对话的局限

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-11-08 DOI:10.1080/03054985.2023.2268513
Laura D’Olimpio
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引用次数: 0

摘要

对话教学法的巨大希望,如哲学探究共同体(CoPI),是由儿童哲学实践者(P4C)倡导的,是培养批判性思想家,他们将在认识论和道德美德的指导下,在彼此的接触中努力发现真理。此外,这些民主公民可以将这些新磨练出来的技能运用到公共领域,并在他们的生活中制定出正确的决策。注重平等和包容,尊重思想和意见的多样性,引导了一种意识,即每个参与者都应该感到自己“属于”,并且可以自由地与他人平等对话。然而,我们如何确保CoPI是一个人人都能做出有意义贡献的空间,这个问题是我脑海中最重要的。在本文中,我将通过解释我称之为“口头承诺”、“现有权力动态”和“转移问题”的三个主要问题来关注可能限制对话的因素。我将看看我是否能回应这些问题,以便最终肯定对话教学法在支持激进倾听和真正包容对话方面的作用。
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The limits to dialogue
The great hope of dialogical pedagogy such as the Community of Philosophical Inquiry (CoPI) as advocated for by practitioners of philosophy for and with children (P4C) was to cultivate critical thinkers who would be guided by epistemic and moral virtues in their engagement with one another in an effort to uncover truth. And, further, that those democratic citizens could then take these newly honed skills out into the public square and enact good decision-making in their lives. The focus on equality and inclusion, with a respect for diversity of thought and opinion, guided a sense that every participant should feel as though they ‘belong’, and were free to engage in dialogue with others as equals. And yet, the question about how we might ensure the CoPI is a space in which everyone can meaningfully contribute is forefront in my mind. In this paper, I will focus on what might limit dialogue by explicating three main issues which I call ‘paying lip service’, ‘existing power dynamics’ and ‘the transfer problem’. I will see if I can respond to these in order to ultimately affirm the role for dialogical pedagogy to support radical listening and genuinely inclusive dialogue.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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