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1
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.
Повний текст джерелаАнотація:
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.
2
Konchovych, K. T. "THE DEVELOPMENT OF DIALOGUE CULTURE IN THE CONTEXT OF A PERSON ORIENTED PEDAGOGICAL PROCESS." International scientific journal «Education and Science», no. 24(1) (2018): 123–27. http://dx.doi.org/10.31339/2617-0833-2018-24(1)-123-127.
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Xiang, Lu, Junnan Zhu, Yang Zhao, Yu Zhou, and Chengqing Zong. "Robust Cross-lingual Task-oriented Dialogue." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 6 (November 30, 2021): 1–24. http://dx.doi.org/10.1145/3457571.
Повний текст джерелаАнотація:
Cross-lingual dialogue systems are increasingly important in e-commerce and customer service due to the rapid progress of globalization. In real-world system deployment, machine translation (MT) services are often used before and after the dialogue system to bridge different languages. However, noises and errors introduced in the MT process will result in the dialogue system's low robustness, making the system's performance far from satisfactory. In this article, we propose a novel MT-oriented noise enhanced framework that exploits multi-granularity MT noises and injects such noises into the dialogue system to improve the dialogue system's robustness. Specifically, we first design a method to automatically construct multi-granularity MT-oriented noises and multi-granularity adversarial examples, which contain abundant noise knowledge oriented to MT. Then, we propose two strategies to incorporate the noise knowledge: (i) Utterance-level adversarial learning and (ii) Knowledge-level guided method. The former adopts adversarial learning to learn a perturbation-invariant encoder, guiding the dialogue system to learn noise-independent hidden representations. The latter explicitly incorporates the multi-granularity noises, which contain the noise tokens and their possible correct forms, into the training and inference process, thus improving the dialogue system's robustness. Experimental results on three dialogue models, two dialogue datasets, and two language pairs have shown that the proposed framework significantly improves the performance of the cross-lingual dialogue system.
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Klyatska, H. M. "COOPERATION BETWEEN TEACHERS AND STUDENTS AS BASIS OF PERSONALITY-ORIENTED TEACHING." Educational Dimension 3 (May 19, 2022): 59–67. http://dx.doi.org/10.31812/educdim.5048.
Повний текст джерелаАнотація:
The article examines the problem of cooperation o f a teacher and pupils as a basis of personally oriented teaching. The reasons o f a low-level of pupils' cognitive, creative activity in the educational process are studied. Special attention is paid to dialogic teaching, which lies in the basis of cooperation of a teacher and pupils, and to the requirements of the organization of educational dialogue.
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Дейкина, Алевтина, Alevtina Deykina, Е. Толмачева, and E. Tolmacheva. "Dialogue as an Efficient Tool to Learn Russian as a Foreign Language." Scientific Research and Development. Modern Communication Studies 8, no. 2 (April 26, 2019): 63–67. http://dx.doi.org/10.12737/article_5cb6e0c3806094.38990505.
Повний текст джерелаАнотація:
The article focusses on the criteria of educational dialogue and the specificity of a problem-solving dialogue. The case study of an adult classroom, starting from the beginners up to intermediate B1 level, is to illustrate the education process through dialogue (dialoguization of the study) as the most efficient and result-oriented one in teaching/learning Russian as a foreign language.
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Golota, N. "Dialogic technologies as a component of future teachers’ practice-oriented training." Pedagogical education: theory and practice. Psychology. Pedagogy 1, no. 37 (2022): 47–53. http://dx.doi.org/10.28925/2311-2409.2022.377.
