Journal articles on the topic 'Dialogue'
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Tedlock, Dennis. "Dialogue and Dialogic." Journal of Linguistic Anthropology 7, no. 2 (December 1997): 220–21. http://dx.doi.org/10.1525/jlin.1997.7.2.220.
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Toftgaard, Anders. "Monologue à plusieurs voix." Revue Romane / Langue et littérature. International Journal of Romance Languages and Literatures 45, no. 2 (October 28, 2010): 275–95. http://dx.doi.org/10.1075/rro.45.2.06tof.
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Noting that both the earliest readers of Montaigne’s Essais and their modern counterparts have likened them to a dialogue with a friend, this article seeks to explore the work’s dialogic characteristics. The humanist dialogue is an obvious precursor to the Essais, and even though Montaigne voiced dissatisfaction with Plato’s dialogues, he aspired to match Plato’s style, not least in achieving a conversational tone. Three different elements of dialogue are analysed : the “Dialogue of One” between the different parts of Montaigne’s mind, the dialogue between the author and the writers quoted and paraphrased, and the use of direct address to the reader to invite or provoke the reader to enter into dialogue with the author. This essay is concerned to show how Montaigne uses the dialogue to create an entirely new genre, poised between monologue and dialogue.
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Martin, Sebastian. "Stakeholder dialogue on Facebook." International Journal of Energy Sector Management 11, no. 2 (June 5, 2017): 257–67. http://dx.doi.org/10.1108/ijesm-04-2016-0004.
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Purpose German, Austrian and Swiss utilities are confronted with radical changes in the European energy sector. A dialogue between the utility companies and their various groups of stakeholders is gaining importance. Increasingly, utilities create their own Facebook presence enabling such a dialogue. Still, to the best of the author’s knowledge there exists no research which explicitly focuses the stakeholder dialogue of German, Austrian or Swiss utilities on Facebook. Therefore, the purpose of this paper is to analyse Facebook as an instrument for dialogic communication in the energy sector. Design/methodology/approach An online survey was distributed to 1,280 German, Austrian and Swiss utilities, and 14 per cent of the utilities completed the survey, including 130 German, 19 Austrian and 25 Swiss companies. The participating utilities are primarily in public ownership. Findings The Facebook conversation of utility companies and their stakeholders meets the basic requirements of a virtual stakeholder dialogue. Nevertheless, less than half of the companies perceive their current stakeholder conversation on Facebook as truly interactive. Therefore, even if the basic requirements of a dialogue are met, most companies still do not seem to fully use the dialogue potential of Facebook. Originality/value This study provides first insights into virtual stakeholder dialogues in the energy sector. A suggestion to operationalise such a virtual dialogue is provided. Both operationalisation as well as the empirical results help researchers and practitioners to better understand virtual stakeholder dialogues.
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Harvie, Jennifer, and Richard Paul Knowles. "Dialogic Monologue: A Dialogue." Theatre Research in Canada 15, no. 2 (January 1994): 136–63. http://dx.doi.org/10.3138/tric.15.2.136.
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Michael Sidnell has drawn attention to the potential for dramatic monologue to be dialogic in ways that dialogue in the theatre rarely is, and he has pointed to a recent proliferation of dialogic monologue in Canadian theatre. This essay will examine the potentially dialogic function of monologue in some contemporary Canadian plays. Questions central to this examination will be: when is monologue dialogic, and what are the effects of dialogic monologue? Considering that the actor often stands indexicallyfor an autonomous subject which is easily conflated with the character the actor is playing, we are interested in looking at how the dialogism of the character's monologue might destabilize subjectivity. Looking at monologues from a range of contemporary Canadian scripts and performances, we will consider how the dialogic configuration of subjectivity affects gender, race, and sexuality. And considering that dialogism may be (as Helene Keyssar has argued it was for Bakhtin) "key to the deprivileging of absolute, authoritarian discourses," we are interested in what specific "authoritarian discourses" contemporary Canadian dialogic monologue deprivileges.
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Harvie, Jennifer, and Richard Paul Knowles. "Dialogic Monologue: A Dialogue." Theatre Research in Canada 15, no. 2 (September 1994): 136–63. http://dx.doi.org/10.3138/tric.15.2.136.
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O’Connor, Catherine, and Sarah Michaels. "When Is Dialogue ‘Dialogic’?" Human Development 50, no. 5 (2007): 275–85. http://dx.doi.org/10.1159/000106415.
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Martínez-Camino, Gonzalo. "Dialogicality and dialogue." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 22, no. 4 (December 1, 2012): 615–50. http://dx.doi.org/10.1075/prag.22.4.04mar.
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The aim of this article is to provide a theoretical and methodological contribution to the study of dialogue based on a dialogic conception of human communication (Bakhtin, Linell, Markova). From this perspective, it is postulated that the exchange is governed by the Principles of Dialogicality and Reciprocity and turns and contributions are defined as the constitutive elements of dialogue, representing two different levels of complexity. What is compared is how, on these two levels, the fictitious interlocutors of TV advertising dialogues, either Spanish or Mexican, try to influence each other: What are the similarities and differences in the diversity of types of turn and types of contribution, their possible impacts and the multiplicity of their connections.
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Lemmetty, Soila, and Kaija Collin. "Moment of dialogic leadership in Finnish IT organisation." Industrial and Commercial Training 52, no. 3 (August 3, 2020): 195–207. http://dx.doi.org/10.1108/ict-01-2020-0007.
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Purpose The purpose of this study is to describe the construction of leadership through authentic dialogues at work and leaders’ actions as contributors to dialogic leadership. Design/methodology/approach The authors collected the data by recording the organisation’s meetings and discussions and used content analysis of dialogic leadership and typifying of critical moments as analytical methods. Findings On the basis of the findings, this paper suggests that dialogic leadership begins with a startup critical moment and progresses through the different positions by manager and employees through democratic interaction. Individual and collective level learning of participants and the formation of new knowledge were used in decision- or conclusion-making. The manager promoted the construction of dialogic leadership in conversation by creating important critical moments, which enabled a dialogue to start or contributed to already ongoing dialogue. Originality/value The study proposes concrete actions that can be applied in working life. This study provides a new understanding of the leader’s activities in promoting dialogue.
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Monteiro, Rafael, Renata Ferraz de Toledo, and Pedro Roberto Jacobi. "Virtual Dialogues: A Method to Deal with Polarisation in a Time of Social Isolation Caused by COVID-19." Journal of Dialogue Studies 8 (2020): 113–33. http://dx.doi.org/10.55207/sxzt7920.
