Academic literature on the topic 'Dialogical structures'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Dialogical structures.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Dialogical structures"
1
Mcauley, Helen J. "Classroom‐based research: Dialogical structures." Early Child Development and Care 64, no. 1 (January 1990): 85–98. http://dx.doi.org/10.1080/0300443900640109.
Full text
2
Mikheeva, Tatyana B., and Irina A. Antibas. "TEACHING FOREIGN LANGUAGE DIALOGUE AT PRIMARY LEVEL." Proceedings of Southern Federal University. Philology 27, no. 1 (March 31, 2023): 179–90. http://dx.doi.org/10.18522/1995-0640-2023-1-179-190.
Full textAbstract:
The study of the communicative structures of dialogic speech in the linguistic and pedagogical aspect remains a topical issue. The solution of the issue of organising guided dialogic communication of learners is directly linked to the task of taking into account the communicative needs underlying the implementation of the different principles of foreign language teaching. The sequence and way in which the tasks and exercises of teaching foreign-language dialogue are carried out are close to the process of real communication, which is facilitated by the use of speech situations and role-play elements. Elements of role-playing become factors of additional optimization of the process of impact on the participants of communication. The order of practicing dialogical structures containing the studied grammatical phenomena in the system of exercises differs by the sequence of deployment of situations in which they function and are presented in macrodialogues corresponding to the needs of real communication. The aim of the article is to show the possibilities of speech exercises used in teaching dialogues in the target language (Russian), to describe the principles of linguodidactics and to reveal the specifics of the initial stage of teaching foreign-language dialogical speech.
3
Phiri, Stephen. "The Catholic Church's Dialogical Method and Engagement with the Zimbabwean State between 2000 and 2010." Journal for the Study of Religion 36, no. 2 (January 9, 2024): 1–20. http://dx.doi.org/10.17159/2413-3027/2023/v36n2a6.
Full textAbstract:
The Catholic Church's advocacy against bad governance in Zimbabwe (the country's name was Rhodesia till April 18, 1980) can be traced back to its colonial days. The nature of the Catholic Church's participation in the struggle towards good governance is focused on ensuring that the needs of the people are catered for by the responsible governmental structures. As the Catholic Church defends the people's rights, such a defense inevitably forces it to confront and challenge structures responsible for bad governance. Such confrontation or challenge of political or social structures (which it deems responsible for bad governance) is dialogical in nature as the Catholic Church expects a response towards their anticipated change. This article examines the nature of the Catholic Church's dialogical method by using an 'Empathetic Dialogical Method' focusing specifically on three Catholic Bishops' pastoral letters which were written between 2000 and 2010. A critical reflection of these letters reveals the contribution made by the Catholic Church during the post-independence period. In terms of dialogue, the article reveals that the Catholic Church's dialogical method is predominantly non-empathetic. It further understands the dialogical method of the Catholic Church as highly prescriptive and in most cases non-consultative. This position, as the article argues, is influenced by the Catholic Church's religious and political structure.
4
Tukhlieva, Gavkhar Nurislamovna. "The problematic structures of speech in forming dialogical utterance." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 137–42. http://dx.doi.org/10.5958/2278-4853.2021.00212.3.
Full text
5
Wang, Ya-huei. "Embracing Dissonant Voices In English Classrooms." Contemporary Issues in Education Research (CIER) 3, no. 3 (November 8, 2010): 21. http://dx.doi.org/10.19030/cier.v3i3.183.
Full textAbstract:
The purpose of this study is to determine whether a pedagogy grounded in dialogical ideals has the potential to empower students to make changes in English classroom interaction. The study first scrutinized the traditional “banking” educational system in English classrooms in which students were passive learners to realize students’ silence and powerlessness in classrooms. Then, after realizing students’ silence and resistance in traditional English classrooms, with a vision of social change, the researcher proposed the dialogical interaction pedagogy to the English class to challenge the traditional view of authority and power, with an eye to exposing how dominant education was constructed through language and discourse. Unlike the traditional teaching-learning structures in which instructors act as authorities and subjects, and students act as objects and receivers, the dialogical English classroom, adapted from traditional classroom hierarchy structures, is a double-voiced or even multiple-voiced English learning environment in which both the teacher and students work together to overcome the estrangement and alienation that have long become the norm in the contemporary English classroom system.
6
Schmidt, Colin T. "Pragmatically pristine, the dialogical cause of self-deception." Behavioral and Brain Sciences 20, no. 1 (March 1997): 126. http://dx.doi.org/10.1017/s0140525x97490039.
Full textAbstract:
Empirical evidence of self-deception's propositional duality is not sought; philosophically relevant links between propositions proper and mind are explored instead. Speech in unison ably indicates the social grounding of such attitudinal structures. An extra-theoretical eye – with regard to cognitivism – is cast on a case of “illusory communication.” The reinforcing of lexical analysis shows Mele's approach to be in need of non-ego concepts, wherefore it lacks soundness with respect to reference.
7
Vliek, Maria. "“When I finally heard my own voice”." Journal of Muslims in Europe 8, no. 1 (February 6, 2019): 85–107. http://dx.doi.org/10.1163/22117954-12341383.
Full textAbstract:
Abstract The purpose of this article is to expand on Dialogical Self Theory and to illustrate its benefits for the analysis of narratives of leaving Islam in a post-migration context. With leaving one’s religion, complex mechanisms of doubt, uncertainty, and ethical self-making come to the fore. Being in a post-migration context raises additional issues of intersectionality. Dialogical Self Theory is well-suited for the close-reading and in-depth analysis of such trajectories out of Islam, because it firstly considers the actual voices and their interaction in self-narrative. Secondly, Dialogical Self Theory allows for the recognition of the complex embeddedness of these voices in discursive power-structures. Thirdly, it considers self-making agentic properties. The particular usefulness of this theory will be exemplified by applying its analytical tools to one such trajectory.
8
Ветрюк. "On the definition and typology of discourse: paremic discourse." Modern Communication Studies 2, no. 1 (January 14, 2013): 0. http://dx.doi.org/10.12737/173.
Full textAbstract:
This article addresses the problem of definition and typology of discourse. The author gives a definition of paremic discourse and describes its types. The first type of the two includes proverbs as discourse structures of different grades of complexity which are samples for building new literary texts. The second type of paremic discourse has a prototypical dialogical structure. Here a proverb is a remark which is the instrument of speech tactics used for achieving a certain communicative strategy. The approach to discourse as a dialogical interaction Makes it possible to study proverbial texts in everyday dialogues.
9
Muminov, V. I. "TYPES OF DIALOGICAL UNITIES AND FEATURES OF THEIR FUNCTIONING IN POEMS BY M. TSVETAEVA." Bulletin of Udmurt University. Series History and Philology 32, no. 3 (July 8, 2022): 480–86. http://dx.doi.org/10.35634/2412-9534-2022-32-3-480-486.