Повний текст джерелаАнотація:
The article analyzes the peculiarities of the use of dialogue technologies in the educational process of higher education as an integral part of personal and professional development of future teachers. Types of dialogue technologies are considered, the interrelation of such types of dialogue as dialogue of subjects and dialogue of spheres of professional activity in the context of teacher training is substantiated. The following stages of development of dialogical interaction in work with future educators of preschool institutions and primary school teachers are distinguished, as: motivational, emotional-value, cognitive-gnostic, activity. Today, dialogic interaction is considered as one of the main components of all personality-oriented learning models, which involves not only taking into account his life experience, learning opportunities, professional needs, but also their inclusion in the educational process, development not only professional skills and competencies, but also emotional and personal attitude to the world around him, himself and his activities. Interactive technologies, along with information and communication technologies, are able to prepare a person for the realities of modern society, which is dynamically developing, improving and characterized by information saturation. Currently, teacher training requires universal tools for the implementation of both personal and professional development of students. It should be noted that in this context the disciplines of pedagogical and pedagogical cycles have great potential, because their specificity is determined by a special content orientation and value orientations in particular: human orientation as its main goal and value, knowledge of human nature and learning ways to interact with it. , formation of students’ systematic approach to the study of socio-pedagogical phenomena, mastering modern forms and methods of organizing educational and cognitive activities of pupils and students, mastering the technology of effective pedagogical interaction with various actors in the educational process, which determines on this basis the formation of personal activities professional neoplasm’s of the future teachers.
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Park, Jeiyoon, Chanhee Lee, Chanjun Park, Kuekyeng Kim, and Heuiseok Lim. "Variational Reward Estimator Bottleneck: Towards Robust Reward Estimator for Multidomain Task-Oriented Dialogue." Applied Sciences 11, no. 14 (July 19, 2021): 6624. http://dx.doi.org/10.3390/app11146624.
Повний текст джерелаАнотація:
Despite its significant effectiveness in adversarial training approaches to multidomain task-oriented dialogue systems, adversarial inverse reinforcement learning of the dialogue policy frequently fails to balance the performance of the reward estimator and policy generator. During the optimization process, the reward estimator frequently overwhelms the policy generator, resulting in excessively uninformative gradients. We propose the variational reward estimator bottleneck (VRB), which is a novel and effective regularization strategy that aims to constrain unproductive information flows between inputs and the reward estimator. The VRB focuses on capturing discriminative features by exploiting information bottleneck on mutual information. Quantitative analysis on a multidomain task-oriented dialogue dataset demonstrates that the VRB significantly outperforms previous studies.
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Majewska, Olga, Evgeniia Razumovskaia, Edoardo M. Ponti, Ivan Vulić, and Anna Korhonen. "Cross-Lingual Dialogue Dataset Creation via Outline-Based Generation." Transactions of the Association for Computational Linguistics 11 (2023): 139–56. http://dx.doi.org/10.1162/tacl_a_00539.
Повний текст джерелаАнотація:
Abstract Multilingual task-oriented dialogue (ToD) facilitates access to services and information for many (communities of) speakers. Nevertheless, its potential is not fully realized, as current multilingual ToD datasets—both for modular and end-to-end modeling—suffer from severe limitations. 1) When created from scratch, they are usually small in scale and fail to cover many possible dialogue flows. 2) Translation-based ToD datasets might lack naturalness and cultural specificity in the target language. In this work, to tackle these limitations we propose a novel outline-based annotation process for multilingual ToD datasets, where domain-specific abstract schemata of dialogue are mapped into natural language outlines. These in turn guide the target language annotators in writing dialogues by providing instructions about each turn’s intents and slots. Through this process we annotate a new large-scale dataset for evaluation of multilingual and cross-lingual ToD systems. Our Cross-lingual Outline-based Dialogue dataset (cod) enables natural language understanding, dialogue state tracking, and end-to-end dialogue evaluation in 4 diverse languages: Arabic, Indonesian, Russian, and Kiswahili. Qualitative and quantitative analyses of cod versus an equivalent translation-based dataset demonstrate improvements in data quality, unlocked by the outline-based approach. Finally, we benchmark a series of state-of-the-art systems for cross-lingual ToD, setting reference scores for future work and demonstrating that cod prevents over-inflated performance, typically met with prior translation-based ToD datasets.
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Zhou, Yangyang, and Fuji Ren. "CERG: Chinese Emotional Response Generator with Retrieval Method." Research 2020 (September 7, 2020): 1–8. http://dx.doi.org/10.34133/2020/2616410.
