Who developed the concept of the dialogical self?
Harry Kempen
In the 1990s, Kempen and Hubert Hermans developed a new approach in cultural psychology around the concept of the dialogical self. In 1993, they published the seminal work "The dialogical self: Meaning as movement", and published several articles in "American Psychologist", "Journal of Personality" and "Theory & Psychology". Despite their success Kempen suffered from depression. In 2000, he died in Nijmegen four days before his retirement from the Radboud University. At the university he is remembered by as the "personification of cultural psychology."Articles, a selection:
Centre for World Dialogue
The Centre was founded by Hossein Alikhani and his wife Jila Faramarzi in 1996. 
Its conception is based on the premise that global dialogue can bring individuals from diverse viewpoints face to face with one another in the hopes of reaching vital consensus on issues of global concern.
Discourse ethics
German philosophers Jürgen Habermas and Karl-Otto Apel are considered the originators of modern discourse ethics. Habermas's discourse ethics is his attempt to explain the implications of communicative rationality in the sphere of moral insight and normative validity. It is a complex theoretical effort to reformulate the fundamental insights of Kantian deontological ethics in terms of the analysis of communicative structures. This means that it is an attempt to explain the universal and obligatory nature of morality by evoking the universal obligations of communicative rationality. It is also a cognitivist moral theory, which means it holds that justifying the validity of moral norms can be done in a manner analogous to the justification of facts. However, the entire project is undertaken as a rational reconstruction of moral insight. It claims only to reconstruct the implicit normative orientations that guide individuals and it claims to access these through an analysis of communication.
Dialogical self
As these examples show, there is not always a sharp separation between the inside of the self and the outside world, but rather a gradual transition. DST assumes that the self as a society of mind is populated by internal and external self-positions. When some positions in the self silence or suppress other positions, monological relationships prevail. When, in contrast, positions are recognized and accepted in their differences and alterity (both within and between the internal and external domains of the self), dialogical relationships emerge with the possibility to further develop and renew the self and the other as central parts of the society at large.
Dialogic public relations theory
The concept of dialogue has its roots in various disciplines such as philosophy, rhetoric, psychology, and relational communication. Philosophers and rhetoricians have long perceived dialogue as one of the most ethical forms of communication and as one of the central means of separating truth from falsehood. Theologian Martin Buber was considered as the father of the modern concept of dialogue. In public relations, dialogue was explained as “communicating about issues with publics”. There has been a theoretical shift from public relations reflecting an emphasis on managing communication. to an emphasis on communication as a tool for establishing relationships.
Discursive psychology
As a counter to mainstream psychology's treatment of discourse as a "mirror" for people's expressions of thoughts, intentions, motives, etc., DP's founders made the case for picturing it instead as a "construction yard" wherein all such presumptively prior and independent notions of thought and so on were built from linguistic materials, topicalised and, in various less direct ways, handled and managed. Here, the study of the psychological implies commitment not to the inner life of the mind, but rather, to the written and spoken practices within which people invoked, implicitly or explicitly, notions precisely like "the inner life of the mind". Discursive psychology therefore starts with psychological phenomena as things that are constructed, attended to, and understood in interaction. An evaluation, say, may be constructed using particular phrases and idioms, responded to by the recipient (as a compliment perhaps) and treated as the expression of a strong position. In discursive psychology, the focus is not on psychological matters somehow leaking out into interaction; rather, interaction is the primary site where psychological issues are live. It is philosophically opposed to more traditional cognitivist approaches to language. It uses studies of naturally occurring conversation to critique the way that topics have been conceptualised and treated in psychology.
Identity management theory
Erving Goffman is an author off of which the originators of IMT based their theory. Goffman was a well-known sociologist and writer and the most cited sociologist from his writings because of what he studied in communication. Among the six essays that make up Goffman's book, the first essay shows an individual's self-image while engaging in communicating with another individual. The author explained that the self-image that is obtained during interacting is not permanent and has a large social influence. The image someone gets in a social setting is than expected for the future. The risk of changing self-image in a social context will alter how the individual feels about oneself. The author was implying that oftentimes the defense mechanism is to retract from showing your self to much in a social setting so others do not see them in a displeasing way. The idea of the identity management theory uses the ideas of Goffman to help establish what the idea behind the theory is trying to get at.
Dialogue
Dialogue is used as a practice in a variety of settings, from education to business. Influential theorists of dialogal education include Paulo Freire and Ramon Flecha.
Dialogue tree
The concept of the dialogue tree has existed long before the advent of video games. The earliest known dialogue tree is described in "The Garden of Forking Paths," a 1941 short story by Jorge Luis Borges, in which the combination book of Ts'ui Pên allows all major outcomes from an event branch into their own chapters. Much like the game counterparts this story reconvenes as it progresses (as possible outcomes would approach n^m where n is the number of options at each fork and m is the depth of the tree).
Dialogical self
Under the supervision of the Polish psychologist Piotr Oleś, a group of researchers constructed a questionnaire method, called the "Initial Questionnaire", for the measurement of three types of "internal activity" (a) change of perspective, (b) internal monologue and (c) internal dialogue. The purpose of this questionnaire is to induce the subject's self-reflection and determine which "I"-positions are reflected by the participant's interlocutors and which of them give new and different points of view to the person.
Polly Young-Eisendrath
Polly Young-Eisendrath (born 1947) is a psychologist, feminist, author, teacher, speaker, Jungian analyst, Zen Buddhist, and the founder of Enlightening Conversations: Buddhism and Psychoanalysis Meeting in Person. She has been a featured speaker at the Aspen Ideas Festival, TED-X, and is the recipient of the Otto Weininger Award for Lifetime Achievement in Psychoanalysis. Polly Young-Eisendrath is the originator of Dialogue Therapy—designed to help couples and others transform chronic conflict into greater closeness and development. In 1983, Polly and her late husband, Ed Epstein, designed Dialogue Therapy as a new form of couples therapy that combined psychoanalysis, Jungian theory, psychodrama, and gender theory. Polly published two books on Dialogue Therapy (1984 and 1993), detailing its theory and methods for clinicians and the general public. She has now re-visioned and updated Dialogue Therapy to include the unique combination of psychodrama, Object Relations, and Mindfulness. In 2018, Shambhala Publications will release "True Love Ways: Relationship as Psycho-Spiritual Development" that offers her vision of personal love as a spiritual path and draws on her experience of 30 years as a Dialogue Therapist and Jungian psychoanalyst. Polly maintains a clinical practice of Jungian psychoanalytic psychotherapy and psychoanalysis in Vermont, U.S.A.
Communicative language teaching
In 1966, linguist and anthropologist Dell Hymes developed the concept of communicative competence. Communicative competence redefined what it meant to "know" a language; in addition to speakers having mastery over the structural elements of language, they must also be able to use those structural elements appropriately in a variety of speech domains. This can be neatly summed up by Hymes's statement, "There are rules of use without which the rules of grammar would be useless." The idea of communicative competence stemmed from Chomsky's concept of the linguistic competence of an ideal native speaker. Hymes did not make a concrete formulation of communicative competence, but subsequent authors have tied the concept to language teaching, notably Michael Canale. Canale and Swain (1980) defined communicative competence in terms of three components: grammatical competence, sociolinguistic competence, and strategic competence. Canale (1983) refined the model by adding discourse competence, which contains the concepts of cohesion and coherence.