Full textAbstract:
This article discusses the dialogical units, widely represented in the poems of M. Tsvetaeva, describes the features of their functioning, is observed over the author's preferences in the choice of certain structures and means for their implementation.
10
Ramazanov, T., A. Akhmet, and A. Shormakova. "THE LINGUISTIC AND CULTURAL NATURE OF DIALOGUE IN A LITERARY TEXT." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 3 (September 30, 2023): 38–55. http://dx.doi.org/10.55808/1999-4214.2023-3.03.
Full textAbstract:
The article analyzes the linguistic and cultural nature of dialogic discourse in a literary text. The research work provided for the consideration of linguistic and cultural criteria of dialogue at the semantic level. Having studied the speech ethics of a person through language, we can trace the mentality of the nation, religious views, customs, national culture. For this reason, language researchers have recently been particularly interested in the language of the addressee, the relationship between the addressee and the addressee. This conclusion underlines the main relevance of the research work. Learning the language of works of art can answer many questions of today. The use of the hero's language in the work, the artistic means and proverbs found in it, reflecting national knowledge, the use of ritual names and concepts, occasional words successfully reaches the reader through dialogic discourse. Thanks to the successfully selected dialogic language, it becomes possible to determine the style of the writer. In the research work, an analysis of the linguistic and cultural nature of the Kazakh dialogue was carried out, based on works on dialogue in foreign and domestic linguistics. The article reveals the surface and internal structures of dialogic discourse in a literary text. The surface structure refers to information about the characters involved in the dialogue, his knowledge and skills, social status, description of his relationship with another character. And in the internal structure we see linguistic units, cultural markers that give a national code in which speech and actions, cognition and character of the hero are manifested. In the research work, through cultural markers in the text of the artwork, dialogues were obtained in which the specifics of the ethnos, culture, cognition, and image of the world are clearly expressed. The research work has established that the semantic level of the linguistic and cultural nature of dialogic discourse in a literary text is manifested in cultural codes, cultural markers, symbols, their meanings in surface and internal structures. The article takes into account the fact that in literary works the speech act is linguistically analyzed and the speech act of the characters corresponds to speech ethics, the communicative units of the language are clearly expressed in the national-cultural aspect, the descriptive method, the structural-semantic method of analyzing the content and composition of dialogical conversations, contextual methods and methods of linguoculturology are used for contextual and pragmatic analysis to identify national features in the dialogical received.
Dissertations / Theses on the topic "Dialogical structures"
1
Janier, Mathilde. "Dialogical dynamics and argumentative structures in dispute mediation discourse." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/de7fd644-cb72-4730-af98-b923006a03e8.
Full textAbstract:
Dispute mediation is a practice in which third-neutrals (mediators) help conflicting parties to resolve a dispute in civil cases such as divorces, child custodies or in the workplace for example. Mediation is becoming a major dispute resolution process in most countries; for instance, calls to mediation services are increasing, and many countries make it mandatory to resort to mediation before going to court. This is because it presents many advantages over traditional litigation: it is quicker, cheaper and less stressful. This growth has led scholars to carry out various types of research with the aim of discovering the characteristics of discourse in mediation. As a result, theories based on systematic analyses of mediation dialogues are appearing, which offer novel insights and valuable data. As many research works have shown, argumentation deserves a particular attention in mediation since mediators must, at the same time, make sure that disputants effectively argue to reach an agreement, and preserve their neutral role. The increasing visibility of mediation and the growing number of investigations on the topic offer new opportunities to provide mediation professionals with support tools which the process lacks when compared with other dispute resolution procedures such as traditional litigation. The research reported here therefore proposes to advance theoretical knowledge of the dialogical and argumentative activity in mediation in order to deliver practical applications to support mediation training. To achieve this goal, this work relies on argumentation theory applied to discourse studies and computational models, namely Inference Anchoring Theory (IAT). This framework has already been successfully applied to other dialogical contexts (radio debates) in order to study argumentation. It has been shown that its main advantages are its flexibility regarding annotation schemes and its ability to elicit nonobvious argumentative structures which can then be easily modelled thanks to detailed analyses of dialogical dynamics (see e.g. (Budzynska et al., 2016)). As a first step, a close analysis of transcripts of mediation sessions with IAT allows exploring the link between dialogical and argumentative dynamics, and revealing their patterns. Once modelled, these patterns are used to define rules which are then specified in the form of a dialogue game: the Mediation Dialogue Game (MDG). MDG rules are defined after in-depth empirical studies and statistical analyses. They reflect therefore mediation participants’ actual behaviours; they can also be regarded as normative rules since any mediation dialogue can be compared with MDG rules. The game can also be played in conversational support systems to enable trainee-mediators to practice their skills and techniques in a computational environment replicating mediation dialogues, in the same way as role-plays, the basis of mediation training. Though the aim of this work is to provide a tool for mediation training, the different contributions of this work also represent a first step towards the development of a tool which mediators could use during sessions. To verify the quality and reliability of MDG, actual mediation dialogues are compared with the rules of the game, thus leading to a revision of some rules for a more accurate dialogue protocol. It is then shown that the revised version of the game, MDG’, fairly matches mediation interactions, and can be further developed as a fully-fledged tool for mediation training. The game represents therefore an empirically based normative tool which finds practical applications. The evaluation process reveals some limitations of MDG’. Meta-discourse, in particular, plays a major role in mediation dialogues which the game fails to capture. The necessity for potential users to use meta-discursive moves in MDG’ in order to have a greater impact on the direction and content of the dialogues is hence highlighted, and a method for the analysis of the role and function of meta-discourse in mediation is proposed. This first-ever study of meta-discourse in mediation dialogues represents the foundation of a wider account of mediation discursive and argumentative characteristics. As a conclusion, the research presented here stands as a novel approach of argumentative dialogues in mediation and explores the relationship between dialogical dynamics and meta-discourse. It relies on in-depth investigations of a corpus of mediation dialogues in order to explain the link between dialogical behaviours and argumentative dynamics. These theoretical findings are then used to develop a practical tool intended for mediation training. This work brings new findings in argumentation theory and discourse studies, advancing theoretical knowledge and creating an opportunity for the support of mediators’ training in a context of growing interest in alternative dispute resolution procedures.
2
Auguste, Jérémy. "Analyse du discours conversationnel dans le cadre de communications médiées par ordinateur." Electronic Thesis or Diss., Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0228.