Повний текст джерелаАнотація:
The dialogue system has always been one of the important topics in the domain of artificial intelligence. So far, most of the mature dialogue systems are task-oriented based, while non-task-oriented dialogue systems still have a lot of room for improvement. We propose a data-driven non-task-oriented dialogue generator “CERG” based on neural networks. This model has the emotion recognition capability and can generate corresponding responses. The data set we adopt comes from the NTCIR-14 STC-3 CECG subtask, which contains more than 1.7 million Chinese Weibo post-response pairs and 6 emotion categories. We try to concatenate the post and the response with the emotion, then mask the response part of the input text character by character to emulate the encoder-decoder framework. We use the improved transformer blocks as the core to build the model and add regularization methods to alleviate the problems of overcorrection and exposure bias. We introduce the retrieval method to the inference process to improve the semantic relevance of generated responses. The results of the manual evaluation show that our proposed model can make different responses to different emotions to improve the human-computer interaction experience. This model can be applied to lots of domains, such as automatic reply robots of social application.
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Shevtsova, Olena. "ARTISTIC AND CREATIVE ENVIRONMENT IN THE PROCESS OF FORMATION OF MUSIC-PERFORMANCE COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 145–49. http://dx.doi.org/10.36550/2415-7988-2021-1-195-145-149.
Повний текст джерелаАнотація:
The article substantiates the pedagogical conditions determined by the essence and content of musical performance activity of the future teachers of musical art. The effective pedagogical condition is the creation of art-creative environment, which integrates competence and personality oriented scientific approaches and is based on the principle of art-pedagogical dialogue. The scientific analysis of the investigated problem allowed determining the pedagogical conditions, which are determined by the essence and content of professional training, peculiarities of art education and allow effectively building the process of formation of musical and performing competence of future teachers of musical art. Such pedagogical condition is determined by the creation of art-creative environment on the basis of competence, personality-oriented and developing learning as pedagogically organized environment, which is conditioned by the specificity of professional activity of a future music art teacher characterized by the systemic interconnection of its objects, integrity, art and aesthetic functionality, provides the use of a set of pedagogical influences, which in turn contribute to the development of professionally significant personal qualities, the formation of artistic and communicative skills, the ability to communicate in a dialogue, creative activity, and to create opportunities for creative self-expression and self-realisation. Dialogue in music pedagogy is the essential basis of music education process, its methodological principle, as the music itself is an act of interpersonal communication. The art-pedagogical dialogue presupposes subject-subject interaction of all the participants of the art communication process, provides its spiritual and emotional richness, contributes to the formation of interpreting skills, development of creative activity of every student. Creating an artistic and creative environment is an effective pedagogical condition based on interdependent scientific approaches to learning, in particular, competence and personality-oriented. Dialogue principles of interaction between teacher and student involve the creation of a new type of communication – artistic and pedagogical dialogue, based on mutual understanding, exchange of views and judgments, evaluative approaches to artistic creativity. The result of such joint activities is the organization of independent creative and exploratory activities of students, knowledge, assimilation and acquisition of creative and executive experience, ability to independent creative activity, self-regulation, self-development, self-expression and self-realization in further professional and life activities.
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Vychrushch, Vira. "EDUCATIONAL DIALOGUE IN MODERN HIGHER EDUCATION: PSYCHODIDACTIC CONTEXT." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 44–47. http://dx.doi.org/10.24144/2524-0609.2022.50.44-47.
Повний текст джерелаАнотація:
In the article the issue of organization of educational dialogue is covered in the plane of dialogicity and imperativeness, which determines its relevance. In the process of theoretical research based on content analysis it was found that in the edification of educational activities, educational dialogue can be considered from the standpoint of dialogue as one of the levels of interpersonal interaction, which is broader in content than communication, and as forms of teacher-student communication / professional training. An attempt is made to expand the idea of the possibilities of educational dialogue as a didactic tool aimed at forming a communicative culture of students. Based on the generalization of psychodidactic andragogical research, the rules of communication with adult students (D.Halpern), the principles of the Code of Controversy (N.A.Giro), methods and techniques of interaction of polycentric educational technology (J.Lorillard), analyzed the essential characteristics of student communication and communication , the communicative problems of young teachers in the organization of educational dialogue are outlined. Educational dialogue in its content is a kind of targeted activities included in the learning process and has such structural components as learning goals and objectives that meet the general pedagogical clearly defined learning objectives, content, subjects and rules of dialogue that ensure learning as a subject content. discipline and norms of social behavior. Thus, the educational dialogue can be called a system-forming element of personality-oriented learning, which organically combines independent research activities of students with the acquisition of ready theoretical and practical knowledge, and the system of methods is built according to the idea of problem-oriented learning. qualities, independent reflective and projective activities of students, as well as aimed at reviewing and enriching their worldview, developing new personal meanings and professional values.