Dialogical self
Given the basic assumption of the extended self, the other is not simply outside the self but rather an intrinsic part of it. There is not only the actual other outside the self, but also the imagined other who is entrenched as the other-in-the-self. An important theoretical implication is that basic processes, like self-conflicts, self-criticism, self-agreements, and self-consultancy, are taking place in different domains in the self: within the internal domain (e.g., "As an enjoyer of life I disagree with myself as an ambitious worker"); between the internal and external (extended) domain (e.g., "I want to do this but the voice of my mother in myself criticizes me") and within the external domain (e.g., "The way my colleagues interact with each other has led me to decide for another job").
Hubert Hermans
Hubert J.M. Hermans (born October 9, 1937) is a Dutch psychologist and Emeritus Professor at the Catholic University of Nijmegen, internationally known as the creator of dialogical self theory.
Dialectic
Moreover, the term "dialectic" owes much of its prestige to its role in the philosophies of Socrates and Plato, in the Greek Classical period (5th to 4th centuries BCE). Aristotle said that it was the pre-Socratic philosopher Zeno of Elea who invented dialectic, of which the dialogues of Plato are the examples of the Socratic dialectical method.
Constructive developmental framework
Dialectical thinking has its roots in Greek classical philosophy but is also found in ancient Hindu and Buddhist philosophy, and relates to the search for truth through reasoned argument. It finds its foremost expression in the work of the German philosopher Georg Hegel. Essentially, dialectics is viewed as the system by which human thought attempts to capture the nature of reality. Building on Bhaskar and Basseches, CDF uses a framework for dialectical thinking based on the idea that everything in reality is transient and composed of contradictions, part of a larger whole, related in some way to everything else, and subject to sudden transformation. This framework therefore distinguishes dialectical thinking in terms of four classes of dialectical thought forms that can be said to define reality:In addition, CDF distinguishes seven individual thought forms for every class, making a total of 28 thought forms, representing a re-formulation of Basseches' 24 schematas.
Dialogue
The Platonic dialogue, as a distinct genre which features Socrates as a speaker and one or more interlocutors discussing some philosophical question, experienced something of a rebirth in the 20th century. Authors who have recently employed it include George Santayana, in his eminent "Dialogues in Limbo" (1926, 2nd ed. 1948; this work also includes such historical figures as Alcibiades, Aristippus, Avicenna, Democritus, and Dionysius the Younger as speakers). Also Edith Stein and Iris Murdoch used the dialogue form. Stein imagined a dialogue between Edmund Husserl (phenomenologist) and Thomas Aquinas (metaphysical realist). Murdoch included not only Socrates and Alcibiades as interlocutors in her work "Acastos: Two Platonic Dialogues" (1986), but featured a young Plato himself as well. More recently Timothy Williamson wrote "Tetralogue", a philosophical exchange on a train between four people with radically different epistemological views.
Criticisms of Marxism
The concept dialectic emerged from the dialogues of the ancient Greek philosophers, but it was brought out by Georg Wilhelm Friedrich Hegel in the early 19th century as a conceptual framework for the often opposing forces of historical evolution. Historical determinism has also been associated with scholars like Arnold Toynbee and Oswald Spengler, but in recent times this conceptual approach has fallen into disuse.
Dialogical self
Dialogical Self Theory (DST) weaves two concepts, self and dialogue, together in such a way that a more profound understanding of the interconnection of self and society is achieved. Usually, the concept of self refers to something "internal," something that takes place within the mind of the individual person, while dialogue is typically associated with something "external," that is, processes that take place between people involved in communication.
Relational dialectics
Dialogue is typically a conversation between two or more people. These conversations are what constitute relationships, as communication is the very foundation of any relationship. According to Cools, "the four important concepts that form the foundation of dialogism 1) the self and the other situated in contradictory forces, 2) unfinalizability, 3) the chronotope and the carnivalesque, and 4) heteroglossia and utterance". Similarity, in dialogue the following components are the most important: constitutive dialogue, utterance chains, dialectical flux, aesthetic moment, and critical sensibility.
Intimate relationship
In 1891, William James wrote that a person's self-concept is defined by the relationships endured with others. In 1897, Émile Durkheim's interest in social organization led to the examination of social isolation and alienation. This was an influential discovery of intimate relationships in that Durkheim argued that being socially isolated was a key antecedent of suicide. This focus on the darker side of relationships and the negative consequences associated to social isolation were what Durkheim labeled as anomie. Georg Simmel wrote about dyads, or partnerships with two people. Simmel suggested that dyads require consent and engagement of both partners to maintain the relationship but noted that the relationship can be ended by the initiation of only one partner. Although the theorists mentioned above sought support for their theories, their primary contributions to the study of intimate relationships were conceptual and not empirically grounded.
Dialogue
Two French writers of eminence borrowed the title of Lucian's most famous collection; both Fontenelle (1683) and Fénelon (1712) prepared "Dialogues des morts" ("Dialogues of the Dead"). Contemporaneously, in 1688, the French philosopher Nicolas Malebranche published his "Dialogues on Metaphysics and Religion", thus contributing to the genre's revival in philosophic circles. In English non-dramatic literature the dialogue did not see extensive use until Berkeley employed it, in 1713, for his treatise, "Three Dialogues between Hylas and Philonous". His contemporary, the Scottish philosopher David Hume wrote "Dialogues Concerning Natural Religion." A prominent 19th-century example of literary dialogue was Landor's "Imaginary Conversations" (1821–1828).
Ferdinand Ebner
Ferdinand Ebner (January 31, 1882 in Wiener Neustadt – October 17, 1931 in Gablitz, Austria), was an Austrian elementary school teacher and philosopher. Together with Martin Buber and Franz Rosenzweig, he is considered one of the most outstanding representatives of dialogical thinking. Ebner's philosophy is about man existing in a I-Thou personal relationship with God and with others. His thought has similarities with the Christian existentialism of Gabriel Marcel. On the basis of the unity of I and Thou, which has in language (in the spoken word), and in love its expressions, Ebner developed a religiously informed philosophy of language which led to his practical-ethical understanding of the Christian faith as the basis for the personal fulfillment and the whole social progress.
Social interactionist theory
Vygotsky, a psychologist and social constructivist, laid the foundation for the interactionists view of language acquisition. According to Vygotsky, social interaction plays an important role in the learning process and proposed the zone of proximal development (ZPD) where learners construct the new language through socially mediated interaction. Vygotsky's social-development theory was adopted and made prominent in the Western world though by Jerome Bruner who laid the foundations of a model of language development in the context of adult-child interaction.
Dialogical self
This method represents a combination of qualitative and quantitative procedures that provide insight in the content and organization of a multi-voiced self.