Full textAbstract:
Les dialogues ont une place importante dans la société et celle-ci s’accroît au fur et à mesure que la technologie progresse. Il existe de plus en plus d'outils pour dialoguer à distance permettant la collecte d'une masse importante de données, utilisables pour réaliser différentes analyses et divers systèmes automatiques.L'analyse du discours conversationnel est une réponse partielle pour comprendre certains aspects de la production du langage dans les dialogues. Une telle analyse permet de caractériser les interactions entre les messages d'un dialogue et ainsi faire ressortir les différents enjeux ou d'identifier les échanges nécessaires pour faire progresser le dialogue.Produire ces analyses est une tâche complexe. Le nombre important de théories d'analyse du discours illustre bien la complexité pour un humain à définir des structures discursives modélisant l'ensemble des interactions. Ceci rend la production d'un grand corpus annoté très coûteuse et le peu de données annotées rend difficile l'utilisation d'algorithmes d'apprentissage supervisés.Dans cette thèse, je propose de produire des représentations du discours conversationnel en s'appuyant sur peu de données annotées discursivement. La thèse s'inscrit dans le cadre de l'ANR DATCHA me donnant accès à un grand corpus de tchats provenant de l'entreprise Orange. Ce corpus me permet d'explorer plusieurs stratégies pour produire des représentations du discours: s'appuyer sur un modèle bout-en-bout prédisant la satisfaction des clients; se fonder sur des annotations en actes de dialogue pour produire des plongements de phrases; utiliser des algorithmes supervisés sur un corpus enrichi automatiquementDialogues are a central part of human society, and technological improvements only strengthen their use in more and more situations. Additional tools used to communicate from a distance allow the collection of large amounts of data, which can be used to produce various analyses and automatic systems.Conversational discourse analysis is a partial response to understand some aspects of language production in dialogues. It is used to characterize the different interactions between the messages of a dialogue, and thus highlight the different issues or identify the exchanges that are needed to solve the dialogue's main objectives.Discourse parsing is a challenging task. The high number of existing theories of discourse analysis shows that humans have a hard time defining discursive structures that model all possible interactions. This difficulty makes the production of annotated corpora expensive and the low amount of discursively annotated data makes the use of supervised learning algorithms impractical.In this thesis, I propose to produce representations of conversational discourse based on data that is partially annotated with discourse structures. The thesis is part of the DATCHA project which allowed me access to a large corpus of dialogues owned by the Orange company. This corpus allows us to explore different strategies in order to produce discourse representations: rely on an end-to-end model that predicts customer satisfaction; rely on dialogue acts to produce sentence embeddings; using supervised algorithms on an automatically enriched corpus
3
Allen, Barbara. "Leading Change Together: Reducing Organizational Structural Conflict through a Dialogic OD Approach using Liberating Structures." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/91.
Full textAbstract:
As leaders must increasingly find ways to include and engage others in a power-with approach to competently meet today’s complex challenges, the problem occurs when they find themselves stuck within pre-existing systems structured for exclusion and power-over others. These conventional structures are a source of systemic conflict. This participatory action research/cooperative inquiry case study focuses on the topic of leading organizational change collaboratively in the space between formal hierarchical structures and informal human dynamics using a qualitative methodology. The purpose of this study is to understand how a newly developed Liberating Structures Problem Solving (LSPS) model of facilitation helps participants of a contract manufacturing firm navigate this space through a collaborative dialogic organization development (OD) approach to change within a hierarchical organization structure. The theoretical underpinning of this research is a dialogic OD approach to change using Lipmanowicz and McCandless’s liberating structures group processes grounded in complexity science and social constructionism. The methodological approach is cooperative inquiry, a form of radically participative action research. Triangulation of data was employed using video-recordings, observations, reflections and interviews. The study involved 21 participants from different functions and levels within the organization. Findings demonstrate the importance of including diverse participants in dialogic events; improved communication and relationships; reduced tooling costs; and a modified organizational macrostructure to be more inclusive. Implications of this study suggest the LSPS model was instrumental in helping this organization shift from conventional leadership structures towards a shared leadership approach that helped ignite transformational change.
4
Collins, Christopher. "Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2564.
Full textAbstract:
Thesis advisor: Khaled AnatoliosBased upon his role as a peritus at Vatican II in the shaping of the Constitution on Divine Revelation, Dei Verbum, Ratzinger reflected back on the deliberations at the Council soon after its conclusion and indicated that the new development of understanding of Revelation was that Revelation is to be seen "basically as dialogue." In his Introduction to Christianity, he would indicate that because of the experience of Jesus Christ, the Church comes to see that God is not only logos, but dia-logos. Throughout his theological and pastoral career, Ratzinger, now Benedict XVI, consistently relies upon the framework of "dialogue" as the principle of coherence for how he attempts to articulate the one Christian mystery, whether he is speaking of Revelation, Christology, ecclesiology, eschatology or any other area of Christian theology. I attempt in this dissertation, to trace that principle of coherence in his thought and thereby give a hermeneutic for approaching one of the most influential theologians of our time
Thesis (STD) — Boston College, 2012
Submitted to: Boston College. School of Theology and Ministry
Discipline: Sacred Theology
5
Couto, Edenildo Souza. "O ativismo judicial estrutural dialógico para efetividade dos direitos fundamentais no “estado de coisas inconstitucional”." Faculdade de Direito, 2018. http://repositorio.ufba.br/ri/handle/ri/27359.
Full textAbstract:
Submitted by Ana Valéria de Jesus Moura (anavaleria_131@hotmail.com) on 2018-09-14T16:12:55Z
No. of bitstreams: 1
EDENILDO SOUZA COUTO.pdf: 953237 bytes, checksum: 055492ff89a3e8c2b601da7b4f79b814 (MD5)Approved for entry into archive by Ana Valéria de Jesus Moura (anavaleria_131@hotmail.com) on 2018-09-14T16:13:02Z (GMT) No. of bitstreams: 1 EDENILDO SOUZA COUTO.pdf: 953237 bytes, checksum: 055492ff89a3e8c2b601da7b4f79b814 (MD5)
Made available in DSpace on 2018-09-14T16:13:02Z (GMT). No. of bitstreams: 1 EDENILDO SOUZA COUTO.pdf: 953237 bytes, checksum: 055492ff89a3e8c2b601da7b4f79b814 (MD5)
O estado de coisas inconstitucional (ECI) é constatado quando ocorre lesão de diversos direitos fundamentais, pertencentes a uma gama de titulares, decorrente de falhas estruturais no Estado. Uma vez verificada a existência do ECI, cabe ao Judiciário imiscuir-se na função típica dos outros Poderes, o que é conhecido como ativismo judicial. Mas não deve ser uma intromissão pura e simples: ela deve ser estrutural, na medida em que deve ser voltada para corrigir as falhas que mantêm o ECI; e deve ser em diálogo com outros Poderes, já que, no ECI, o Judiciário deve traçar os vetores a serem seguidos pelos agentes estatais envolvidos, com o escopo precípuo de suprimir a omissão causadora das falhas estruturais. Nestes casos, o ativismo judicial estrutural dialógico, somente será legítimo e constitucional, se tiver o escopo de salvaguardar os direitos fundamentais violados; deverá ser limitado, notadamente, em respeito ao sistema de freios e contrapesos.