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How can a method of dialogue stimulate the learning of dialogic principles and practices in a virtual environment and contribute to the confrontation of social polarisation? This was the question that motivated the analysis and discussion of a project developed in Brazil during the months of May and June, 2020, which were characterised by the creation of three dialogue groups in a virtual environment (Google Meet). Throughout eight meetings, lasting one hour and a half each, the seventeen participants could learn and practice dialogue, through a method developed by the first author of this paper, based on the ideas of David Bohm, William Isaacs, and Paulo Freire. To analyse the results, three categories were recognized: learning dialogue; dialogue and the virtual environment; dialogue, social isolation, and polarization. The results found indicated that virtual dialogues seem to encourage the learning of dialogic principles and practices and the promotion of the transformation of interpersonal relations with people of different points of view, showing the possible contribution of such a proposal to the confrontation of polarisation. We emphasise that this article is a first qualitative approximation regarding the method, and there is still a long way to go of scientific deepening in the field of dialogue studies in order to ascertain its effects and challenges. Therefore, we suggest future research on the method, in different application contexts.
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Arnett, Ronald C. "Dialogic hypertextuality." Towards Culture(s) of Dialogue 12, no. 2 (August 8, 2022): 197–217. http://dx.doi.org/10.1075/ld.00122.arn.
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Abstract This essay demarcates between and among schools of dialogue, differentiating relational points of meaning origins. Contrasting dialogic roots constitute distinctions in social meaning and signification. Schools of dialogue embrace the relational interplay of address and response, with exchanges consisting of multiple simultaneous conversations. Their co-presence announces dialogic hypertextuality, which acknowledges and affirms multiple simultaneous conversations and meanings within a given encounter. No single interpreter or meaning captures dialogic existence; meanings push the boundaries of any exchange, before, during, and after. Dialogic exchanges embody multiple discourses that call forth distinctive dimensions of meaning. As one speaks, multiple conversations, inclusive of previous and anticipatory dialogues, shape us. Conversation between and among persons dwells within an existential reality of dialogic hypertextuality.
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Rabil Ismayilova, Ilkana. "Peculiarities of dialogic speech in Eposes." SCIENTIFIC WORK 60, no. 11 (November 6, 2020): 155–57. http://dx.doi.org/10.36719/2663-4619/60/155-157.
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In this article the author analyses the way of transferring dialogic speech as a mean of oral communication into the dialogic speech, and the specifities of dialogues in Eposes. Even flow of speech events in Epos dialogues depends on the relations among the participants. In some cases the narrator, i.e. ozan for the purposes of attracting readers’ attentions creates his own situations with the help of dialogic cues. And this is undoubtedly obvious in Epos dialogues. Key words: speech, oral speech, written speech, dialogue, epos, stimule, reaction
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Campdepadrós-Cullell, Roger, Miguel Ángel Pulido-Rodríguez, Jesús Marauri, and Sandra Racionero-Plaza. "Interreligious Dialogue Groups Enabling Human Agency." Religions 12, no. 3 (March 12, 2021): 189. http://dx.doi.org/10.3390/rel12030189.
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Evidence has shown that interreligious dialogue is one of the paths to build bridges among diverse cultural and religious communities that otherwise would be in conflict. Some literature reflects, from a normative standpoint, on how interreligious dialogue should be authentic and meaningful. However, there is scarce literature on what conditions contribute to this dialogue achieving its desirable goals. Thus, our aim was to examine such conditions and provide evidence of how interreligious dialogue enables human agency. By analyzing the activity of interreligious dialogue groups, we document the human agency they generate, and we gather evidence about the features of the conditions. For this purpose, we studied four interreligious dialogue groups, all affiliated with the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Association for Interreligious Dialogue (AUDIR), employing in-depth interviews and discussion groups. In these groups, which operate in diverse and multicultural neighborhoods, local actors and neighbors hold dialogues about diversity issues. In so doing, social coexistence, friendship ties, and advocacy initiatives arise. After analyzing the collected data, we conclude that for interreligious dialogue to result in positive and promising outputs, it must meet some principles of dialogic learning, namely equality of differences, egalitarian dialogue, cultural intelligence, solidarity, and transformation.
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Walker, M. A., I. Langkilde-Geary, H. Wright Hastie, J. Wright, and A. Gorin. "Automatically Training a Problematic Dialogue Predictor for a Spoken Dialogue System." Journal of Artificial Intelligence Research 16 (May 1, 2002): 293–319. http://dx.doi.org/10.1613/jair.971.
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Spoken dialogue systems promise efficient and natural access to a large variety of information sources and services from any phone. However, current spoken dialogue systems are deficient in their strategies for preventing, identifying and repairing problems that arise in the conversation. This paper reports results on automatically training a Problematic Dialogue Predictor to predict problematic human-computer dialogues using a corpus of 4692 dialogues collected with the 'How May I Help You' (SM) spoken dialogue system. The Problematic Dialogue Predictor can be immediately applied to the system's decision of whether to transfer the call to a human customer care agent, or be used as a cue to the system's dialogue manager to modify its behavior to repair problems, and even perhaps, to prevent them. We show that a Problematic Dialogue Predictor using automatically-obtainable features from the first two exchanges in the dialogue can predict problematic dialogues 13.2% more accurately than the baseline.
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Farah, Lubna. "الحوار الندائي وملامح الحوار القرآني Dialogues and Features of Quranic dialogue." Al-Wifaq, no. 4.2 (December 31, 2021): 1–12. http://dx.doi.org/10.55603/alwifaq.v4i2.a1.
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The most prominent wise and eloquent method used by the Qur’an is dialogue. The Qur’an follows the method of dialogue to reach the truth for mental persuasion and self-satisfaction, the Quran contains a diverse number of dialogues including the prophet's dialogues, and the wise people's dialogues, The Qur’an follow dialogue methods, The dialogues in the Qur’an have various types of attitudes ranging from criticism, alteration, trials, and reforms whose latter samples are manifested in the prophets’ dialogue with their people, so we see the verses filled with examples and dialogue until almost we never find any surah was devoid of the dialogue of the prophets, peace be upon them, with his people. And the proves his message through dialogues. The topic of the article was chosen due to its importance and its impact on guiding and building human behaviour, because the dialogue has a strong impact on deciding religious issues, because of the importance and need of the topic in the current time to awaken the link of believers with each other. The research results concluded that the Qur’anic dialogue has great importance because it has origins and rules for conducting it with others.
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Vatamanyuk, A. "Constitutional dialogue and judicial activism." Uzhhorod National University Herald. Series: Law 1, no. 78 (August 28, 2023): 90–93. http://dx.doi.org/10.24144/2307-3322.2023.78.1.13.