Daniel Levinson
Daniel J. Levinson (May 28, 1920 – April 12, 1994), a psychologist, was one of the founders of the field of positive adult development. Levinson is most well known for his theory of stage-crisis view, however he also made major contributions to the fields of behavioral, social, and developmental psychology. His interest in the social sciences began with studies on personality and authoritarianism, and eventually progressed to studies on development. Greatly influenced by the work of Erik Erikson, Elliott Jaques, and Bernice Neugarten, his stage-crisis view sought to incorporate all aspects of adult development in order to establish a more holistic approach to understanding the life cycle. In doing so, Levinson discussed the various developmental tasks and/or crises that one must address within each stage as well as how they contribute to the progression of development. Although much controversy surrounds his research methods, Levinson interviewed both men and women to uncover concrete patterns that occur within similar age ranges. Through these studies, he determined that men and women essentially progress through the same cycle of life, however they differentiate in what he refers to as "The Dream". He published his findings and theory within his two major books, "The Seasons of a Man's Life" and "The Seasons of a Woman's Life"; both of which remain as influential publications within the field of psychology. Being both simple in nature and open to further investigation, Daniel Levinson's legacy and lasting contributions are mainly to theory and entail profound implications for social as well as behavioral psychology.
Kuno Lorenz
Not only logic, but the whole of philosophy is given a dialogical treatment by Lorenz. Only in the mirror of a relative Other is it possible to reflect upon oneself. Lorenz developed a dialogical constructivism from the focus on the dialogical principle (Martin Buber) and the process of language games of the later Ludwig Wittgenstein. In addition, the pragmatism of Charles Sanders Peirce and the historicism of Wilhelm Dilthey are complementary juxtaposed.
Mikhail Bakhtin
“Bakhtin’s life work can be understood as a critique of the monologization of the human experience that he perceived in the dominant linguistic, literary, philosophical, and political theories of his time." True to his roots of social constructionism and post-modernism Bakhtin “was critical of efforts to reduce the unfinalizable, open, and multivocal process of meaning-making in determinate, closed, totalizing ways." According to Bakhtin, the meaning found in any dialogue is unique to the sender and recipient based upon their personal understanding of the world as influenced by the socio-cultural background. “Bakhtin’s dialogism opens up space for communication scholars to conceive of difference in new ways” meaning they must take the background of a subject into consideration when conducting research into their understanding of any text as “a dialogic perspective argues that difference (of all kinds) is basic to the human experience." Kim argues that “his ideas of art as a vehicle oriented towards interaction with its audience in order to express or communicate any sort of intention is reminiscent of Clifford Geertz’s theories on culture." Culture and communication become inextricably linked to one another as one's understanding, according to Bakhtin, of a given utterance, text, or message, is contingent upon their culture background and experience.
Socratic method
The Socratic method, also known as maieutics, method of elenchus, elenctic method, or Socratic debate, is a form of cooperative argumentative dialogue between individuals, based on asking and answering questions to stimulate critical thinking and to draw out ideas and underlying presuppositions. It is a dialectical method, involving a discussion in which the defense of one point of view is questioned; one participant may lead another to contradict themselves in some way, thus weakening the defender's point. This method is named after the Classical Greek philosopher Socrates and is introduced by him in Plato's Theaetetus as midwifery (maieutics) because it is employed to bring out definitions implicit in the interlocutors' beliefs, or to help them further their understanding.
Dialogic learning
Specifically, the concept of dialogic learning (Flecha, 2000) evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. At this point, it is important to mention the "Learning Communities", an educational project which seeks social and cultural transformation of educational centers and their surroundings through dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. In the learning communities, it is fundamental the involvement of all members of the community because, as research shows, learning processes, regardless of the learners' ages, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners' lives, like school, home, and workplace, than only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the "Learning Communities" project aims at multiplying learning contexts and interactions with the objective of all students reaching higher levels of development (Vygotsky, 1978).
Dialogic
Along with dialogism, the term can refer to concepts used in the work of Russian philosopher Mikhail Bakhtin; especially in his text, "The Dialogic Imagination".
Dialogical analysis
Dialogical analysis, or more precisely dialogical interaction analysis, refers to a way of analyzing human communication which is based on the theory of dialogism. The approach has been developed based on the theoretical work of George Herbert Mead and Bakhtin.
Discursive complex
The notion of the discursive complex was developed by Ian Parker to tackle the twofold nature of psychoanalysis in Western culture. In his 1997 book Psychoanalytic Culture, Parker defines the 'discursive complex' as a 'methodological device. The term 'complex' is used quite deliberately to evoke the peculiarly Freudian and post-Freudian nature of the subjectivity people in the West live so much of the time. On the one hand the concepts that psychoanalytic texts employ are relayed through culture as components of a discourse, as objects that are circumscribed by definitions in academic and professional writing and used in advertising (Parker, 1995). In this sense, the discourse constitutes places for subjects to come to be, whether as a child with problems separating from the mother, as a teenager filled with frustration and resentment at authority, or as an older adult reflecting on an unfulfilled life and needs. The discourse thus positions the subject who is addressed by or who is employing the discourse to understand themselves or their troubling relationships. On the other hand, the discourse touches an already existing shape of subjectivity for those who write and speak about themselves and others, whether that is in the form of autobiography or in an advice column, in a television interview or on the couch with a therapist. It chimes with a theory of self that the subject has been invited to elaborate for themselves in this culture, and so it reconfigures each time some of the emotions that are available to them.
Clinomachus
Clinomachus (; 4th-century BC), was a Megarian philosopher from Thurii. He is said by Diogenes Laërtius to have been the first who composed treatises on the fundamental principles of dialectics, and is described as the founder of the Dialectical school. According to the Suda, he was the disciple of Euclid of Megara, and he taught Bryson, the teacher of Pyrrho. He thus lived towards the earlier half of the 4th century BC.
Ira Progoff
Ira Progoff (August 2, 1921 – January 1, 1998) was an American psychotherapist, best known for his development of the Intensive Journal Method while at Drew University. His main interest was in depth psychology and particularly the humanistic adaptation of Jungian ideas to the lives of ordinary people. He founded Dialogue House in New York City to help promote this method.
The Democratic Paradox
The Democratic Paradox is a collection of essays by the Belgian political theorist Chantal Mouffe, published in 2000 by Verso Books. The essays offer further discussion of the concept of radical democracy that Mouffe explored in "Hegemony and Socialist Strategy", co-authored by Ernesto Laclau. In this collection, Mouffe deals with the specific conflicts between the post-Marxist democratic theory that she and Laclau theorized in "Hegemony and Socialist Strategy" and the competing democratic theories proposed by Jürgen Habermas and John Rawls. Verso's UK blog characterizes "The Democratic Paradox" as Mouffe's most accessible review of her perspectives on radical democracy.