The unconstitutional state of affairs (USA) is observed when there is damage of several fundamental rights, belonging to a range of holders, due to structural failures in the State. Once verified the existence of the USA, must the Judiciary interfere in the typical function of the other Powers, what is known as judicial activism. But it should not be a pure and simple intrusion: it must be structural, insofar as it must be directed to correct the failures that the USA maintains; and should be in dialogue with other Powers, because in the USA, the Judiciary should draw the vectors to be followed by the state agents involved, with the primary goal of suppressing the omission causing structural failures. In these cases, dialogical structural judicial activism will only be lawful and constitutional if it has the scope to safeguard fundamental rights violated; should be limited, in particular, to the system of checks and balances.
6
Tesařová, Kristýna. "Krystalizace historických okamžiků v mediálních dialogických sítí: etnometodologická analýza českého mediálního diskurzu." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337653.
Full textAbstract:
This diploma thesis deals with a crystallization of the political affair in Czech Social Democratic Party concerning lying of the politician M. Hašek and his colleagues about their meeting with the president after parliamentary election in autumn 2013. The qualitative analysis of mass media texts is based on the term media dialogical network, which was developed by J. Nekvapil and I. Leudar. In their latest publications they combined it with the apparatus of membership categorization analysis and the term structured immediacy. The membership categorization analysis enables me to take into consideration besides sequential aspects of social interaction also participants' categorization practices and thank to the term structured immediacy I could focus on how participants treat historical meanings in their statements. The second important aim of this thesis is to innovate the term media dialogical network as a viable approach to the intertextuality analysis of mass media communication in the new media environment. The fact, that the call for resignation of party's leader was linked to the secret meeting with the president after the election, resulted in the interpretation of the event as a coup against party's leader B. Sobotka. The politicians accused of coup organization defended themselves against...
7
Tesařová, Kristýna. "Interkulturní masmediální komunikace a hledání dokonalého jazyka." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-333194.
Full textAbstract:
The aim of this diploma thesis is a qualitative analysis of a media dialogical network's extract regarding chemical attack in Syria on 21st August 2013. In spite of the fact that main social participant in the subsequent international conflict, representatives of United States of America and Syria, president Obama, Secretary of State Kerry on one side and president Assad on the other side, have never actually met face to face, mass media interconnected their reactions into a coherent dialogue between west and east civilization and they accepted it as a part of intercultural negotiation of different meanings and interpretations of reality within a global mass media discourse. Methodological apparatus of conversation analysis and membership categorization analysis provides a tool to observe sequential and categorization aspects of a dynamic intertextual process of specification and respecification of the core cultural and political values in context. Thanks to the term structured immediacy it was also possible to consider sequential ordering of antecendents of the event in historical continuum. This analysis is based on ethnomethodological research of social interaction in mass media and is inspired by articles of J. Nekvapil und I. Leudar, which were dedicated to the analysis of intercultural...
8
Snyman, Kevin. "Myth, mind, Messiah : exploring the development of the Christian responsibility towards interfaith dialogue from within Ken Wilber's integral hermeneutics." Thesis, 2002. http://hdl.handle.net/10500/1050.
Full textAbstract:
Interfaith dialogue is no luxury for Christians living in a pluralistic~ effervescent world of intenningling, multi-religious realities. Many Christians take seriously their responsibility towards interfaith dialogue. However, different Christians understand this responsibility in different ways, which often leads to acrimonious accusations of
unchristian dialogical approaches. The question is whether there is any means of ordering and assessing the Christian responsibility towards other religions in a mutually uplifting and increasingly holistic way? Ken Wilber provides an integral, or All-Quadrant, All-Level hermeneutics that may assist us with an answer. All holonswhich means everything in the "Kosmos" - emerge or arise in holarchical fashion. On one level, it is a whole, on the next transcendent level it is a part of the whole. This
process is infinite and is only ever released in One Taste/salvation/Nirvana/the Kingdom of God, or simply unqualifiable Suchness. Wilber provides an integrated methodology for understanding the process by which holons find their release in One Taste. The holon of Christian responsibility towards interfaith dialogue also emerges
through discreet, recognizable stages. Each stage is integrated into the next higher level. The lower levels are more fundamental since they exist as a part of the higher levels. However, the higher levels are more significant, since they have an increased capacity to explore aspects of dialogue previously hidden. The levels we explore are the mythic rational, the rational and the centauric. 'lbese levels emerge through four
interrelated dimensions or Quadrants: the Upper Left or spiritual/faith dimension of the person entering into dialogue, the Upper Right Quadrant or theology of dialogue that emerges, the Lower Left or communal and interpretive realm, and Lower Right which covers the social organizational patterns with which the person in dialogue chooses to associate him or herself. We define responsibility in tenns of these four
Quadrants: The response or theology (UR) of the person is dependent upon her response-ability, or interior faith development (UL), which is informed by the worldview (LL) of her faith community to whom she feels responsible, with the sociological patterns of her community (LR), to some extent, offers clues as to her stage of development.Religious Studies and Arabic
D.Th.(Religious Studies)
Books on the topic "Dialogical structures"
1
Mayfried, Thomas. The dialogic city: Berlin wird Berlin. Köln: König, Walther, 2015.
Find full text
2
Evangelical Lutheran Church in Tanzania. North-Western Diocese., ed. A single drum sings no song =: Engoma emoi tegamba mulango : preaching as a dialogic event in a culture of oral tradition : research into the contents and structure of Lutheran preaching in northwestern Tanzania. Neuendettelsau [Germany]: Erlanger Verlag für Mission und Ökumene, 2004.
Find full text
3
Greene, Dana. Epilogue. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037108.003.0014.
Full textAbstract:
This chapter considers the legacy of Denise Levertov. Levertov wanted to be remembered for her poetry, the “autonomous structures” that would be appreciated on their own terms and would last. In comparison to her art, she considered her life fleeting and insignificant. As a consequence she was suspicious of biography and insisted that if a poet's biography were to be written, it had to focus on the work itself. Even then she was leery of the genre and recoiled from it. Nonetheless, she claimed repeatedly that her poems emerged from her life experience. While she rejected confessional or self-referential writing, her poems, “testimonies of lived life,” reflect her dialogical engagement with the world around her.
4
Lorino, Philippe. Trans-action. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198753216.003.0005.
Full textAbstract:
What makes action or meaning social or organizational? How is the social dimension maintained through changing situations? In trying to answer such questions, much of the organization literature oscillates between individualism and holism, or tries to relate two so-called “levels”—the “micro” level of local action and the “macro” level of social structures. The pragmatists reject such dualist deadlocks. They propose a view of sociality as an ongoing process rather than a state. Actors, far from being individuals engaging in socialization processes, are continuously constructing themselves in the very movement of addressing others. This chapter presents the static view of sociality as shared mental or artificial representations. In light of a few examples, it stresses the limits of sharedness approaches and presents the dialogical view of sociality developed by the pragmatist authors, leading to the theory of trans-action, a situated and mediated framework, referring to a relational ontology that fuses temporality and sociality.