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Huang, Xinting, Jianzhong Qi, Yu Sun, and Rui Zhang. "MALA: Cross-Domain Dialogue Generation with Action Learning." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 7977–84. http://dx.doi.org/10.1609/aaai.v34i05.6306.
Повний текст джерелаАнотація:
Response generation for task-oriented dialogues involves two basic components: dialogue planning and surface realization. These two components, however, have a discrepancy in their objectives, i.e., task completion and language quality. To deal with such discrepancy, conditioned response generation has been introduced where the generation process is factorized into action decision and language generation via explicit action representations. To obtain action representations, recent studies learn latent actions in an unsupervised manner based on the utterance lexical similarity. Such an action learning approach is prone to diversities of language surfaces, which may impinge task completion and language quality. To address this issue, we propose multi-stage adaptive latent action learning (MALA) that learns semantic latent actions by distinguishing the effects of utterances on dialogue progress. We model the utterance effect using the transition of dialogue states caused by the utterance and develop a semantic similarity measurement that estimates whether utterances have similar effects. For learning semantic actions on domains without dialogue states, MALA extends the semantic similarity measurement across domains progressively, i.e., from aligning shared actions to learning domain-specific actions. Experiments using multi-domain datasets, SMD and MultiWOZ, show that our proposed model achieves consistent improvements over the baselines models in terms of both task completion and language quality.
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Delpit, Lisa. "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children." Harvard Educational Review 58, no. 3 (September 1, 1988): 280–99. http://dx.doi.org/10.17763/haer.58.3.c43481778r528qw4.
Повний текст джерелаАнотація:
Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania,Philadelphia, Pennsylvania, February 5-6, 1988.
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Delpit, Lisa. "Skills and Other Dilemmas of a Progressive Black Educator." Harvard Educational Review 56, no. 4 (December 1, 1986): 379–86. http://dx.doi.org/10.17763/haer.56.4.674v5h1m125h3014.
Повний текст джерелаАнотація:
In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
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Shuai, Yin, and A. S. Yuschenko. "Dialogue System of Controlling Robot Based on the Theory of Finite-State Automata." Mekhatronika, Avtomatizatsiya, Upravlenie 20, no. 11 (November 7, 2019): 686–95. http://dx.doi.org/10.17587/mau.20.686-695.
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The article discusses the system of dialogue control manipulation robots. The analysis of the basic methods of automatic speech recognition, speech understanding, dialogue management, voice response synthesis in dialogue systems has been carried out. Three types of dialogue management are considered as "system initiative", "user initiative" and "combined initiative". A system of object-oriented dialog control of a robot based on the theory of finite state machines with using a deep neural network is proposed. The main difference of the proposed system lies in the separate implementation of the dialogue process and robot’s actions, which is close to the pace of natural dialogue control. This method of constructing a dialogue control robot allows system to automatically correct the result of speech recognition, robot’s actions based on tasks. The necessity of correcting the result of speech recognition and robot’s actions may be caused by the users’ accent, working environment noise or incorrect voice commands. The process of correcting speech recognition results and robot’s actions consists of three stages, respectively, in a special mode and a general mode. The special mode allows users to directly control the manipulator by voice commands. The general mode extends the capabilities of users, allowing them to get additional information in real time. At the first stage, continuous speech recognition is built by using a deep neural network, taking into account the accents and speech speeds of various users. Continuous speech recognition is a real-time voice to text conversion. At the second stage, the correction of the speech recognition result by managing the dialogue based on the theory of finite automata. At the third stage, the actions of the robot are corrected depending on the operating state of the robot and the dialogue management process. In order to realize a natural dialogue between users and robots, the problem is solved in creating a small database of possible dialogues and using various training data. In the experiments, the dialogue system is used to control the KUKA manipulator (KRC4 control) to put the desired block in the specified location, implemented in the Python environment using the RoboDK software. The processes and results of experiments confirming the operability of the interactive robot control system are given. A fairly high accuracy (92 %) and an automatic speech recognition rate close to the rate of natural speech were obtained.