Dariush Shayegan
Shayegan, who studied with Henry Corbin in Paris, also has many pioneering works on Persian mysticism and mystic poetry. He was a founding director of the Iranian Center for the Studies of Civilizations. In 1977, Shayegan initiated an international symposium on the "dialogue between civilizations," a concept that has been selectively appropriated by the former Iranian President Mohammad Khatami. In 2009 Shayegan was awarded the inaugural Global Dialogue Prize, an international award for "outstanding achievements in the advancement and application of intercultural value research", in recognition of his dialogical conception of cultural subjectivity (for a statement of the award committee and a scholarly presentation (including a fairly complete bibliography) of Shayegan's contribution to intercultural dialogue, see the (copyrighted) webpages of this award.)
Dialogue
The term dialogue stems from the Greek διάλογος ("dialogos", conversation); its roots are διά ("dia": through) and λόγος ("logos": speech, reason). The first extant author who uses the term is Plato, in whose works it is closely associated with the art of dialectic. Latin took over the word as "dialogus".
Donald Winnicott
Donald Woods Winnicott (7 April 1896 – 25 January 1971) was an English paediatrician and psychoanalyst who was especially influential in the field of object relations theory. He was a leading member of the British Independent Group of the British Psychoanalytical Society, President of the British Psychoanalytical Society twice (1956–1959 and 1965–1968), and a close associate of Marion Milner. He is best known for his ideas on the true self and false self, and the transitional object. He wrote several books, including "Playing and Reality", and over 200 papers.
Dialectic
Dialectical naturalism is a term coined by American philosopher Murray Bookchin to describe the philosophical underpinnings of the political program of social ecology. Dialectical naturalism explores the complex interrelationship between social problems, and the direct consequences they have on the ecological impact of human society. Bookchin offered dialectical naturalism as a contrast to what he saw as the "empyrean, basically antinaturalistic dialectical idealism" of Hegel, and "the wooden, often scientistic dialectical materialism of orthodox Marxists".
Communication Theory as a Field
To fully outline a new tradition of communication theory, Russill would have had to fully incorporate that tradition within the dialogical-dialectical matrix. Russill failed to fully consider the full range of criticism which would occur between the Pragmatist tradition and the other traditions of communication. Craig uses the dialogical-dialectical matrix to outline how pragmatism could be incorporated into the metamodel.
Daniel Kolak
Kolak is the founder of the philosophical therapy known as cognitive dynamics, which has been used to create new paradigms and technologies for expanding human consciousness, increasing intelligence, and improving creativity. It is still under development. More information about this aspect of Kolak's research in cognitive science (cognitive neuroscience; self-representation; information processing; knowledge representation; mental models; the logic and mathematics of mental processes; autism, confabulation, self-deception, MPD; dreaming), philosophy of mind (personal identity, consciousness, and self; philosophical psychology; psychoanalytic theory) can be found at the Rutgers University Center for Cognitive Science (RuCCS).
Dialog (software)
Dialog was created by Savio Lam (first reported version 0.3 was in 1994).
It was further modified by several people.
Since 1999 it has been maintained (and rewritten) by Thomas Dickey.
Dialogic education
Dialogic education is an educational philosophy and pedagogical approach that draws on many authors and traditions. In effect, dialogic education takes place through dialogue by opening up dialogic spaces for the co-construction of new meaning to take place within a gap of differing perspectives. In a dialogic classroom, students are encouraged to build on their own and others’ ideas, resulting not only in education through dialogue but also education for dialogue.
Integrative thinking
Integrative Thinking is a field which was originated by Graham Douglas in 1986. He describes Integrative Thinking as the process of integrating intuition, reason and imagination in a human mind with a view to developing a holistic continuum of strategy, tactics, action, review and evaluation for addressing a pregrative Thinking may be learned by applying the SOARA (Satisfying, Optimum, Achievable Results Ahead) Process devised by Graham Douglas to any problem. The SOARA Process employs a set of triggers of internal and external knowledge. This facilitates associations between what may have been regarded as unrelated parts of a problem.
Dominic Cappello
Dominic Cappello is a strategist, writer, designer, and educator. He is the creator of the Ten Talks book series published by Hyperion in 2000 and 2001. Ten Talks received national attention when Oprah Winfrey created a show around the book on sex and character in October 2000, featuring parents who had used the books' approaches to family communication.
Dialogue education
Dialogue Education is a popular education approach to adult education first described by educator Jane Vella in the 1980s. This approach to education draws on various adult learning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom (Global Learning Partners, 2006b; Vella, 2004). It is a synthesis of these theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue Education is a form of Constructivism and can be a means for Transformative learning, (Vella, 2004).
Relational dialectics
In the Western world, these ideas hark back to the Greek philosopher Heraclitus, who held that the world was in constant flux (like fire), with creative and destructive forces on both sides of every process. Mikhail Bakhtin, a Russian scholar most known for his work in dialogism, applied Marxist dialectic to literary and rhetorical theory and criticism. He illustrated the tensions that exists in the deep structure of all human experience. For example, he identified that the tension that exists between unity and difference. Bakhtin conceived the human dialectic as two forces analogous to the physical forces "centripetal" (emotional forces tending towards unity) and "centrifugal" (emotional forces tending towards divergence). Like the Yin and Yang, Bakhtin's forces have no ultimate resolution.
Dialectic
The concept of dialectics was given new life by Georg Wilhelm Friedrich Hegel (following Johann Gottlieb Fichte), whose dialectically synthetic model of nature and of history made it, as it were, a fundamental aspect of the nature of reality (instead of regarding the contradictions into which dialectics leads as a sign of the sterility of the dialectical method, as Immanuel Kant tended to do in his "Critique of Pure Reason"). In the mid-19th century, the concept of "dialectic" was appropriated by Karl Marx (see, for example, "Das Kapital", published in 1867) and Friedrich Engels and retooled in a dynamic, nonidealistic manner. It would also become a crucial part of later representations of Marxism as a philosophy of dialectical materialism. These representations often contrasted dramatically and led to vigorous debate among different Marxist groupings, leading some prominent Marxists to give up on the idea of dialectics completely.
Somatic theory
Douglas Robinson first began developing a somatic theory of language for a keynote presentation at the 9th American Imagery Conference in Los Angeles, October, 1985, based on Ahkter Ahsen's theory of somatic response to images as the basis for therapeutic transformations; in contradistinction to Ahsen's model, which rejected Freud's "talking cure" on the grounds that words do not awaken somatic responses, Robinson argued that there is a very powerful somatics of language. He later incorporated this notion into "The Translator's Turn" (1991), drawing on the (passing) somatic theories of William James, Ludwig Wittgenstein, and Kenneth Burke in order to argue that somatic response may be "idiosomatic" (somatically idiosyncratic) but typically is "ideosomatic" (somatically ideological, or shaped and guided by society), and that the ideosomatics of language explains how language remains stable enough for communication to be possible. This work preceded the Damasio group's first scientific publication on the somatic-marker hypothesis in 1991, and Robinson did not begin to incorporate Damasio's somatic-marker hypothesis into his somatic theory until later in the 1990s.
Dialogic pedagogy
Sociolinguist Per Linell and educational philosopher Alexander Sidorkin evidence a non-instrumental ecological approach to dialogic pedagogy that focuses on the dialogicity of the mundane everyday social interaction, its non-constrained nature, in which participants can have freedom to move in and out of the interaction, and the absence or minimum of pedagogical violence. Using the metaphor of "free-range kids", Lenore Skenazy defines the participants in this ecological dialogue as free-range dialogic participants.