5
Dialogische Strukturen: Festschrift für Willi Erzgräber zum 70. Geburtstag = Dialogic structures. Tübingen: Narr, 1996.
Find full text
6
Black, Scott. Henry Fielding and the Progress of Romance. Edited by Alan Downie. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199566747.013.012.
Full textAbstract:
Henry Fielding’s novels fit centrally into recent revisionist accounts of the novel as an international genre defined by translation and adaptation and even by its filiations with romance. Against the standard story of the novel rising as it moves away from romance, Fielding’s novels develop as they approach romance. His art increases in power and sophistication as he more fully explores the possibilities of romance, both structural and modal. As Fielding moves from Jonathan Wild to Joseph Andrews, Tom Jones, and Amelia, the productive tension between satire and romance that organizes all his novels is increasingly resolved by integrating the satire into the structures of romance; love is increasingly explored and not just assumed; and the romance heroine becomes increasingly central. Fielding uses the modal forces of romance to address the issues raised by its expansive, dialogic, and intertextual generic structures.
7
Harley, Anne, and Eurig Scandrett, eds. Environmental Justice, Popular Struggle and Community Development. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350835.001.0001.
Full textAbstract:
Community development takes place in contested spaces in which the interests of people living, working and surviving in communities come up against the interests of powerful groups and classes in the structures of exploitation, colonisation and neoliberalism. Where community development practices respond to issues of environmental concerns, this brings an additional dimension as ‘the environment’ becomes another arena for contestation. This book aims to draw on two essential sources for understanding this conflict. One source is in the rich yet conflicted theoretical resources which have developed through academic labour around analysing the social practices of community development, popular struggle and environmental justice. The second fundamental source is the intellectual work of ordinary people engaged in such material struggles to change the world from where they live and work and make community; people who are not employed in academic labour but who, as Gramsci highlighted, are critical thinking intellectuals without whose analytical resources emancipatory politics is not possible. This includes the struggles of activist-academics (such as the editors) seeking to learn from their own engagement with popular movements. This volume therefore works in the dialogical space between knowledges of struggle and of the academy in order to critique and inform the practices of community development professionals, academics, trade union organisers, social movements, activists and ordinary people engaged in the pursuit of justice in a range of contexts in which the messy, imprecise and contested processes of community, development and environment interact.
8
Östman, Jan-ola, and Graeme Trousdale. Dialects, Discourse, and Construction Grammar. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0026.
Full textAbstract:
This chapter examines constructional approaches to language variation and aspects of discourse, including idiolectal and community variation. It provides three case studies to illustrate the modeling of inherent variability in cognitive linguistics in general and in Construction Grammar in particular. The chapter shows how the usage-based nature of much research in Construction Grammar may be applied to emergent variation in discourse structures, particularly in dialogic contexts.
9
Stanghellini, Giovanni. Philosophical Resources for the Psychiatric Interview. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0023.
Full textAbstract:
This chapter: (1) reviews the basic tenets of mainstream psychiatric interviewing techniques; (2) analyzes the different ways of conceptualizing symptoms in the biomedical, psychodynamic, and phenomenological-hermeneutical paradigms; (3) describes the family of dispositives in use during the interview, that is the first- (subjective), second- (dialogical), and third-person (objective) mode of interviewing; (4) introduces three levels of the psychopathological inquiry: descriptive psychopathology, systematically studying conscious experiences, ordering and classifying them, and creating valid and reliable terminology; clinical psychopathology, pragmatically bridging relevant symptoms to diagnostic categories; structural psychopathology, assuming that the manifold of phenomena of a given mental disorder are a meaningful whole; and (5) provides a phenomenologically- and hermeneutically-informed flowchart for the psychiatric interview.
10
Nagda, Biren (Ratnesh) A., Patricia Gurin, and Jaclyn Rodríguez. Intergroup Dialogue: Education for Social Justice. Edited by Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.25.
Full textAbstract:
This chapter focuses on intergroup dialogue (IGD), an educational approach that teaches about and for social justice. Intergroup dialogue addresses one of the central concerns in contemporary research on intergroup contact between groups with distinct social statuses: Do identity salience and positive relationships mobilize or sedate collective action on the part of disadvantaged or advantaged groups? We explicate how IGD addresses the concerns through its theoretical and practice model. IGD pedagogy—content, structured interaction, and facilitation—fosters critical-dialogic communication processes that in turn impact cognitive and affective psychological processes. These two kinds of processes then produce outcomes. Results from a longitudinal, multi-site field experiment of randomly assigned (dialogue and control) students (N = 1437) showed significant treatment effects for dialogue students and strong support for the theoretical model and the centrality of the communication processes. These results support our claim that critical-dialogic intergroup dialogue heightens, not mutes, commitment to action.
Book chapters on the topic "Dialogical structures"
1
Skidmore, David. "10. Once More With Feeling: Utterance and Social Structure." In Dialogic Pedagogy, edited by David Skidmore and Kyoko Murakami, 170–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096220-011.
Full text
2
Zhao, Xin, David Skidmore, and Kyoko Murakami. "12. Prosodic Chopping: A Pedagogic Tool to Signal Shifts in Academic Task Structure." In Dialogic Pedagogy, edited by David Skidmore and Kyoko Murakami, 203–19. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096220-013.
Full text
3
Kas, D. A. "Dialogic and Argumentative Structures of Bumper Stickers." In Cognitive and Linguistic Aspects of Geographic Space, 71–75. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2606-9_7.
Full text
4
Adams, Jennifer D., Christina Siry, Koshi Dhingra, and Gillian U. Bayne. "Science Agency and Structure Across the Lifespan: A Dialogical Response." In Re/Structuring Science Education, 341–51. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3996-5_21.
Full text
5
Fermüller, Christian G. "Connecting Sequent Calculi with Lorenzen-Style Dialogue Games." In Paul Lorenzen -- Mathematician and Logician, 115–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65824-3_8.
Full textAbstract:
Abstract Lorenzen has introduced his dialogical approach to the foundations of logic in the late 1950s to justify intuitionistic logic with respect to first principles about constructive reasoning. In the decades that have passed since, Lorenzen-style dialogue games turned out to be an inspiration for a more pluralistic approach to logical reasoning that covers a wide array of nonclassical logics. In particular, the close connection between (single-sided) sequent calculi and dialogue games is an invitation to look at substructural logics from a dialogical point of view. Focusing on intuitionistic linear logic, we illustrate that intuitions about resource-conscious reasoning are well served by translating sequent calculi into Lorenzen-style dialogue games. We suggest that these dialogue games may be understood as games of information extraction, where a sequent corresponds to the claim that a certain information package can be systematically extracted from a given bundle of such packages of logically structured information. As we will indicate, this opens the field for exploring new logical connectives arising by consideration of further forms of storing and structuring information.