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van Dijk, Alieke M., Tessa H. S. Eysink, and Ton de Jong. "Supporting Cooperative Dialogue in Heterogeneous Groups in Elementary Education." Small Group Research 51, no. 4 (October 14, 2019): 464–91. http://dx.doi.org/10.1177/1046496419879978.
Повний текст джерелаАнотація:
Literature agrees that learning in heterogeneous groups could benefit from support that structures the cooperative process, but has been inconclusive as to what this support should look like. This study investigated the effects of a worksheet that structured a heterogeneous cooperative process. The worksheet addressed the elements of social interdependence theory. Fourth to sixth graders ( n = 136) worked cooperatively in 34 heterogeneous groups of four, either with or without the worksheet. Results showed that heterogeneous cooperation benefited from the worksheet. Group members with the worksheet participated more equally in the domain-related dialogue, and a larger proportion of the group dialogue was task oriented and spent on exchanging domain-related explanations in comparison with the control group. However, adding the worksheet helped only low-ability children to increase their level of knowledge. Future research should look into possibilities for children’s learning outcomes to benefit more from improved heterogeneous group dialogue.
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Aceta, Cristina, Izaskun Fernández, and Aitor Soroa. "KIDE4I: A Generic Semantics-Based Task-Oriented Dialogue System for Human-Machine Interaction in Industry 5.0." Applied Sciences 12, no. 3 (January 24, 2022): 1192. http://dx.doi.org/10.3390/app12031192.
Повний текст джерелаАнотація:
In Industry 5.0, human workers and their wellbeing are placed at the centre of the production process. In this context, task-oriented dialogue systems allow workers to delegate simple tasks to industrial assets while working on other, more complex ones. The possibility of naturally interacting with these systems reduces the cognitive demand to use them and triggers acceptation. Most modern solutions, however, do not allow a natural communication, and modern techniques to obtain such systems require large amounts of data to be trained, which is scarce in these scenarios. To overcome these challenges, this paper presents KIDE4I (Knowledge-drIven Dialogue framEwork for Industry), a semantic-based task-oriented dialogue system framework for industry that allows workers to naturally interact with industrial systems, is easy to adapt to new scenarios and does not require great amounts of data to be constructed. This work also reports the process to adapt KIDE4I to new scenarios. To validate and evaluate KIDE4I, it has been adapted to four use cases that are relevant to industrial scenarios following the described methodology, and two of them have been evaluated through two user studies. The system has been considered as accurate, useful, efficient, not demanding cognitively, flexible and fast. Furthermore, subjects view the system as a tool to improve their productivity and security while carrying out their tasks.
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Ivanova, L., and E. Lukomskaya. "The Strategy of Teaching Dialogic Foreign language Communication at Non linguistic Universities." Scientific Research and Development. Modern Communication Studies 11, no. 6 (December 14, 2022): 59–67. http://dx.doi.org/10.12737/2587-9103-2022-11-6-59-67.
Повний текст джерелаАнотація:
The article deals with the phenomenon of dialogical speech activity in foreign language. Much attention is given to the notion of dialogic communication. A number of definitions of the dialogue are given. The article features communicative interaction. The key functions of dialogical speech communication are described. The article presents the main type of dialogue among which the authors highlight the ones of great importance for students to master professionally-oriented foreign language communication. Fundamental characteristics of dialogic discourse are analyzed. The article provides the definition to the concept of “ability”; groups of abilities necessary to carry out oral communication are outlined, the authors examine their most significant properties. The questions of division of abilities of foreign language dialogical speech activity development and theoretical justification of their typology are considered. The tree-phase structure of speech actions is revealed the elemental composition of the exercise is determined. The existing typologies of communicative tasks in domestic and foreign linguodidactics are analyzed, each type is characterized. The article provides a system of exercises aimed at developing communicative skils and abilities in the process of learning a foreign language.