Morton Deutsch
In 1963 he made what would be his final move between institutions, when he started at Teachers College, Columbia University after being invited to found a new social psychology doctoral program. The two major works that resulted of his studies during this period are considered to be "The Resolution of Conflict" (published in 1973) and "Distributive Justice" (published in 1985). However he also published the book "Theories in Social Psychology" (1965) and "Applying Social Psychology" (1975) during this same period. Deutsch was the first psychologist to use the Prisoner's Dilemma to study trust between small groups or pairings of individuals. During this period his work in conflict resolution continued to grow in influence, including his differentiation between constructive conflict and destructive conflict. The impact of his work was seen both in theory and in practice—for example, in 1989 both Janusz Grzelak (a leading figure of the Solidarity movement in Poland) and Janusz Reykowski (a leading figure of the Communist Party of Poland) cited Deutsch's work as part of the infrastructure for the peaceful transfer of power from the Communists to the people.
Dionysios Solomos
In 1824, Solomos composed "The Dialogue", dealing with the language issue. The work involves three people: the poet, his friend (the first draft mentions Sp. Trikoupis) and the savant. However, it is mainly the poet and the savant who speak. The poet is trying to prove that katharevousa is an artificial language, of no use to either the people nor to literature. The poet supports a literary language based on the language spoken by the people, that should be elaborated on by the poet. In order to support his argument, the following phrase is used: ""firstly succumb to the language of the people and then, if you are worthy, conquer it"". His arguments are based on the French Age of Enlightenment on the subject of the use of national languages and on examples of Italian poetry, by which he tries to prove that no word is vulgar in itself but gets its meaning by the poem's context. At the end of the work, the poet abandons the rational reasoning and supports his arguments with passion.
Universal dialectic
Universal dialectic is an ontological idea which is closely related to the Taoist and Neo-Confucian concept of taiji or "supreme ultimate." In the West, dialecticians including Hegel explored themes that some see as remarkably similar, laying the groundwork for unification. Universal dialectic is envisioned as a single fundamental creative principle of inherent complementarity, as inspired by Heraclitus. However, rather than manifesting only cyclical change (as was the Greek view), it is progressive in nature, bringing about states of increasing complexity through a dialectical process of synthesis.
Mediated quasi-interaction
The concept was developed by sociologist John Brookshire Thompson, a professor at the University of Cambridge and a fellow of Jesus College. The concept is first documented in his book “The Rise of Mediated Interaction”, which was published in 1995 in Cambridge, UK. Thompson developed a conceptual framework for the analysis of the forms of action and interaction created by the media. He wanted to focus the types of interactional situation created by the mass media. He also wanted the analytical framework to examine some of the interactional features of the social relationships established by the media.
Symbolic interactionism
Symbolic interaction was conceived by George Herbert Mead and Charles Horton Cooley. Mead argued that people's selves are social products, but that these selves are also purposive and creative, and believed that the true test of any theory was that it was "useful in solving complex social problems". Mead's influence was said to be so powerful that sociologists regard him as the one "true founder" of the symbolic interactionism tradition. Although Mead taught in a philosophy department, he is best known by sociologists as the teacher who trained a generation of the best minds in their field. Strangely, he never set forth his wide-ranging ideas in a book or systematic treatise. After his death in 1931, his students pulled together class notes and conversations with their mentor and published "Mind, Self and Society" in his name. It is a common misconception that John Dewey was the leader of this sociological theory; according to "The Handbook of Symbolic Interactionism," Mead was undoubtedly the individual who "transformed the inner structure of the theory, moving it to a higher level of theoretical complexity". "Mind, Self and Society" is the book published by Mead's students based on his lectures and teaching, and the title of the book highlights the core concept of social interactionism. "Mind" refers to an individual's ability to use symbols to create meanings for the world around the individual – individuals use language and thought to accomplish this goal. "Self" refers to an individual's ability to reflect on the way that the individual is perceived by others. Finally, "society", according to Mead, is where all of these interactions are taking place. A general description of Mead's compositions portray how outside social structures, classes, and power and abuse affect the advancement of self, personality for gatherings verifiably denied of the ability to characterize themselves.
Daniel Kolak
Kolak is the originator of the philosophy known as Open Individualism, which he developed along with his view of metaphysical subjectivism and the nonlocality of consciousness, according to which there exists but one numerically identical individual subject who is everyone. In his groundbreaking "I Am You: the Metaphysical Foundations for Global Ethics", he writes: "The central thesis of "I Am You" - that we are all the same person - is apt to strike many readers as obviously false or even absurd. How could you be me and Hitler and Gandhi and Jesus and Buddha and Greta Garbo and everybody else in the past, present and future? In this book I explain how this is possible. Moreover, I show that this is the best explanation of who we are for a variety of reasons, not the least of which is that it provides the metaphysical foundations for global ethics." Variations on Kolak's theme have been voiced periodically throughout the ages (the Upanishads, Averroes, Giordano Bruno, Schopenhauer, Josiah Royce); more recently, physicists such as Erwin Schrödinger, Fred Hoyle, and Freeman Dyson have espoused it.
Cognitive analytic therapy
Bakhtin provided concepts such as dialogism from which come techniques such as Dialogical Sequence Analysis. This is a structured attempt to identify and visually display sequences of behaviour, thinking, and emotions so that the patient becomes more aware of these and can start to modify them.
Dialogical self
On the basis of Mikhail Bakhtin's theory of utterances, Leiman devised a "dialogical sequence analysis." This method starts from the assumption that every utterance has an addressee. The central question is: To whom is the person speaking?
William Stern (psychologist)
William Stern (29 April 1871 – 27 March 1938), born Louis William Stern, was a German psychologist and philosopher. He is known for the development of personalistic psychology, which placed emphasis on the individual by examining measurable personality traits as well as the interaction of those traits within each person to create the self. Stern also coined the term intelligence quotient, or IQ, and invented the tone variator as a new way to study human perception of sound. Stern studied psychology and philosophy under Hermann Ebbinghaus at the University of Berlin, and quickly moved on to teach at the University of Breslau. Later he was appointed the position of professor at the University of Hamburg. Over the course of his career, Stern wrote many books pioneering new fields in psychology such as differential psychology, critical personalism, forensic psychology, and intelligence testing. Stern was also a pioneer in the field of child psychology. Working with his wife, Clara Joesephy, Stern kept meticulous diaries detailing the lives of their 3 children for 18 years. He used these journals to write several books that offered an unprecedented look into the psychological development of children over time.
Theme-centered interaction
Theme-centered interaction (TCI) is a concept and a method for working in groups. Its aim is social learning and development of the person. Since the nineteen fifties, TCI has been developed in the United States by the psychoanalyst and psychologist Ruth Cohn, by the therapists Norman Liberman, Isaac Zieman and by other representatives of humanistic psychology. Under the deep impression of the Nazi regime from which Cohn had to flee as a Jew, her overall aim was to assist in creating humane environments which make possible personal growth and living learning as a key to improving society. Later, TCI was developed further in Europe and in India. TCI arose from the theoretical background of psychoanalysis, of group therapy and of humanistic psychology; it takes experiences from Gestalt therapy and from group dynamics into account. Ruth Cohn's original purpose was to "enable a healthy person to remain healthy". Here "health" not only refers to individual well-being, but also to political responsibility in the world.
