Dialogical Schools: Complexity, Civility, Carnival

This chapter explores the macro-implications of the dialogical approach for a school as an organization. It describes a good school from the dialogical point of view. Dialogue does not happen through organization, and yet it is intimately connected to the world of regular social relations. In regard to school as a social organization, this means that the situations of school life that are hospitable to dialogical relations can be created through some specific provisions. I think school is viewed as an institution similar to a production plant, in other words, something with relatively simple and measurable outcome. It is not perceived as similar to a neighborhood or a community, where satisfaction of its members with the quality of life is the most important criterion. The social world of a school should be sufficiently complex for a human life to flourish.  Learning in itself is an exposure to complexity.


Read also:  An Ontological Understanding of Dialogue in Education


About Giorgio Bertini

Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Bakhtin, Buber and tagged , , . Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.