works which have been arranged, according to complexity, with the most accessible essay first and the most difficult last. Cooincidentally, this is also the reverse order in which they were written. Some brief notes on the four Essays:
1. “Epic and Novel” dated 1941 – A rather straightforward comparison of the Novel and the Epic. Its aim is to show the distinctiveness of the Novel. This can be seen as a transitional essay between the Chronotope Essay and the Bildungsroman Fragment. It is well organized and introduces several characteristics unique to the novel such as three-dimensionality, imagery and openendedness.
2. “From the Prehistory of Novelistic Discourse” dated 1940 – This is in essence a brief history of the novel according to Bakhtin. It concentrates on style, theory and as the title states, discourse, beginning with Greek works and going to the Renaissance. Conceptually this is strikingly similar to Erich Auerbach’s “Mimesis”. This essay is incomplete.
3. “Forms of Time and Chronotope in the Novel” dated 1937-38 – Another long (175 page) discussion on the distinctiveness of the novel. The concept of the Chronotope is introduced simply as “time space” and the essay seeks to show its use from the Greek Romance to the novel of the 19th Century. Bakhtin inserts here also a discussion of the “Rabelaisian Chrontope”, the role of the clown, etc. Special emphasis is also given to the Blidungsroman. This essay, it seems to me, is essentially, Bakhtin’s own favorite Reading list in which he experiments with his own concept of Chronotope, skillfully fitting it to each work. Despite its digressions it is basically a chronological presentation.
4. “Discourse in the Novel” dated 1934-35 – Another lengthy essay which is in essence Bakhtin’s discussion of his philosophy of language. This essay also seems to be unfinished. It consists of five distinct parts in which Bakhtin experiments with different approaches to discourse in the novel. As is often the case with Bakhtin, this essay is also open-ended.
Gramsci’s politics of language: engaging the Bakhtin Circle and the Frankfurt School
Antonio Gramsci and his concept of hegemony have permeated social and political theory, cultural studies, education studies, literary criticism, international relations, and post-colonial theory. The centrality of language and linguistics to Gramsci’s thought, however, has been wholly neglected. In Gramsci’s Politics of Language, Peter Ives argues that a university education in linguistics and a preoccupation with Italian language politics were integral to the theorist’s thought. Ives explores how the combination of Marxism and linguistics produced a unique and intellectually powerful approach to social and political analysis.
To explicate Gramsci’s writings on language, Ives compares them with other Marxist approaches to language, including those of the Bakhtin Circle, Walter Benjamin, and the Frankfurt School, including Jurgen Habermas. From these comparisons, Ives elucidates the implications of Gramsci’s writings, which, he argues, retained the explanatory power of the semiotic and dialogic insights of Bakhtin and the critical perspective of the Frankfurt School, while at the same time foreshadowing the key problems with both approaches that post-structuralist critiques would later reveal. Gramsci’s Politics of Language fills a crucial gap in scholarship, linking Gramsci’s writings to current debates in social theory and providing a framework for a thoroughly historical-materialist approach to language.