Paradoxical intention
In psychotherapy, paradoxical intention is the deliberate practice of a neurotic habit or thought, undertaken to identify and remove it. The concept was termed by Dr. Viktor Frankl, the founder of Logotherapy, who advocated for its use by patients experiencing severe forms of anxiety disorders.
Four discourses
Lacan's theory of the four discourses was initially developed in 1969, perhaps in response to the events of social unrest during May 1968 in France, but also through his discovery of what he believed were deficiencies in the orthodox reading of the Oedipus complex. The four discourses theory is presented in his seminar "L'envers de la psychanalyse" and in "Radiophonie", where he starts using "discourse" as a social bond founded in intersubjectivity. He uses the term discourse to stress the transindividual nature of language: speech always implies another subject.
Dialogic public relations theory
Dialogue is defined as “any negotiated exchange of ideas and opinions”. Public relations can facilitate dialogue by establishing channels and procedures for dialogic communication. Dialogic theory argues that organizations should be willing to interact with publics in honest and ethical ways in order to create effective organization-public communication channels.
Intelligent tutoring system
Dialogue
Dialogic education
In teaching through the opening of a shared dialogic space, dialogic education draws students into the co-construction of shared knowledge by questioning and building on dialogue rather than simply learning a set of facts. As argued by Bakhtin, children learn through persuasive dialogue rather than an authoritative transmission of facts, which enables them to understand by seeing from different points of view. Merleau-Ponty writes that when dialogue works it should no longer be possible to determine who is thinking because learners will find themselves thinking together. It has been suggested by Robin Alexander that in dialogic education, teachers should frame questions carefully in order to encourage reflection and take different student’s contributions and present them as a whole. In addition, answers should be considered as leading to further questions in dialogue rather than an end goal.
Maurice Stanley Friedman
Maurice Stanley Friedman (December 29, 1921 – September 25, 2012) was an interdisciplinary, interreligious philosopher of dialogue. His intellectual career - spanning fifty years of study, teaching, writing, translating, traveling, mentoring, and co-founding the Institute for Dialogical Psychotherapy - has prompted a language of genuine dialogue. With illuminating range, he has applied Martin Buber’s philosophy of dialogue to the human sciences. After receiving his Ph.D. in religion and history from the University of Chicago in 1950, Friedman had a long career of teaching and publishing.
Dialogical self
In Dialogical Self Theory (DST) the self is considered as "extended," that is, individuals and groups in the society at large are incorporated as positions in the mini-society of the self. As a result of this extension, the self does not only include internal positions (e.g., I as the son of my mother, I as a teacher, I as a lover of jazz), but also external positions (e.g., my father, my pupils, the groups to which I belong).
Georgy Fotev
Georgy Fotev has grounded and elaborated an ambitious project in modern sociology: he sees dialogue as being the foundation of the poly-paradigmatic sociology, which otherwise would be doomed to constant internecine feuding due to the incommensurable elements contained in the various sociological paradigms. The author refers to a dialogical reason that can be an alternative and opposition to the century-long domination of monological reason. As a concept, dialogue is something more than conversation, discussion, debate, etc.[12]
Dragon NaturallySpeaking
Dr. James Baker laid out the description of a speech understanding system called DRAGON in 1975. 
In 1982 he and Dr. Janet M. Baker, his wife, founded Dragon Systems to release products centered around their voice recognition prototype. He was President of the company and she was CEO.
Dialogic education
Links are often also made with the Socratic method, established by Socrates (470-399 BC), which is a form of cooperative argumentative dialogue to stimulate critical thinking and to draw out ideas and underlying presumptions. There is some debate over whether the Socratic method should be understood as dialectic rather than as dialogic. However it is interpreted, Socrate's approach as described by Plato has been influential in informing modern day conceptions of dialogue, particularly in Western culture. This is not withstanding the fact that dialogic educational practices may have existed in Ancient Greece prior to the life of Socrates.
Discourse
French social theorist Michel Foucault developed a notion of discourse in his early work, especially the "Archaeology of knowledge" (1972). In "Discursive Struggles Within Social Welfare: Restaging Teen Motherhood", Iara Lessa summarizes Foucault's definition of discourse as "systems of thoughts composed of ideas, attitudes, courses of action, beliefs and practices that systematically construct the subjects and the worlds of which they speak." Foucault traces the role of discourses in wider social processes of legitimating and power, emphasizing the construction of current truths, how they are maintained and what power relations they carry with them. Foucault later theorized that discourse is a medium through which power relations produce speaking subjects.
Lajos Szabó
Lajos Szabó (* 1 July 1902 in Budapest † 21 October 1967 in Düsseldorf) was a Hungarian philosopher and one of the founders of the "Budapest School of the Philosophy of Dialogue".
Communication Theory as a Field
Russill did not write his dissertation with the goal of constructing a tradition of communication theory, rather he was attempting to "resuscitate and reconstruct Dewey's theory of the public as a pragmatist theory of democratic communication." To accomplish this goal Russill places Dewey in conversation with a variety of theorists including William James, John Locke, James Carey, Michel Foucault, Jürgen Habermas, and Walter Lippmann among others. Russill makes the argument that the pragmatist tradition "conceptualizes communication in response to the problem of incommensurability." Incommensurability being how a pluralistic society can engage in cooperation when there is an absence "of common, absolute standards for resolving differences." Russill briefly attempted to construct a pragmatist tradition of communication only to establish Dewey's theory of the public within that tradition. To do this he outlines pragmatism as a tradition that identifies the problem formulation as "incommensurability", and the vocabulary as "democracy, publics, power, criticism, response-ability, triple contingency."
Labeling theory
One of the founders of social interactionism, George Herbert Mead focused on the internal processes of how the mind constructs one's self-image. In "Mind, Self, and Society" (1934), he showed how infants come to know "persons" first and only later come to know "things". According to Mead, thought is both a "social" and "pragmatic" process, based on the model of two persons discussing how to solve a problem. Mead's central concept is the self, the part of an individual's personality composed of self-awareness and self-image. Our self-image is, in fact, constructed of ideas about what we think others are thinking about us. While we make fun of those who visibly talk to themselves, they have only failed to do what the rest of us do in keeping the internal conversation to ourselves. Human behavior, Mead stated, is the result of meanings created by the social interaction of conversation, both real and imaginary.