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The dialogic model of jurisdiction cannot be seen as a simple defense against judicial activism, given that it can be added to it by opening the details of a decision to the cooperation of other actors, but without redeeming the political decision based on the decision. In extreme cases, dialogic theories and techniques can be seized for perverse use in the context of a major escalation of political conflicts. The problematization of this topic is far from canceling the dialogical model, it challenges its deepening, demanding institutional mechanisms, incentives, sanctions, designs, procedures that structure the dialogue. And it also calls for a step back, a retreat to the most essential part of the debate about judicial activism, especially on the question of interpretation. Over time, dialogues have been associated with various other decision-making techniques. In their context of origin, they have already presented their limits and possibilities.Procedures and dialogues only make sense when a minimal interpretive basis can be shared, if we can recognize as authentic the application to specific cases of the principles that make up society. This article aims to depict the role of judicial dialogues by enumerating its three main constitutional functions: coherence, cohesion and conformation. Using doctrinal bibliographic research, it was analyzed that modern constitutionalism, marked by the consequences of globalization, suffers from strong instability. The protection of human rights in the current global scenario of legal fragmentation depends on the interaction between different orders, which occurs through the establishment of judicial dialogues. Taking into account the relevance of the study of judicial dialogue for the effective protection of the individual in the human rights protection system, with the help of the deductive method and search-bibliographic, documentary and qualitative research, it seeks to identify the factors that require its promotion among the constitutional courts.
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Heyden, Katharina. "Dialogue as a Means of Religious Co-Production: Historical Perspectives." Religions 13, no. 2 (February 7, 2022): 150. http://dx.doi.org/10.3390/rel13020150.
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What does interreligious dialogue look like from different religious perspectives? What does it do? One way of answering these questions is by examining historical examples of “religious dialogue”. These illustrate first-hand the rhetoric of interreligious dialogue. This article examines three case studies: (1) from 2nd-century Rome, Justin Martyr’s Dialogue with Trypho; (2) from 12th-century Spain, the Kuzari by Judah Halevi the Jew alongside the Dialogus of Petrus Alfonsi, a Christian convert from Judaism (both discuss Islam); (3) from 18th-century Berlin, Moses Mendelssohn’s Jerusalem and Johann Caspar Lavater’s Nathanael. Each contextualized case-study reveals the creative, morally enigmatic tension between commitment to hearing the religious Other, the utility of the Other for demarcating one’s own religious identity, and the epistemological contradictions of religious systems. Borrowing Martin Buber’s insight that the Ich (the “I”) needs a Du (a “you”) to form itself but must transform that Du into a third person es (an “it”), this article shows how complicated a process religious co-production through dialogue is—one which is both morally problematic and ethically promising. Here, literary dialogues establish a general feature of interreligious dialogue: the requirements of self-construction, not just the need for peaceful coexistence, recommend the adoption of a strong dialogical tolerance.
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Létourneau, Alain, Geneviève Boivin, and Nicolas Bencherki. "Practices of Dialogue, Dialogues in Practice." Practices of Dialogue, Dialogues in Practice 13, no. 2 (August 1, 2023): 147–54. http://dx.doi.org/10.1075/ld.00144.let.
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Khanina, N., and I. Li. "Senior preschool children’s speech development through dialogue with peers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 90–97. http://dx.doi.org/10.31489/2021ped2/90-97.
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The article is devoted to the relevant problem of speech development, specifically its dialogic component. The development of coherent dialogic speech as a means of forming communication skills plays an important role in the process of preschoolers’ speech development. As a form of speech interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually. Dialogue for a child is the first school of mastering speech, the school of communication; it is, in fact, the base of personal development. Through dialogue children learn the grammar of their native language, its vocabulary, phonetics, and draw useful information. The topic is relevant, since the development of dialogue in preschool childhood affects the formation of speech and communicative abilities, which are one of the aspects of individual success in modern society. The article focuses on the cooperative type of activities that are particularly important for the development of dialogic speech, primarily in which children jointly create a subject-game environment, come up with a theme and develop a plot, role-play dialogues and in the course of them enter into a variety of real relationships. The program that includes a set of didactic games for older preschoolers and is aimed at improving the level of dialogic communication skills is proposed. An experiment was conducted and described in which a set of didactic games was tested. The experiment showed growth in the skills of dialogic speech.
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Valantiejūtė, Lina. "DIALOGO PRINCIPAS KAIP RELIGINIO PLIURALIZMO PAGRINDAS." Religija ir kultūra 9 (January 1, 2011): 45–57. http://dx.doi.org/10.15388/relig.2011.0.2749.
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Šiame straipsnyje siekiama parodyti, kad dialogas, suprantamas visų pirma kaip santykis su Kitu, leidžia ne tik esmingai (per)interpretuoti vyraujančią tarpreliginio dialogo kaip formalių sąveikos modelių tarp religijų sampratą, bet ir religinio pliuralizmo fenomeną atskleidžia kaip iš pagrindų dialogišką. Martino Buberio dialogo kaip santykio samprata bei Emmanuelio Levino įžvalgos ir dialogo, kaip pažintinio santykio, kritika leidžia ne tik parodyti pliuralizmo fenomeno vidinį paradoksą – neredukuojamą daugio ir įvairovės reikalavimą tuo pat metu siekiant tą daugį valdyti ir institucionalizuoti, – bet ir paaiškinti angažavimosi tarpreliginiam dialogui galimybę.Pagrindiniai žodžiai: dialogas, Buberis, Levinas, pliuralizmas, Kitas.THE PRINCIPLE OF THE DIALOGUE AS A BASIS FOR THE RELIGIOUS PLURALISMLina Valantiejūtė SummaryThe main aim of this article is to show that the dialogue, primarily understood as a relation with the Other, allows us not only to essentially (re)interpret the dominating streams of understanding of inter-religious dialogue as a formal interaction between the religions as systems, but it also enables us to see the phenomena of religious pluralism as fundamentally dialogical. The concept of a dialogue as a dual relationship by Martin Buber combined with the philosophical insights of Emmanuel Levinas and the criticism of the concept of the dialogue as a cognitive relation allows us to reveal the internal paradox of the phenomena of religious pluralism (a fundamental demand for a non reductive quantity and diversity as well as need to control it) and to explain a possibility of engagement in an inter-religious dialogue.Keywords: dialogue, Buber, Levinas, pluralism, the Other.
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Zhang, Mingkai, Dan You, and Shouguang Wang. "Novel framework for dialogue summarization based on factual-statement fusion and dialogue segmentation." PLOS ONE 19, no. 4 (April 16, 2024): e0302104. http://dx.doi.org/10.1371/journal.pone.0302104.
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The explosive growth of dialogue data has aroused significant interest among scholars in abstractive dialogue summarization. In this paper, we propose a novel sequence-to-sequence framework called DS-SS (Dialogue Summarization with Factual-Statement Fusion and Dialogue Segmentation) for summarizing dialogues. The novelty of the DS-SS framework mainly lies in two aspects: 1) Factual statements are extracted from the source dialogue and combined with the source dialogue to perform the further dialogue encoding; and 2) A dialogue segmenter is trained and used to separate a dialogue to be encoded into several topic-coherent segments. Thanks to these two aspects, the proposed framework may better encode dialogues, thereby generating summaries exhibiting higher factual consistency and informativeness. Experimental results on two large-scale datasets SAMSum and DialogSum demonstrate the superiority of our framework over strong baselines, as evidenced by both automatic evaluation metrics and human evaluation.