6
Mulkay, Michael. "Conversations and Texts: Structural Sources of Dialogic Failure." In The Word and the World, 79–102. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032714028-4.
Full text
7
Erickson, Karen A., Charna D’Ardenne, Nitasha M. Clark, David A. Koppenhaver, and George W. Noblit. "The Intersection of Structure and Sanction with Initiation and Persistence." In Social and Dialogic Thinking and Learning in Special Education, 122–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003175285-13.
Full text
8
Flanagan, Thomas R. "Structured Dialogic Design for Mobilizing Collective Action in Highly Complex Systems." In Handbook of Systems Sciences, 1–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-0370-8_59-1.
Full text
9
Flanagan, Thomas R. "Structured Dialogic Design for Mobilizing Collective Action in Highly Complex Systems." In Handbook of Systems Sciences, 765–85. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0720-5_59.
Full text
10
Shafiei, Mohammad. "A Phenomenological Analysis of the Distinction Between Structural Rules and Particle Rules in Dialogical Logic." In Constructive Semantics, 85–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21313-8_3.
Full textConference papers on the topic "Dialogical structures"
1
Nugroho, Miftah. "Discourse Structure of Dialogic Da’wah in the City of Surakarta." In Proceedings of the Fifth Prasasti International Seminar on Linguistics (PRASASTI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/prasasti-19.2019.62.
Full text
2
Frielick, Stanley. "Autopoiesis, enactivism and student learning: An ecological model." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.116.
Full textAbstract:
The paper is a contribution to the LINK 2021 Special Track: Informing design and practice-led research from the epistemology of the Santiago school of cognition. It presents a general ecological model of student learning in higher education, weaving together different threads from student learning research, Bateson’s work on the ecology of mind, and the concepts of autopoiesis and enactivism that emerge from the work of Maturana and Varela in the Santiago school. The paper takes as its starting point the seminal research on deep and surface approaches to student learning, developed inter alia by Marton, Biggs, Ramsden, Prosser and Trigwell during the 80s and 90s. While other neoliberal understandings of student learning as ‘engagement’ or ‘employability’ tend to dominate current discourse, the deep/surface literature is still widely cited and forms the basis of many courses in teaching in higher education. What is less explored are the ways in which the deep/surface learning research resonates with Bateson’s ecological views on mind and learning, and the idea of the embodied mind as developed from the pioneering work of Maturana and Varela. This research also emerged in the 80s and 90s. By tracing the patterns that connect these earlier ideas with current advances in 4E cognition and biosemiotics, the paper develops an ecological model of student learning based on concepts of non-linearity, emergence, complexity, embodiment, cognition as biological, learning as dialogical enquiry, communities of learning and practice, and the shaping influences of power circulating through information networks. The model visually depicts a process of learning informed by key principles: • Both the cognizing agent and everything with which it is associated are in constant flux, each adapting to the other in the same way that the environment evolves simultaneously with the species that inhabit it. • Learning (and similarly teaching) cannot be understood in monologic terms; there is no direct causal, linear, fixable relationship among the various components of any community. Rather, all the contributing factors in any teaching/learning situation are intricately, ecologically and complexly related. • Cognition is thus not the passive representation of a pre-existing world ‘out there’ but rather the ongoing bringing forth or enactment of a world through the biological processes of living. • Learning/teaching is a process of mutually enacting meaning—the student and teacher bringing forth a world together. • Cognition is not located within the abstractions of a decontextualised individual consciousness, but rather in the processes of shared action. • Knowledge is not separate from the world but embedded within it in a series of interrelated systems. • The individual self is thus constituted in a network of relationships. • Enactivism is an ecological epistemology where individual mind is an emergent property of interactions between organism and environment. • An enactivist view of the teaching/learning ecology sees teachers and learners embedded in a dynamic system of relationships between people, information, knowledge, and the institutional structures and processes that form the context of learning. The system acts to generate knowledge by transforming information into understanding.
3
Portere, Viktorija, and Baiba Briede. "Functioning of the model of constructive mediation." In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.018.
Full textAbstract:
The development of a constructive approach in the field of communication and education calls for the constructive approach to mediation as well. The problem is that the process of mediation is quite uniform and lacks a variety of stages and an opportunity to help clients to establish longitudinal dialogical relations. That is why the aim of the study is to reflect the basis of the Constructive mediation model (CMM) and describe its functioning. The methods of the study were theoretical analysis the model theories and five expert assessment of the model using Friedman test. The research was done investigating the findings on constructivism, conflict resolution, philosophy of dialogue, communication, pedagogy, psychology and testology with the purpose to establish CMM. The study reveals that the model functioning is provided by the following eight phases as signing a contract witha mediator, clarifying of the conflict and constructs, data processing, learning for mediation, mediation process, searching/finding the conflict resolution, repeated survey and data processing, and self-assessment of the mediator's action. The eight phases consist of such elements as setting of an aim, mediator's and mediants' roles, strategy, questionnaires, and achievable results. The definition of constructive mediation was substantiated. Five experts evaluated the usefulness of CMM in amediator’s practice according to eight criteria and their evaluations were unanimously positive. 64mediation participants and a mediator evaluated the process of mediation. The main conclusion is thatCMM provides successful conflict solving using constructive approach emphasizing the mediants' learning, self-assessment and dialogical techniques. The significance of the results is that it can be used successfully by the mediators who recognise constructivist approach in mediation taking into account the structure of the eight CMM phases and elements.
4
Ostrikova, Galina N. "The Features Of Phraseological Structures Functioning In The Dialogic Text (Based On German Prose)." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.76.
Full text
5
Dominczak, Jacek. "A Better City: Geography of Power or Ecology of Responsibility?" In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.58.
Full textAbstract:
The paper discusses a design strategy based on the structure of responsibility. This structure generates the use of Hidden Compositional Codes for cities and the concept of a Dialogic Design -- ideas that are the subjects of research projects developed in cooperation with undergraduate design studio participants. The papers concludes in a design method discussion about the possible shift from political solutions ruled by the geography of power that generate the conservative quality of a compromise, towards ethical definitions organized by the ecology of responsibility that may generate new, yet unknown, qualities.
6
Cohen Azaria, Yael. "UPPER SECONDARY SCHOOL HOMEROOM TEACHERS' PERCEPTIONS OF THE NEW TOOL FOR THEIR PERFORMANCE EVALUATION." In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/s08.39.