Dialogic learning
Mikhail Mikhailovich Bakhtin (1981) established that there is a need of creating meanings in a dialogic way with other people. His concept of dialogism states a relation among language, interaction, and social transformation. Bakhtin believes that the individual does not exist outside of dialogue. The concept of dialogue, itself, establishes the existence of the "other" person. In fact, it is through dialogue that the "other" cannot be silenced or excluded. Bakhtin states that meanings are created in processes of reflection between people. And these are the same meanings that we use in later conversations with others, where those meanings get amplified and even change as we acquire new meanings. In this sense, Bakhtin states that every time that we talk about something that we have read about, seen or felt; we are actually reflecting the dialogues we have had with others, showing the meanings that we have created in previous dialogues. This is, what is said cannot be separated from the perspectives of others: the individual speech and the collective one are deeply related. It is in this sense that Bakhtin talks about chain of dialogues, to point that every dialogue results from a previous one and, at the same time, every new dialogue is going to be present in future ones.
Muneo Yoshikawa
The dialogical mode draws upon the Buddhist philosophy (the logic of soku hi) and the ideas of the Jewish philosopher Martin Buber (the I-Thou relationship) in seeing human beings as complete only in relationship. Whilst the dialogue is between two people who are separate and independent, they are simultaneously and inevitably interdependent. The model is graphically presented as the infinity symbol (∞), also as a Möbius strip, visualizing the twofold movement between the self and the other that allows for both unity and uniqueness.
Interpersonal communication
A dialectical approach to interpersonal communication was developed by scholars Leslie Baxter and Barbara Montgomery. Their dialectical approach revolves around the notions of contradiction, change, praxis, and totality. Influenced by Hegel, Marx, and Bakhtin, the dialectical approach is informed by an epistemology that refers to a method of reasoning by which one searches for understanding through the tension of opposing arguments. Utilizing the dialectical approach, Baxter and Montgomery developed two types of dialectics that function in interpersonal relationships: internal and external. These include autonomy-connection, novelty-predictability, openness-closedness.
Symbolic behavior
Symbolic interactionism (SI), a phrase coined by Herbert Blumer as early as 1937, was derived from lectures of early philosophy and sociologist theorist George Herbert Mead’s student notes. Mead’s notes from a course he taught in social psychology were posthumously transcribed into the book Mind, Self, and Society; 1934. Mead, born in 1863, arguably laid the foundation for the symbolic interactionism concept of how the individual mind arises out of the social process. Mead’s description of language as communication through significant symbols and concepts of “me” and “I” are examples of his contributions to symbolic behavior perspective. Symbolic behavior perspective stems from symbolic interactionism perspective. Blumer (1962) summarizes the perspective as how people act towards things based on the meaning those things have for them. These meanings are derived from social interaction and modified through interpretation. The symbolic interactionism perspective relates to the organization by describing how employees form a concept of self in relationship to their organization as they interact with individuals, subordinates, and superiors within the organizational architecture. Individuals learn appropriate behavior within an organization as the code of values, roles, attitudes, and norms of behavior of that work environment become apparent (Wood, 1999).
John Perry (philosopher)
Perry's 1978 book "A Dialogue on Personal Identity and Immortality" deals with standard problems in the theory of personal identity in the form of a dialogue between a mortally wounded university professor, Gretchen Weirob, and her two friends, Sam Miller and Dave Cohen. The views represented include those of Bernard Williams, John Locke, and Derek Parfit. The format of associating different philosophical positions with different characters in a dialogue recalls David Hume's "Dialogues Concerning Natural Religion".
Herbert Blumer
Although Blumer devised the term "symbolic interaction" in 1931, the early development of this theoretical approach to social analysis is largely credited to the work of George Herbert Mead during his time at the University of Chicago. Blumer played a key role in keeping the tradition of symbolic interactionism alive by incorporating it into his teachings at the University. He presented his articles on symbolic interactionism in a single volume in which he conceptualized symbolic interaction into three main points:Blumer believed that what creates society itself is people engaging in social interaction. It follows then that social reality only exists in the context of the human experience. His theory of symbolic interaction, some argue, is thus closer to a theoretical framework (based on the significance of meanings and the interaction between individuals) than an applicable theory.
David Kantor
David Kantor, (b. 1927) is an American systems psychologist, organizational consultant, and clinical researcher. He is the founder of three research and training institutes, the author of numerous books and articles, and the inventor of a series of psychometric instruments that provide insight into individual and group behaviors. His groundbreaking empirical research revealed a fundamental structure to all communication, known as Structural Dynamics, which provides the solution to the most common communication challenges experienced in any human system. Kantor’s Four Player Model has been referenced by hundreds of other theorists including Peter Senge in The Fifth Discipline, Bill Isaacs in Dialogue: The Art of Thinking Together, and Michael Jensen and Werner Erhard in their revolutionary leadership program: Being a Leader and the Effective Exercise of Leadership as Your Natural Self Expression. His work has made a significant contribution to both family systems therapy and organizational theory and practice.
Donald T. Campbell
Donald Thomas Campbell (November 20, 1916 – May 5, 1996) was an American social scientist. He is noted for his work in methodology. He coined the term "evolutionary epistemology" and developed a selectionist theory of human creativity. A "Review of General Psychology" survey, published in 2002, ranked Campbell as the 33rd most cited psychologist of the 20th century.
Dialogical analysis
Although dialogical analysis tends to focus on discourse, it is distinct from discourse analysis and conversation analysis because its focus goes beyond the question of how people speak and what they achieve by speaking. Dialogical analysis uses dialogue as a metaphor for understanding phenomena beyond communication itself, such as the self (see dialogical self), internal dialogues, self-talk, misunderstandings, trust and distrust, the production of knowledge, and relations between groups in society.
Fred Dallmayr
Dallmayr sees the problems of Western modernity in the monologic mindset, which was rooted in Cartesian "ego cogito" and became an instrumental rationality coupled with egocentric will to power and domination. He advocates for dialogue in theory and practice, as a means to overcome monologic unilateralism and for establishing the relationships of mutual understanding and collaboration, aiming for peaceful coexistence and justice. He has elucidated the dialogical motifs in the works of Mikhail Mikhailovich Bakhtin, Gadamer, Karl Jaspers, Emmanuel Levinas, Maurice Merleau-Ponty, and Panikkar, among others.
Dialogue
In the 20th century, philosophical treatments of dialogue emerged from thinkers including Mikhail Bakhtin, Paulo Freire, Martin Buber, and David Bohm. Although diverging in many details, these thinkers have articulated a holistic concept of dialogue as a multi-dimensional, dynamic and context-dependent process of creating meaning. Educators such as Freire and Ramón Flecha have also developed a body of theory and techniques for using egalitarian dialogue as a pedagogical tool.
Dialogue
In the East, In 13th century Japan, dialogue was used in important philosophical works. In the 1200s, Nichiren Daishonin wrote some of his important writings in dialogue form, describing a meeting between two characters in order to present his argument and theory, such as in "Conversation between a Sage and an Unenlightened Man" (The Writings of Nichiren Daishonin 1: pp.99-140, dated around 1256), and "On Establishing the Correct Teaching for the Peace of the Land" (Ibid., pp.6-30; dated 1260), while in other writings he used a question and answer format, without the narrative scenario, such as in "Questions and Answers about Embracing the Lotus Sutra" (Ibid., pp.55-67, possibly from 1263). The sage or person answering the questions was understood as the author.