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Carbaugh, Donal. "On Dialogue Studies." Journal of Dialogue Studies 1, no. 1 (2013): 9–28. http://dx.doi.org/10.55207/yfoe6143.
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Dialogue has become a powerful term and form of action in many academic, linguistic, and cultural communities. Over the past few years, several conferences have been convened to examine dialogue, intercultural dialogue, dialogic communication, or dialogic approaches to inquiry. Examples of these groupings are many including the Center for Intercultural Dialogue and the Dialogue Society, as are the conferences convened in the past decade by the European Union, the International Communication Association, and so on. All invite us to reflect upon and develop our notions of ‘Dialogue’ or ‘Intercultural Dialogue.’ As a key term ‘dialogue’ has assumed a prevalence, prominence, and potency in its meanings, and in its frequent declaration as a preferred form for human action. Who, indeed, would be against ‘dialogue’?
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Yazbak-Abu Ahmad, Manal, Adrienne B. Dessel, Alice Mishkin, Noor Ali, and Hind Omar. "Intergroup Dialogue as a Just Dialogue: Challenging and Preventing Normalization in Campus Dialogues." Digest of Middle East Studies 24, no. 2 (September 2015): 236–59. http://dx.doi.org/10.1111/dome.12067.
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Khalil-Butucioc, Dorina. "The art of dialogueor „How the Bessarabian playwrights of the 1990s discussed with Plato." Arta 30, no. 2 (December 2021): 64–69. http://dx.doi.org/10.52603/arta.2021.30-2.09.
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The inner mobility of the theater, doubled by the fast pace of life under the wave of postmodernity at the end of the twentieth century, conditioned not only the re-definition of a new theatrical language, but also the re-writing of dialogic forms specific to theatrical art. Or, in the texts of Constantin Cheianu, Val Butnaru, Nicolae Negru, Mircea V. Ciobanu, Dumitru Crudu, Irina Nechit, Maria Șleahtițchi and Nicolae Leahu, dialogue does not only have the classic role of triggering and motivating the action. The (sub)layers of conflict dialogues and „deaf dialogues”, parallel and echo dialogues, seemingly „absurd” association dialogues and „thesis-antithesis” dialogues, the dialogue monologues and the monologue dialogues evoke the alternation of linguistic registers and the play of languages. Completing and continuing the openness to multiple textual styles, the language of dialogues triggers and finalizes the communicative process between written and spoken, but also between text-show-audience. The „palpation” of the types of dialogues and the „immersion” in the mise en abysses of language give us the revelation of deciphering the symbols and meanings of contemporary national and universal drama and theater.
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Xin, Chunlei, Hongyu Lin, Shan Wu, Xianpei Han, Bo Chen, Wen Dai, Shuai Chen, Bin Wang, and Le Sun. "Dialogue Rewriting via Skeleton-Guided Generation." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 11 (June 26, 2023): 13825–33. http://dx.doi.org/10.1609/aaai.v37i11.26619.
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Dialogue rewriting aims to transform multi-turn, context-dependent dialogues into well-formed, context-independent text for most NLP systems. Previous dialogue rewriting benchmarks and systems assume a fluent and informative utterance to rewrite. Unfortunately, dialogue utterances from real-world systems are frequently noisy and with various kinds of errors that can make them almost uninformative. In this paper, we first present Real-world Dialogue Rewriting Corpus (RealDia), a new benchmark to evaluate how well current dialogue rewriting systems can deal with real-world noisy and uninformative dialogue utterances. RealDia contains annotated multi-turn dialogues from real scenes with ASR errors, spelling errors, redundancies and other noises that are ignored by previous dialogue rewriting benchmarks. We show that previous dialogue rewriting approaches are neither effective nor data-efficient to resolve RealDia. Then this paper presents Skeleton-Guided Rewriter (SGR), which can resolve the task of dialogue rewriting via a skeleton-guided generation paradigm. Experiments show that RealDia is a much more challenging benchmark for real-world dialogue rewriting, and SGR can effectively resolve the task and outperform previous approaches by a large margin.
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Zhukova, Halyna, Olha Vashevich, Oksana Patlaichuk, Tetiana Shvets, Nataliia Torchynska, and Iryna Maidaniuk. "Dialogue in the Philosophical and Educational Postmodern View." Postmodern Openings 13, no. 2 (June 24, 2022): 303–20. http://dx.doi.org/10.18662/po/13.2/455.
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The article analyses the modern assimilations of the definition ‘dialog’ and its rendering by the world academic community. Attention is drawn to the exceptional empirical significance of dialogics as a general scientific universal. The etymology of dialogue as a key category of philosophical, educational and pedagogical knowledge is identified. The evolution of the lead notionalists` ideas about the kernel and nature of dialogue that are relevant of the humanity itself, human mind and constant search of true knowledge is studied. A parallel is drawn between Socratic dialogue and dialogue in the postmodern educational and philosophic discourse. The problem of the antique thinkers` understanding of dialogue is studied discretely. The contemporary approaches to the fundamentals of dialogism, as outlined in the works of the lead theorists, are studied from the antiqueness to these days. It is highlighted how relevant and applicable for educational philosophy of the XXI century ‘G. Skovoroda`s dialogues’ are. It is ascertained that setting dialogue as autonomous subject of research of a particular school of thought reaches the works of L. Feuerbach with its thesis origins, but gets its final formulization in the works of M. Buber. The author dwells on the main theses of the approach of M. Bakhtin about the dialogic sources of the human beingness. The content and scope of the concepts ‘dialogical pedagogics’, ‘interactive dialogue’, ‘egalitarian dialogue’ are analysed. The advantages and disadvantages of the idea ‘knowledge building’ are studied. It is accentuated that the origins of many contemporary dialogue theories and methodologies date back to the ancient times and represent the attempts to integrate the ‘Socratic dialogue’ into the postmodern discourse. The state of adaptedness and conformance of the contemporary theories of dialogue to challenges of digitalisation and globalisation of the postmodern educational-philosophical space is studied.
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Matsumoto, Kazuyuki, Manabu Sasayama, Minoru Yoshida, Kenji Kita, and Fuji Ren. "Emotion Analysis and Dialogue Breakdown Detection in Dialogue of Chat Systems Based on Deep Neural Networks." Electronics 11, no. 5 (February 24, 2022): 695. http://dx.doi.org/10.3390/electronics11050695.