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Lin, Zhaojiang, Andrea Madotto, Yejin Bang, and Pascale Fung. "The Adapter-Bot: All-In-One Controllable Conversational Model." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 18 (May 18, 2021): 16081–83. http://dx.doi.org/10.1609/aaai.v35i18.18018.
Повний текст джерелаАнотація:
In this paper, we present the Adapter-Bot, a generative chat-bot that uses a fixed backbone conversational model such as DialGPT (Zhang et al. 2019) and triggers on-demand dialogue skills via different adapters (Houlsby et al. 2019). Each adapter can be trained independently, thus allowing a continual integration of skills without retraining the entire model. Depending on the skills, the model is able to process multiple knowledge types, such as text, tables, and graphs, in a seamless manner. The dialogue skills can be triggered automatically via a dialogue manager, or manually, thus allowing high-level control of the generated responses. At the current stage, we have implemented 12 response styles (e.g., positive, negative etc.), 6 goal-oriented skills (e.g. weather information, movie recommendation, etc.), and personalized and emphatic responses.
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Korol, Andrey D. "Informatization of education and person - oriented principle: how to teach everyone in a similar way but differently." Pedagogika 114, no. 2 (June 10, 2014): 64–73. http://dx.doi.org/10.15823/p.2014.005.
Повний текст джерелаАнотація:
The contents of the given article reveals pedagogical basics of dialogization of student’s education due to informational educational technologies, development of heuristics student’s skills to realize the personal approach in education. The person-oriented sense of telecommunications in the educational process is the opportunity for the pupil to create “one’s own” in the dialogue with “other people’s”, to develop an individual educational path.
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Yatsula, Tetiana. "Theoretical Principles of Creating a Subject-Subject Relationship Between Teacher and Students as a Basis for Creative Cooperation." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 220–28. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-220-228.
Повний текст джерелаАнотація:
The article considers the essence of subject – subject relationship. The author proved that creative cooperation, interaction, in which is based on the subject-subject relationship, aimed at a deeper reflection of one's own world and its enrichment with the world of another person. The analysis presented by the author allows us to understand the value of subject-subject relationships for the teacher as his ability to be a significant person in the development of the future specialist. In this context, creative cooperation, the teacher's relationship with students is a value-meaning-oriented activity that allows to find not only the meaning of interaction, but also the meaning of one's own life. Not only from the standpoint of subject-subject interaction, but also from the standpoint of «internal dialogic consciousness» of the teacher during the interaction Dialogic consciousness involves empathic perception of features, «deep» penetration into the human world. At the heart of the subject-subject relationship between teacher and student is dialogue. The participants of the dialogue are in a state of understanding. Dialogue involves: interest in human subjectivity, the desire to know the peculiarities of worldview, values, and attitudes and provides an opportunity based on the involvement of the worlds of teacher and student to internalize their values, views, positions in the student's worldview. Its participants. In the process of such a dialogue there is a self-realization of the creative «I-concept» of both the teacher and the student. The ability to present oneself is important for a teacher. And this is not only knowledge of the subject taught, pedagogical skills, but also openness to present the world of their hobbies.
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Purbani, Kamalia. "Collaborative planning for city development. A perspective from a city planner." Przegląd Naukowy Inżynieria i Kształtowanie Środowiska 26, no. 1 (April 14, 2017): 136–47. http://dx.doi.org/10.22630/pniks.2017.26.1.12.
Повний текст джерелаАнотація:
A number of definitions related to collaborative governance have been developed since early 2000. The common characteristics of collaborative governance are, among others, policy consensus, community visioning, consensus rule-making, and collaborative network structures. Collaborative planning is a new paradigm of planning for a complex contemporary society through which it encourages people to be engaged in a dialogue in a situation of equal empowerment and shared information to learn new ideas through mutual understanding, to create innovative outcomes and to build institutional capacity. This indicates that collaborative planning can provide policy makers with more effective community participation. Collaborative process is the key of collaborative planning which also emphasizes the significant role of collaborative leadership. The process includes a participatory activity of dialogue oriented to the joint decision and summarized in a collaborative process. The collaborative leadership is crucial for setting and maintaining clear ground rules, building trust, facilitating dialogue, and exploring mutual gains. Along with the shift of planning paradigm, the role of city planner will also change since the city planning deals with the political process. In the political process, city planners must be able to perform as technocrats, bureaucrats, lawyers and politicians who always uphold their ethics because they are responsible to the society, the assignor for their integrity and professionalism.
