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.
Giorgio BertiniResearch on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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