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In dialogues between robots or computers and humans, dialogue breakdown analysis is an important tool for achieving better chat dialogues. Conventional dialogue breakdown detection methods focus on semantic variance. Although these methods can detect dialogue breakdowns based on semantic gaps, they cannot always detect emotional breakdowns in dialogues. In chat dialogue systems, emotions are sometimes included in the utterances of the system when responding to the speaker. In this study, we detect emotions from utterances, analyze emotional changes, and use them as the dialogue breakdown feature. The proposed method estimates emotions by utterance unit and generates features by calculating the similarity of the emotions of the utterance and the emotions that have appeared in prior utterances. We employ deep neural networks using sentence distributed representation vectors as the feature. In an evaluation of experimental results, the proposed method achieved a higher dialogue breakdown detection rate when compared to the method using a sentence distributed representation vectors.
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Krysak, Larisa. "STRUCTURE AND COMPOSITION OF ENGLISH PROFESSIONALLY ORIENTED DIALOGUE OF PROSPECTIVE PHYSICIANS." АRS LINGUODIDACTICAE, no. 2 (2018): 55–63. http://dx.doi.org/10.17721/2663-0303.2018.2.07.
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Background. English professionally oriented dialogue is an integral part of medical professional sphere. It is closely connected to professional responsibilities and professional competence in medicine. English professionally oriented medical dialogue is a complex, multi-faceted process of workplace communication between a doctor and a patient arising from the needs of professional medical practice. It includes perception and understanding of the patient’s needs, information analysis and specific professional interaction between physicians and patients. Purpose. The current paper aims to analyze structural and compositional characteristics of English professionally oriented dialogue of prospective physicians as well as to classify main functional types of dialogues according to phases of the medical consultation. Results. While carrying out the research, the author analyzed more than 150 professional dialogues and authentic audiovisual fragments to select 50 of them for training purposes. The samples correlated with major functional types of workplace dialogues and became the basis for teaching professionally oriented interaction to students majoring in Medicine. Instruction is arranged in such a way that teaching functional dialogic communication (information-seeking and negotiation dialogues) follows the main structural phases of medical consultation. The major structural elements of the medical consultation include: contact, orientation, argumentation, corrective phase. In the course of training, special attention was also given to language aspects of professional dialogues of physicians. Discussion. Developed materials are open to improve the quality of educational programs, manuals and textbooks for future physicians as additional prospects at medical higher education institutions.
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Васьківська, Галина, Світлана Паламар, and Леся Порядченко. "Psycholinguistic Aspects of Formation of Culture of Dialogical Communication." PSYCHOLINGUISTICS 26, no. 2 (November 12, 2019): 11–26. http://dx.doi.org/10.31470/2309-1797-2019-26-2-11-26.
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Introduction. The article presents the results of researching the samples of English-speaking literary heritage, which reveals psycholinguistic features of dialogical communication and peculiarities of communicants' perception of interactions meanings in dialogic speech. The technique of detecting the frequency of using different dialogues that differ in number of replicas is described.
Objective. The purpose of the article is to characterize the psycholinguistic features of dialogical communication, to study units of the dialogue as means of forming a culture of communication of those who get aeducation.
Methods. The methods of analysis of domestic and foreign works of art, analysis of dictionary definitions, methods of contextual and logical-semantic analyzes, elements of statistical analysis are used in the article.
Results. It is substantiated that dialogue as a form of a communicative act is the most used form of verbal activity in which the text categories of communicants are implemented, their interpersonal relations are displayed, speech communication strategies appear, etc. Dialogue speech is characterized as a situational and thematic community of communicative motives in verbal statements consistently generated by two or more interlocutors in the direct act of communication. The frequency of the use of dialogues consisting of different amounts of dialogical unities is revealed. It is defined average number of dialogues consisting of dialogical unities; the frequency of dialogue with a different number of dialogical unities. It is considered the definitions of dialogue, dialogism, dialogical learning, dialogical speech, dialogical communication; it is characterized of the developed system of exercises and tasks for forming a culture of dialogical communication.
Conclusions. It is concluded that for the formation of a culture of dialogical communication of the educational recipients, it is of great importance to turn to highly artistic samples of literature for the purpose of emotional perception of them; creating situations of empathy with the characters of the work by «impersonation» in these images; work on dialogical situations; the use of dialogues as a means of socialization.
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Creemers, Jelle. "Local Dialogue as a Means to Ecumenical Reception? The International and Dutch Pentecostal-Catholic Dialogues in Close-up." Exchange 42, no. 4 (2013): 366–84. http://dx.doi.org/10.1163/1572543x-12341285.
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Abstract The International Roman Catholic-Classical Pentecostal Dialogue, established in 1972, encourages the initiation of local Pentecostal-Catholic dialogues. Such dialogues are deemed important to get feedback from the grassroots and to promote reception of the irccpd’s ecumenical achievements. The Catholic-Pentecostal dialogue in the Netherlands (1999-2009) is arguably to date the prime example of such a local spin-off and its history evidences strong ties with the international dialogue. The desired feedback to the international level was virtually absent, but the usefulness of the irccpd’s Final Reports for the local context was acknowledged and the Dutch dialogue was considered locally fruitful. The local context is however constantly changing and in order to deal with the issues deemed most important by both dialogue partners, a reconfiguration of the Dutch dialogue involving a third partner has been prepared since 2009. As the dialogue is no ‘official’ spin-off of the irccpd, chances are high that the ties with the international dialogue will soon be severed.
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Nugraha, Ari, Tomoo Inoue, Tamara Adriani Salim, and Muhammad Hanif Inamullah. "A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience." International Journal of Distance Education Technologies 21, no. 1 (November 21, 2023): 1–21. http://dx.doi.org/10.4018/ijdet.334012.
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Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.
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Wang, Jiancheng, Jingjing Wang, Changlong Sun, Shoushan Li, Xiaozhong Liu, Luo Si, Min Zhang, and Guodong Zhou. "Sentiment Classification in Customer Service Dialogue with Topic-Aware Multi-Task Learning." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 9177–84. http://dx.doi.org/10.1609/aaai.v34i05.6454.
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Sentiment analysis in dialogues plays a critical role in dialogue data analysis. However, previous studies on sentiment classification in dialogues largely ignore topic information, which is important for capturing overall information in some types of dialogues. In this study, we focus on the sentiment classification task in an important type of dialogue, namely customer service dialogue, and propose a novel approach which captures overall information to enhance the classification performance. Specifically, we propose a topic-aware multi-task learning (TML) approach which learns topic-enriched utterance representations in customer service dialogue by capturing various kinds of topic information. In the experiment, we propose a large-scale and high-quality annotated corpus for the sentiment classification task in customer service dialogue and empirical studies on the proposed corpus show that our approach significantly outperforms several strong baselines.