Dialogical self
Closely related to this gap, there is the lack of connection between dialogical self research and mainstream psychology. Although the theory and its applications have been published in mainstream journals like "Psychological Bulletin" and the "American Psychologist", it has not yet led to the adoption of the theory as a significant development in mainstream (American) psychology. Apart from the theory-research gap, one of the additional reasons for the lacking connection with mainstream research may be the fact that interest in the notion of dialogue, central in the history of philosophy since Plato, is largely neglected in psychology and other social sciences. Another disadvantage of the theory is that it lacks a research procedure that is sufficiently common to allow for the exchange of research data among investigators. Although different research tools have been developed (see the above review of assessment and research methods), none of them are used by a majority of researchers in the field.
A Dialogue on Personal Identity and Immortality
A Dialogue on Personal Identity and Immortality is a book by the philosopher John Perry.
It has been translated into Spanish, Chinese, Persian and Korean.
Rupert Wegerif
Prof. Wegerif is a writer and researcher in the field of dialogic education and dialogic education with technology. He has proposed a dialogic theory of education for the Internet Age, and conducted research on teaching dialogue in classrooms and on designing for dialogue with the Internet. He was the founder of the Elsevier journal "Thinking Skills and Creativity" and lead editor until 2017.
Dialogical self
It is not the main purpose of the presented theory to formulate testable hypotheses, but to generate new ideas. It is certainly possible to perform theory-guided research on the basis of the theory, as exemplified by a special issue on dialogical self research in the "Journal of Constructivist Psychology" (2008) and in other publications (further on in the present section). Yet, the primary purpose is the generation of new ideas that lead to continued theory, research, and practice on the basis of links between the central concepts of the theory.
Dialogues (Gilles Deleuze)
Dialogues () is a 1977 book in which Gilles Deleuze examines his philosophical pluralism in a series of discussions with Claire Parnet. It is widely read as an accessible and personable introduction to Deleuze's philosophy along with "Negotiations". The book contains an exposition of Deleuze's concepts and methodologies in which he thinks of newer ways to liberate life.
Socratic dialogue
Socratic dialogue () is a genre of literary prose developed in Greece at the turn of the fourth century BC. It is preserved in the works of Plato and Xenophon. The discussion of moral and philosophical problems between two or more characters in a dialogue is an illustration of one version of the Socratic method. The dialogues are either dramatic or narrative and Socrates is often the main participant.
Dialogical self
The composite concept "dialogical self" goes beyond the self-other dichotomy by infusing the external to the internal and, in reverse, to introduce the internal into the external. As functioning as a "society of mind", the self is populated by a multiplicity of "self-positions" that have the possibility to entertain dialogical relationships with each other.
Dorit Bar-On
In "Speaking My Mind: Expression and Self-Knowledge", published by Oxford University Press, Bar-On investigates the problem of self-knowledge (how, if at all, we are each in a privileged position to know own mental states) in relation to questions of expression and expressive behavior. She draws on historical figures including Wittgenstein and Darwin to develop a neo-expressivist view of first-personal expressive utterances (such as, "I am in pain") which explains how these utterances differ epistemically from non-expressive utterances while sharing the same semantic structure. "Speaking My Mind" has been praised as "a rich book; rich in topics, in argumentation, and in philosophical imagination and insight. It deserves the attention of all who work in mind and language." In subsequent work, Bar-On has applied this neo-expressivist framework to additional problems in the philosophy of language, metaethics, and epistemology. More recently, Bar-On has sought to illuminate the nature of human communication by situating it in relation to animal expressive communication more broadly, and thereby to show how human linguistic meaning can be understood consistently with a naturalistic theory of the world.
The Interpersonal Gap
The Interpersonal Gap is a model of communication developed by John L. Wallen (March 24, 1918 – July 31, 2001), an educator and a pioneer in the fields of emotional intelligence and interpersonal communication. As Chinmaya & Vargo state in their 1979 paper on Wallen “Many people who conduct interpersonal relations laboratories have been influenced by the ideas of John Wallen, a social psychologist from Portland, Oregon. He has written a number of papers which identify the sources of difficulty in communication. In these writings, Wallen focuses on the process of communication, not the underlying motives, drives, traits, attitudes, or personality characteristics of the individual. Wallen's ideas are easily understandable to laymen and professional alike.”
Dialogical self
Another assessment method, the "Personality Web", is devised by Raggatt. This semi-structured method starts from the assumption that the self is populated by a number of opposing narrative voices, with each voice having its own life story. Each voice competes with other voices for dominance in thought and action and each is constituted by a different set of affectively-charged attachments, to people, events, objects and one's own body.
Dynamic assessment
Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. As an alternative assessment modality, it seeks to identify the skills that an individual child possesses as well as their learning potential. The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment. It is highly interactive and process-oriented. It has become popular among educators, psychologists and speech and language pathologists. It is an alternative to the wide range of standard IQ tests, and it originated in the writings of psychologist Lev Vygotsky (1896-1934) of his most mature and highly productive period of 1932-1934. The notion of the zone of proximal development that he introduced in 1933, roughly a year before his death, served as the banner for his proposal to diagnose development as the level of actual development that can be measured by the child's independent problem solving and, at the same time, the level of proximal, or potential development that is measured in the situation of moderately assisted problem solving by the child. The maximum level of complexity and difficulty of the problem that the child is capable to solve under some guidance indicates the level of potential development. Then, the difference between the higher level of potential and the lower level of actual development indicates the zone of proximal development. Combination of the two indexesthe level of actual and the zone of the proximal developmentaccording to Vygotsky, provides a significantly more informative indicator of psychological development than the assessment of the level of actual development alone.
John Rowan (psychologist)
He described his therapeutic approach as humanistic, existential, authentic, relational and transpersonal. He was an exponent of the idea of the dialogical self, a later development of subpersonalities theory.
Argumentation theory
Doug Walton developed a distinctive philosophical theory of logical argumentation built around a set of practical methods to help a user identify, analyze and evaluate arguments in everyday conversational discourse and in more structured areas such as debate, law and scientific fields. There are four main components: argumentation schemes, dialogue structures, argument mapping tools, and formal argumentation systems. The method uses the notion of commitment in dialogue as the fundamental tool for the analysis and evaluation of argumentation rather than the notion of belief. Commitments are statements that the agent has expressed or formulated, and has pledged to carry out, or has publicly asserted. According to the commitment model, agents interact with each other in a dialogue in which each takes its turn to contribute speech acts. The dialogue framework uses critical questioning as a way of testing plausible explanations and finding weak points in an argument that raise doubt concerning the acceptability of the argument.
Dialectical naturalism
Dialectical naturalism is a term coined by American philosopher Murray Bookchin to describe the philosophical underpinnings of the political program of social ecology. Dialectical naturalism explores the complex interrelationship between social problems, and the direct consequences they have on the ecological impact of human society. Bookchin offered dialectical naturalism as a contrast to what he saw as the "empyrean, basically antinaturalistic dialectical idealism" of Hegel, and "the wooden, often scientistic dialectical materialism of orthodox Marxists".