Full textAbstract:
The homeroom teacher (HRT) is one of the main roles in the school. HRTs effective teaching and classroom management are central to ensure inclusive and equitable quality education. The main goal of this study was to examine Israeli upper secondary HRTs perceptions of the new multiple domain performance tool (USHRT-MDPT) to evaluate their work performance. The study applied a qualitative paradigm of data collection and analysis. Data were collected through semi-structured interviews and were analyzed thematically. Participants were 46 upper secondary school HRTs. All HRTs had tenure and were evaluated at least once using the USHRT-MDPT. The main findings were that the upper secondary HRTs perceived the USHRT-MDPT as: (1) an evaluation rubric that is appropriate for HRTs, (2) an advance organizing rubric for HRTs self-performance-improvement, (3) an evaluation rubric that promote dialogical empowerment, (4) an evaluation rubric that encourages HRTs professional development, (5) an evaluation rubric that misses the HRTs classroom management in a time of crisis component. There is a clear dearth in scholarly literature dealing with the evaluation of upper secondary HRTs work performance. This study is the first to reveal Israeli upper secondary school HRTs perceptions of the tool for their work performance evaluation.
7
Oblasova, T. "MEANING-FORMING ROLE OF THE SUBJECT ORGANIZATION “NOT A WREATH OF SONNETS” BY A. EREMENKO." In VIII International Conference “Russian Literature of the 20th-21st Centuries as a Whole Process (Issues of Theoretical and Methodological Research)”. LCC MAKS Press, 2023. http://dx.doi.org/10.29003/m3704.rus_lit_20-21/107-111.
Full textAbstract:
Structural analysis of “Not a Wreath of Sonnets” by A. Eremenko allowed the author to discover semantic contradictions between the levels of the text. Thus, at the lexical level, lexically explicit various kinds of gaps, inconsistencies, the absence of external connections in the picture of the universe and the lyrical subject’s relationship with it are observed, which is reflected in the deliberate frequent use of the particle “not”, starting with the title “Not a Wreath of Sonnets,” an emphasized break with the poetic tradition at the level of direct formulations in the first sonnet, Fet: “will leave forever”, in the second sonnet, variations on the theme of a “broken” language / wrong word arise and then repeat, up to its loss and transformation into “barking” (in Sonnet 11). The identified lexical-thematic group of words with the meaning of language, speaking, communication, presented quite widely and diversely, made it possible to interpret communication, the forms of which are revealed in the texts, as disturbed and devoid of understanding. In the world, nothing corresponds to anything and nothing is connected to anything: “wrong”, “not right”, “by chance”, “at random”, “nature does not look at us”, “the pigeon does not depend on the conditions in which it reproduces” giraffe”, “a thought is not equivalent to a word”, etc. At the same time, the analysis of the subjective organization of the text of “Not a Wreath of Sonnets” gives the ground for asserting the presence of a multi-address dialogue of the lyrical subject (me) with various “you” in it.Thus, the article reveals the meaning-forming role of a subject organization, focused on the dialogue, on communication with various “you”, in affirming the continuity/inevitability of communication as a new way of “connectedness” of the world: in the absence of external connections in the usual meaning of closeness, “friendliness”, the subject’s fatality is recorded on different forms of communication with the world and in the world, the fundamental impossibility of being taken out of them, its dialogical appeal to various aspects of existence.
8
Desatnik-Miechimsky, Ofelia. "TRAINING SYSTEMIC FAMILY THERAPISTS RELATED TO PSYCHOSOCIAL INTERVENTION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end021.
Full textAbstract:
"The purpose of this paper is to focus the need of a reflexive stand about systemic training in family therapy in a higher education program. This training is associated to diverse social interrelationships that combines theoretical and clinical objectives, as well as research activities and community issues. We have been working in training programs at the National Autonomous University of Mexico, Iztacala Faculty, since 2001. The epistemological basis of this training are the systemic and cybernetic perspectives, and constructionist view about social construction of meanings in therapy and in educational processes. We emphasize observer implication, where the student/therapist in training is observer and observant in the therapeutic and educational process. The community context is where the therapy occurs which represents complex problems of reality. We focus at individual and community influences in problem construction and at the diverse ways the systems structure is organized. We attend the emotional, cognitive, situational, social aspects of the person of the therapist. The dialogical systemic approach lead us to consider the situation of the therapist, the supervisors and the consultants. We focus on the ethics, the relational responsibility, of the systems participants involved. We propose the search for contradictions, concordances or dilemmas, associated to family, social and gender diversity, oriented to look for alternative ways of connecting with consultants and therapists. We emphasize the positioning of persons as subjects who can act upon their realities, that can explore different ways of action upon society, at the actual historical context where we live, trying to search for individual and collective strengths and possibilities. We propose a reflexive stand when we focus our educational work, about what we do, in which theoretical and ethical perspectives we base our proposals, in order to anticipate and promote responsible professionals in connection with community needs. This reflective processes can take in account dimensions such as: plurality, complexity, diversity, systemic relationships, meaning construction, history, contexts, social resources, gender perspective, power and the implication of the person of the therapist. Power relationships between professors, clinical supervisors, students, consultants, institutional systems, could be externalized in order to approach ethical considerations in the clinical and educational processes."
9
Gurbuz, Mustafa. "PERFORMING MORAL OPPOSITION: MUSINGS ON THE STRATEGY AND IDENTITY IN THE GÜLEN MOVEMENT." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/hzit2119.