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Hashimoto, Takehiro. "The Reception of Milton’s Samson Agonistes in Coleridge’s Remorse." English Language and Literature Studies 6, no. 4 (November 29, 2016): 1. http://dx.doi.org/10.5539/ells.v6n4p1.
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The present study explores the influences of Milton’s Samson Agonistes on Coleridge’s Remorse in terms of poetic dialogue. Poetic dialogue is an open-ended poetic collaboration between authors consisting of various poetic forms of literature (Magnuson, 1988). The study of such literary collaboration is usually concerned with contemporary authors. This study, however, proposes that poetic dialogue is possible between Coleridge and precedent poets. Magnuson (1988)’s theory of poetic dialogue found that there are two collaborative processes of the negation and application of the character. In the process of negation, Coleridge denies the image of being surrounded by a swarm of dangers of hornets in Milton’s Samson Agonistes. Coleridge changes the figurative expression of hornets to the figurative expression of coldness to express his romantic imagination. In the process of the application of the character, Coleridge uses Dalila’s argument which evades responsibility in Milton’s Samson Agonistes. The main character in Coleridge’s Remorse, Ordonio, changes the focus of the argument from individual fault to something that can happen to everyone. This, in turn, increases Ordonio’s affliction later. Coleridge transfuses Dalila’s character into Ordonio so that the degree of tragedy increases. With these poetic dialogues in mind, the paper concludes that Milton is an interlocutor of poetic dialogue as if Milton is in front of Coleridge. Coleridge can conduct dialogue with Milton, allude to and revise Milton’s poems, and generate open-ended dialogic poems. This dialogue, in turn, would change and enlarge Milton’s poetic space.
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Kovalev, B. V. "Linguistic and Stylistic Features of the Dialogue in the Early Novels of M. Vargas Llosa." Cuadernos Iberoamericanos 11, no. 3 (October 5, 2023): 87–106. http://dx.doi.org/10.46272/2409-3416-2023-11-3-87-106.
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The article analyzes the poetics of dialogue in the so-called «first-style» novels of M. Vargas Llosa: «The Time of the Hero» (1963), «The Green House» (1966) and «Conversation in The Cathedral» (1969). The study of the linguo-stylistic specifics of dialogues in Latin American texts is especially relevant, because it is in the poetics of the total novel during the Latin American boom that dialogue is the key technique. The methodology of the study is based on the works of B.C. Prado, A.N. Veselovsky and V.V. Vinogradov, in particular, the method of classifying dialogues in fiction of the 20th century. There are three types of dialogues that can be distinguished in the early novels of M. Vargas Llosa: traditional dialogue, monologized dialogue and dialogized monologue. It turns out that the traditional dialogue is characterized by the division of replicas into lines and the sequence of the dialogue without nonchronological fragments and introspection. The monologized dialogue is written in a line: it is based on the principle of repetition / parallelism and is characterized by rhythmicity. The dialogized monologue is a combined type of two dialogues, which are external (extradiegetic) and internal (intradiegetic). At the external level, two actants report information about an event, whereas at the internal level, the event itself is updated. As a result, we conclude that in the novel «The Time of the Hero» the three types of dialogues are at an early stage of their development, «The Green House» turns out to be a novel in which all three types of dialogue are smoothly and harmoniously combined, and in «Conversation in The Cathedral» the dialogized monologue becomes structure-forming and dominant technique.
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Perkins, Marla. "Parity lost." When Dialogue Fails 12, no. 1 (March 7, 2022): 150–68. http://dx.doi.org/10.1075/ld.00116.per.
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Abstract Following Bakhtin (e.g., [1999] 1984, 184), dialogue studies have assumed at least some form of parity between dialogic participants. But what happens when parity is significantly disrupted or lost entirely? In this report of cultural practice among the Hobongan living on the island of Borneo, I examine the results of lost parity on traditional Hobongan and Christian-influenced cultural practices. The Hobongan typically acknowledge the lack of parity and ignore it, or they accept the lack of parity and try to rejoin polyphony through conversion. Syncretism presents a more complex case because dialogue remains possible: both Hobongan and Christian-influenced practices are combined to avoid unpleasant dialogues.
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Yermolenko, Anatolii. "Hryhorii Skovoroda’s Socratic Dialogue in the Context of Modern Philosophy." Kyiv-Mohyla Humanities Journal, no. 9 (December 29, 2022): 2–18. http://dx.doi.org/10.18523/kmhj270827.2022-9.2-18.
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This article explores the creative work of Hryhorii Savych Skovoroda from the standpoint of the leading trends in contemporary philosophic thought: a communicative turn in philosophy, neo-Socratic dialogue, and ethics of discourse. Skovoroda’s philosophy is interpreted not only in line with the ‘know yourself’ principle as a method of cognition, but, first of all, within the Socratic dialogue dimension when the methods of maieutics and elentics are used for joint searching for truth and solving moral problems. Skovoroda did not reduce philosophy to life, but he raised life to philosophy; philosophy itself was his life and in the first place, it was the practical philosophy of dialogue. Socratic dialogue appears in the practices of communication with people, in particular in the wandering habitus of the thinker. Wandering is an important element of his philosophy, his life, and his habitus. The wandering nature of Skovoroda’s habitus takes his dialogues beyond epistemology bringing the dialogue into a practical, or rather moral and practical plane. As an educator, Skovoroda draws on the Ukrainian culture habitus and practices and transcends this habitus and thus elevating it to the habitus of reason. This paper asserts the idea of the need and necessity to develop and to practice the neo-Skovoroda’s dialogue as a component of the global trend of dialogic civilization development.
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Abma, Tineke A., Jennifer C. Greene, Ove Karlsson, Katherine Ryan, Thomas A. Schwandt, and Guy A. M. Widdershoven. "Dialogue on Dialogue." Evaluation 7, no. 2 (April 2001): 164–80. http://dx.doi.org/10.1177/135638900100700202.
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Alhasawi, Nourah Abdullah M. "Dialogue on Dialogue." Journal of Ecumenical Studies 53, no. 4 (2018): 587–98. http://dx.doi.org/10.1353/ecu.2018.0043.
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Романова and V. Romanova. "Dialogue About Dialogue." Primary Education 5, no. 2 (March 31, 2017): 13–19. http://dx.doi.org/10.12737/25104.
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The article considers the problem of dialogical communication of younger schoolchildren. The features of educational dialogue and ways of its formation in primary school are discussed. The terms and means of teaching children dialoging in configurations are described: “teacher – pupil”, “pupil – pupil(s)”, “child – adult”. The examples of tests are given, which are helpful in development of dialogical communication skills in case study and others.
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Kim, Eun Hee, Myung Jin Lim, and Ju Hyun Shin. "Summarization of Korean Dialogues through Dialogue Restructuring." Korean Institute of Smart Media 12, no. 11 (December 31, 2023): 77–85. http://dx.doi.org/10.30693/smj.2023.12.11.77.
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After COVID-19, communication through online platforms has increased, leading to an accumulation of massive amounts of conversational text data. With the growing importance of summarizing this text data to extract meaningful information, there has been active research on deep learning-based abstractive summarization. However, conversational data, compared to structured texts like news articles, often contains missing or transformed information, necessitating consideration from multiple perspectives due to its unique characteristics. In particular, vocabulary omissions and unrelated expressions in the conversation can hinder effective summarization. Therefore, in this study, we restructured by considering the characteristics of Korean conversational data, fine-tuning a pre-trained text summarization model based on KoBART, and improved conversation data summary perfomance through a refining operation to remove redundant elements from the summary. By restructuring the sentences based on the order of utterances and extracting a central speaker, we combined methods to restructure the conversation around them. As a result, there was about a 4 point improvement in the Rouge-1 score. This study has demonstrated the significance of our conversation restructuring approach, which considers the characteristics of dialogue, in enhancing Korean conversation summarization performance.
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Osiadla, Tetiana. "FORMATION MODEL OF PERSIAN SPEAKING COMPETENCE IN INTERPRETERS’ DIALOGUES IN THE SPHERE OF SAFEGUARDING OF STATE SECURITY." Scientific Journal of Polonia University 53, no. 4 (November 15, 2022): 90–100. http://dx.doi.org/10.23856/5311.
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The article defines the purpose creation of a linguistic didactic model, which consists in outlining the logical sequence of educational actions of the teacher and cadets, which correspond to the developed system of exercises. Six content modules for performing preparatory exercises are outlined, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the role-play method; each cycle is dedicated to teaching one type of dialogue – questioning, agreement, discussion, which forms Persian speaking competence and dialogical speech of future interpreters in the field of ensuring state security. The goals of training and the professional sphere of communication of such specialists are determined, where the following functional types of dialogues are mainly used: dialoguequestioning, dialogue-arrangement, dialogue-discussion. The content of modules is described: International partnership and state policy of Ukraine in the sphere of safeguarding of state security, Ensuring the protection of human rights and freedoms, interests of society and the state, Intelligence and information protection, Combating terrorism, Protection of national statehood and national interests, Pre-trial investigations. The work of the cadets is planned, divided into classroom and independent work. Two variants of the training model are proposed, which differ in the preliminary cooperation of cadets in preparation for dialogic speech.
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Fomin, Kateryna. "Educational Dialogue: Several Aspects of Enhancing Preservice Teachers’ Reflective and Proactive Readiness for Teaching Practice." Journal of Vasyl Stefanyk Precarpathian National University 11, no. 1 (March 31, 2024): 59–71. http://dx.doi.org/10.15330/jpnu.11.1.59-71.
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The article focuses on numerous theoretical elements aimed at developing reflective and proactive preparedness among university students from the Faculty of Pedagogy. This preparation is essential for effectively engaging in educational dialogue with students during practical experiences in schools. Based on the findings of theoretical and empirical research spanning several years, the author highlights the teacher’s pivotal role as a facilitator in the school educational process. This facilitation is emphasized particularly during dialogue interactions, where the foundation is built upon principles of humanity, tolerance, and acknowledgment of the diverse perspectives of all participants. The applied aspect of professional training of prospective teachers in the organisation of dialogue-based learning is outlined. The necessity of implementing the proposed educational and methodological tools (Socratic dialogue, workshops, training technology, discussion, group work, projects, inquiry-based learning, etc.) in the professional training of future teachers to increase their readiness to organise a classroom dialogue is substantiated. The paper describes the outcomes of experimental research evaluating the efficacy of cultivating reflective and active preparedness in students for pedagogical interaction, specifically focusing on dialogic learning. The investigation spanned from 2017 to 2022 and involved 601 prospective teachers from Ukrainian universities. The researcher used the “Readiness to Organize Dialogic Learning at School” methodology to assess the levels of reflective and active readiness among prospective teachers in organizing educational dialogue. This assessment included evaluating skills such as self-knowledge, self-study of communication abilities, and the capacity to establish subject-subject interaction, among others. The research has unveiled the degree of reflective and active preparedness among prospective teachers for organizing educational dialogues within the framework of their professional training during the summative and formative experiment stages. The comprehensive analysis, both qualitative and quantitative, is presented to compare the obtained data. The following research methods were used: subject-target method, empirical methods (questionnaire, testing, pedagogical observation, comparison, pedagogical experiment) and methods of mathematical statistics.The author’s materials from the dissertation “Preparation of primary school teachers for the organization of dialogic training” for PhD (K. Fomin, 2020) are partially used in the article.
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Puigvert, Lidia. "The Dialogic Turn: Dialogue or Violence?" International and Multidisciplinary Journal of Social Sciences 1, no. 1 (July 30, 2012): 78–96. http://dx.doi.org/10.4471/rimcis.2012.04.
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Individuals and social groups are increasingly using dialogue to take decisions, perform actions and solve conflicts in diverse social relationships, from international policies or globalization processes to personal friendships, labor relations or the intimacy of bedroom. When they do not use dialogue, they use violence or imposition: there are only two ways to proceed. The increase of dialogue does not imply that there is no violence in human and social relationships, obviously there is; but this phenomenon confirms that there exist many dialogic interactions and procedures in society which shed light to the process of radicalization of democracy, and thus need to be further analyzed from the social sciences. This article does so; it discusses the “dialogic turn” in the social sciences and illustrates it with the case of feminist theory and practice. Whereas in the past feminism had been a movement for few academic women often speaking for “others”, current dialogic feminism brings into egalitarian dialogue the voices of very diverse women who reach agreements regarding vision and action.
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Merdivan, Erinc, Deepika Singh, Sten Hanke, Johannes Kropf, Andreas Holzinger, and Matthieu Geist. "Human Annotated Dialogues Dataset for Natural Conversational Agents." Applied Sciences 10, no. 3 (January 21, 2020): 762. http://dx.doi.org/10.3390/app10030762.
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Conversational agents are gaining huge popularity in industrial applications such as digital assistants, chatbots, and particularly systems for natural language understanding (NLU). However, a major drawback is the unavailability of a common metric to evaluate the replies against human judgement for conversational agents. In this paper, we develop a benchmark dataset with human annotations and diverse replies that can be used to develop such metric for conversational agents. The paper introduces a high-quality human annotated movie dialogue dataset, HUMOD, that is developed from the Cornell movie dialogues dataset. This new dataset comprises 28,500 human responses from 9500 multi-turn dialogue history-reply pairs. Human responses include: (i) ratings of the dialogue reply in relevance to the dialogue history; and (ii) unique dialogue replies for each dialogue history from the users. Such unique dialogue replies enable researchers in evaluating their models against six unique human responses for each given history. Detailed analysis on how dialogues are structured and human perception on dialogue score in comparison with existing models are also presented.