Full textAbstract:
This paper investigates the Gülen movement’s repertoires of action in order to determine how it differs from traditional Islamic revivalist movements and from the so-called ‘New Social Movements’ in the Western world. Two propositions lead the discussion: First, unlike many Islamic revivalist movements, the Gülen movement shaped its identity against the perceived threat of a trio of enemies, as Nursi named them a century ago – ignorance, disunity, and poverty. This perception of the opposition is crucial to understanding the apolitical mind-set of the Gülen movement’s fol- lowers. Second, unlike the confrontational New Social Movements, the Gülen movement has engaged in ‘moral opposition’, in which the movement’s actors seek to empathise with the adversary by creating (what Bakhtin calls) ‘dialogic’ relationships. ‘Moral opposition’ has enabled the movement to be more alert strategically as well as more productive tactically in solving the everyday practical problems of Muslims in Turkey. A striking example of this ‘moral opposition’ was witnessed in the Merve Kavakci incident in 1999, when the move- ment tried to build bridges between the secular and Islamist camps, while criticising and educating both parties during the post-February 28 period in Turkey. In this way the Gülen movement’s performance of opposition can contribute new theoretical and practical tools for our understanding of social movements. 104 | P a g e Recent works on social movements have criticized the longstanding tradition of classify- ing social movement types as “strategy-oriented” versus “identity-oriented” (Touraine 1981; Cohen 1985; Rucht 1988) and “identity logic of action” versus “instrumentalist logic of ac- tion” (Duyvendak and Giugni 1995) by regarding identities as a key element of a move- ment’s strategic and tactical repertoire (see Bernstein 1997, 2002; Gamson 1997; Polletta 1998a; Polletta and Jasper 2001; Taylor and Van Dyke 2004). Bifurcation of identity ver- sus strategy suggests the idea that some movements target the state and the economy, thus, they are “instrumental” and “strategy-oriented”; whereas some other movements so-called “identity movements” challenge the dominant cultural patterns and codes and are considered “expressive” in content and “identity-oriented.” New social movement theorists argue that identity movements try to gain recognition and respect by employing expressive strategies wherein the movement itself becomes the message (Touraine 1981; Cohen 1985; Melucci 1989, 1996). Criticizing these dualisms, some scholars have shown the possibility of different social movement behaviour under different contextual factors (e.g. Bernstein 1997; Katzenstein 1998). In contrast to new social movement theory, this work on the Gülen movement indi- cates that identity movements are not always expressive in content and do not always follow an identity-oriented approach; instead, identity movements can synchronically be strategic as well as expressive. In her article on strategies and identities in Black Protest movements during the 1960s, Polletta (1994) criticizes the dominant theories of social movements, which a priori assume challengers’ unified common interests. Similarly, Jenkins (1983: 549) refers to the same problem in the literature by stating that “collective interests are assumed to be relatively unproblematic and to exist prior to mobilization.” By the same token, Taylor and Whittier (1992: 104) criticize the longstanding lack of explanation “how structural inequality gets translated into subjective discontent.” The dominant social movement theory approaches such as resource mobilization and political process regard these problems as trivial because of their assumption that identities and framing processes can be the basis for interests and further collective action but cannot change the final social movement outcome. Therefore, for the proponents of the mainstream theories, identities of actors are formed in evolutionary processes wherein social movements consciously frame their goals and produce relevant dis- courses; yet, these questions are not essential to explain why collective behaviour occurs (see McAdam, McCarthy, and Zald 1996). This reductionist view of movement culture has been criticized by a various number of scholars (e.g. Goodwin and Jasper 1999; Polletta 1997, 1999a, 1999b; Eyerman 2002). In fact, the debate over the emphases (interests vis-à-vis identities) is a reflection of the dissent between American and European sociological traditions. As Eyerman and Jamison (1991: 27) note, the American sociologists focused on “the instrumentality of movement strategy formation, that is, on how movement organizations went about trying to achieve their goals,” whereas the European scholars concerned with the identity formation processes that try to explain “how movements produced new historical identities for society.” Although the social movement theorists had recognized the deficiencies within each approach, the attempts to synthesize these two traditions in the literature failed to address the empirical problems and methodological difficulties. While criticizing the mainstream American collective behaviour approaches that treat the collective identities as given, many leading European scholars fell into a similar trap by a 105 | P a g e priori assuming that the collective identities are socio-historical products rather than cog- nitive processes (see, for instance, Touraine 1981). New Social Movement (NSM) theory, which is an offshoot of European tradition, has lately been involved in the debate over “cog- nitive praxis” (Eyerman and Jamison 1991), “signs” (Melucci 1996), “identity as strategy” (Bernstein 1997), protest as “art” (Jasper 1997), “moral performance” (Eyerman 2006), and “storytelling” (Polletta 2006). In general, these new formulations attempt to bring mental structures of social actors and symbolic nature of social action back in the study of collec- tive behaviour. The mental structures of the actors should be considered seriously because they have a potential to change the social movement behaviours, tactics, strategies, timing, alliances and outcomes. The most important failure, I think, in the dominant SM approaches lies behind the fact that they hinder the possibility of the construction of divergent collective identities under the same structures (cf. Polletta 1994: 91). This study investigates on how the Gülen movement differed from other Islamic social move- ments under the same structural factors that were realized by the organized opposition against Islamic activism after the soft coup in 1997. Two propositions shall lead my discussion here: First, unlike many Islamic revivalist movements, the Gülen movement shaped its identity against perceived threat of the triple enemies, what Nursi defined a century ago: ignorance, disunity, and poverty. This perception of the opposition is crucial to grasp non-political men- tal structures of the Gülen movement followers. Second, unlike the confrontational nature of the new social movements, the Gülen movement engaged in a “moral opposition,” in which the movement actors try to empathize with the enemy by creating “dialogic” relationships.
10
Sophie Tombeil, Anne, and Rainer Nägele. "Towards a Concept of “Governance as a Smart- Service” in Service-Oriented Value-Creation-Systems." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002574.
Full textAbstract:
The course of the digital transformation of economy, work and society as well as increasing pressure from hyper individualized demand on the one hand and on the other hand issues that ask for global action, like pandemics or climate change, paves the way for new smart service-oriented forms of value creation, thus, solutions enhanced by new technological possibilities that transcendent corporate or individual routines and restrictions of human coping with complexity. Future Service Business thrives with seamless interaction in the conscious providing and coupling of resources, i. e. products and services, physical and digital elements, manpower and competencies, massively supported by and dependent on data and analytics in business-ecosystems. In order to create this “seamlessness” a new quality of conjoint value creation on strategic as well as operative level is necessary, that helps balancing value co-creation and value co-destruction in coopetitive multi-actor-ecosystems. Research on modelling processes for sustainable and resilient “governance as a smart service” is presented that deep dives on possible ways to combine the relative strenghs of digital evaluation and human decision. The research question if governance design for resource integration in new service business ecosystems can be provided “…as a smart service” itself is approached with two focal assumptions on resource integration in service-oriented ecosystems: firstly, the creation of a common, overarching value proposition for the customer (promise making externally) has to be complemented by value propositions for each contributing actor involved on the provider side (promis making internally). This will enable the governance function to know about and adress the costs of collaboration. Secondly, the design of common operational processes for key activities that meets internal expectations is crucial (promise keeping of the ecosystem). This will enable the governance function as well as mulit facetted actor practices to meet expectations and rely on fullfillment of collaborative quality by each actor in the value creation system. For the formulation of innovative value propositions we refer to the concept of value proposition design (Osterwalder et al 2015, Chesbrough, 2007). We aim to find out, to what extent the elements of the concept in the customer sphere: jobs to be done, pains, gains, can be transferred to the internal perspective of ecosystem partners and what adjustments are necessary in formulating value propositions in internal perspective. In the solution sphere of the Value Proposition Design concept with the elements: products & services, pain relievers, gain creators, we explore to which extent these are suitable to map the perspectives of the actors involved in order to derive reference processes of resource integration regarding the commonly shaped value propositions, internally and externally alike. The view formulated by Grönross (2011, 290), that in service-oriented value creation processes of different actors run simultaneously and a number of dialogic processes lead to an integrated process of coordinated action is modified. Our starting point is the need for a structured and digital augmented multilog and the goal is the design of a number of suitable common processes and standards with a resource-integrating bridging function between the original business models of each contributing partner in the system and the collaborative business model of the ecosystem as system of systems. This includes looking at virtual instances in the (re-) design of governance processes that support collaboration in a balance between independence and dependency (Malone, 2018, Freund / Spohrer, 2013).
Reports on the topic "Dialogical structures"
1
Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.
Full textAbstract:
On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students