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Zou, Yicheng, Lujun Zhao, Yangyang Kang, Jun Lin, Minlong Peng, Zhuoren Jiang, Changlong Sun, Qi Zhang, Xuanjing Huang, and Xiaozhong Liu. "Topic-Oriented Spoken Dialogue Summarization for Customer Service with Saliency-Aware Topic Modeling." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 16 (May 18, 2021): 14665–73. http://dx.doi.org/10.1609/aaai.v35i16.17723.
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In a customer service system, dialogue summarization can boost service efficiency by automatically creating summaries for long spoken dialogues in which customers and agents try to address issues about specific topics. In this work, we focus on topic-oriented dialogue summarization, which generates highly abstractive summaries that preserve the main ideas from dialogues. In spoken dialogues, abundant dialogue noise and common semantics could obscure the underlying informative content, making the general topic modeling approaches difficult to apply. In addition, for customer service, role-specific information matters and is an indispensable part of a summary. To effectively perform topic modeling on dialogues and capture multi-role information, in this work we propose a novel topic-augmented two-stage dialogue summarizer (TDS) jointly with a saliency-aware neural topic model (SATM) for topic-oriented summarization of customer service dialogues. Comprehensive studies on a real-world Chinese customer service dataset demonstrated the superiority of our method against several strong baselines.
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Reed, Jean-Pierre. "Religious Dialogue in the Nicaraguan Revolution." Politics and Religion 1, no. 2 (July 1, 2008): 270–99. http://dx.doi.org/10.1017/s1755048308000205.
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AbstractThis article is an historical study of the Nicaraguan revolution that makes a case in favor of interpreting revolutionary stances/action as driven by religious dialogue. To this end, seminary dialogues that assumed revolutionary significance during the 1970s in Solentiname, Nicaragua, are studied. Institutional shifts in religious meaning, both in the region and Nicaragua, are historically detailed. Three dialogues fromThe Gospel in Solentiname, a four-volume collection of Bible-centered dialogues, are analyzed. These are evaluated in terms of their role for revolutionary outlooks. Innovative and developmental features of dialogue are identified in order to underscore the revolutionary potential of dialogue.
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Mohd Kambali @ Hambali, Khadijah, Suraya Sintang, and Azmil Zainal Abidin. "DIALOG ANTARA AGAMA DALAM KONTEKS ILMU PERBANDINGAN AGAMA MENURUT PERSPEKTIF ISLAM." TAFHIM : IKIM Journal of Islam and the Contemporary World 6, no. 1 (May 27, 2015): 83–120. http://dx.doi.org/10.56389/tafhim.vol6no1.5.
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Undoubtedly, inter-religious dialogues modelled on the West are greatly influenced by the Christian ecumenical concept. This paper intends to present inter-religious dialogues from the comparative religions perspective and within the Islamic framework. Both ḥiwār dīnī and jidāl as mentioned in the Qurʾān are conceptually consistent with the kind of dialogue carried out with tasāmuḥ and maḥabbah which enables every individual to interact in harmony. It is also part of the tawḥīd vocation in ensuring dialogue sustainability while simultaneously strengthening religious beliefs. Also encouraged is the dialectical approach, as well as analysis of religious phenomena, which is to be done during dialogues. All the aforementioned shall render the dialogue participant open-minded in finding a common ground and avoiding biasness towards other religions. Hence, the streamlining of both the ethics stemming from tawḥīd and the application of the comparative religions methodology, as argued herein, shall help participants in interreligious dialogue realise a harmonious and meaningful dialogue.
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Guo, Ming, Yunju Zhang, Qiang Yang, and Guangyou Shen. "An Intelligent Multi-turn Dialogue Classification Method Based on Resampling." Journal of Physics: Conference Series 2218, no. 1 (March 1, 2022): 012034. http://dx.doi.org/10.1088/1742-6596/2218/1/012034.
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Abstract Intelligent multi-turn dialogue classification uses the whole text as input to predict tags. As one of the most popular research topics in dialogue system, intelligent multi-turn dialogue classification has important research significance in academia and industry. In this paper, we focus on removing redundant information from dialogue text. Multi-turn dialogue classification is essentially a text classification problem. We selects Bert as the core model of multi-turn dialogue classification in view of its strong learning and redundancy removing ability. However, Bert limits the length of its input to 512 and the length of dialogues often exceeds 512. A long text segmentation method based on resampling is presented to solve the problem of input length limitation. The resampling mechanism can also further remove the redundant information in multi-turn dialogues. Experimental results show that the proposed method outperforms all the baselines and achieves an F1 of 53.91%.
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MARTIRYAN, NAIRA. "QUESTION –ANSWER DIALOGUE AS A UNIT OF STUDY." Main Issues Of Pedagogy And Psychology 6, no. 3 (December 18, 2014): 83–89. http://dx.doi.org/10.24234/miopap.v6i3.165.
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The article addresses the problems of dialogue in educational process, and interdisciplinary dialogic communication. It analyzes the question–answer dialogue as a unit of study. Dialogic speech has its own characteristics in terms of selection, design and functional orientation use of language material. The structure of the educational dialogue in the external form is most often a question–answer complex. Question– stimulus and answer –response in the dialogue are two interrelated components. Relationship questions and answers are the core of the dialogue. With proper organization of the teaching of the dialogue in the course of practical Russian language is a prerequisite for enriching students’ language skills in a very wide range.
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Danon-Boileau, Laurent, Elsa Bandelier, Fabienne Eckert, Carmen Florez-Pulido, Carine Leibovici, Julia Soares, and Ebru Ylmaz. "La solitude du dialogique chez l’enfant autiste : du dialogue solitaire au dialogue interactif." Cahiers de praxématique, no. 57 (June 1, 2011): 177–92. http://dx.doi.org/10.4000/praxematique.1769.
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Goncharko, Oksana, and Dmitry Goncharko. "The Dialogue On Aristotle Categories by Porphyry as a Platonic Dialogue." ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 13, no. 1 (2019): 83–93. http://dx.doi.org/10.25205/1995-4328-2019-13-1-83-93.
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The paper focuses on interactive dialogue-form strategies in the framework of the late antique Greek and early Byzantine logical traditions. The dialogue by Porphyry On Aristotle Categories is a perfect example of the Neoplatonic approach to build logic in a Plato style. The main protagonistresses of the dialogue are The Question and The Answer, who act as collocutors do in traditional Platonic dialogues. It is proposed to consider the dialogue in the context of three perspectives: in accordance with the tradition of the Platonic dialogue; in the light of Aristotle’s education system; in its relation to the late antique and medieval Greek logical dialogue experiments.