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Van Borek, Sarah. "An Arts-Based Praxis Process of Building Towards a Relational Model of Curriculum Oriented Towards." Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 6–51. http://dx.doi.org/10.35293/jdd.v1i2.35.
Повний текст джерелаАнотація:
A PhD student shares part of her arts-based praxis process of developing a relational model of curriculum oriented towards reconciliation in Canada and South Africa by reflecting on a pilot course she offered at a university in Canada in 2018. This site-specific, media arts-based environmental education is intended for universities committed to walking the talk of decolonising education. Centered around water as a mirror of the state of our social relations and democracy, which it seeks to transform, the curriculum also facilitates public education and dialogue around the importance of healthy waterways amidst the pressures of climate change. Using a set of questions as a data analysis tool combined with narrative analysis of students’ videos, the researcher outlines the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the program: (1) Knowledge Ecologies; (2) A Hopeful Social Imaginary; and (3) Embodied Ways of Knowing.
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Gambetti, Rossella C., T. C. Melewar, and Kelly D. Martin. "Guest Editors’ Introduction: Ethical Management of Intangible Assets in Contemporary Organizations." Business Ethics Quarterly 27, no. 3 (July 2017): 381–92. http://dx.doi.org/10.1017/beq.2017.21.
Повний текст джерелаАнотація:
ABSTRACT:This essay explains how intangible asset management oriented toward enhancing corporate performance increasingly embeds ethical concerns, primarily to address stakeholder expectations. We discuss how ethical dimensions in intangible asset management may be co-constructed and intertwined in organization-stakeholder interactions to generate collaborative meaning making according to a stakeholder-centric view of the firm. In so doing, we adopt an ethical view that acknowledges that stakeholders beyond the firm have equal status and agency to engage in a social construction process of intangible assets nurtured by ongoing dialogue and reciprocal understanding between organization and stakeholders. The essay concludes by envisioning how the dialogic process of social construction of intangible assets involving both organization and stakeholders is best conceived as a social contract between the two that enacts a cultural bond between intangible assets together with ethical and societal resources that are collectively generated, owned, and maintained.
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Yudina, Olga, Rita Vyazova, and Liudmyla Kompaniiets. "FOREIGN LANGUAGE TRAINING OF HIGHER EDUCATION APPLICANTS FOR PROFESSIONALLY ORIENTED INTERCULTURAL COMMUNICATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 173–76. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-173-176.
Повний текст джерелаАнотація:
The article deals with the problem of foreign language training of students of non-core specialties for professionally oriented intercultural communication taking into account the peculiarities of the process of communicative intercultural interaction. Psychological factors that affect the effectiveness of foreign language intercultural communication are analyzed. The specifics of the process of foreign language intercultural communication and the features of the development of a new cultural consciousness, or secondary linguistic personality are described. The socio-psychological preconditions of foreign language training of students for professionally oriented intercultural communication are determined. These preconditions are the following: 1) the ability of the individual to perform various types of speech and thinking activities in terms of social interaction with representatives of other linguistic and ethno-societies and their culture; 2) the potential possibility to change the student’s consciousness, the coexistence of two different aspects of object vision and phenomena of the world, which are represented by two different languages and cultures, which provides the ability to understand “pictures of the world” of another social community; 3) psychological readiness of the student for the dialogue of cultures, provided by the development of his/her personal qualities that affect the success of professionally oriented intercultural communication. The emphasis is placed on the fact that the process of professional foreign language training should be aimed at the development and self-improvement of the individual, the disclosure of its reserved capabilities and creative potential, the formation of socially active and independent personality in the context of dialogue / polylogue of cultures. One of the ways to solve these problems is to shift attention from the educational process to its results, focus the education content on the competence approach and find the effective mechanism for its implementation to achieve the goals and results of educational activities. The scientific significance of the research lies in the generalization of theoretical provisions on the specifics of the process of foreign language intercultural communication and the peculiarities of the development of a new cultural consciousness, or secondary linguistic personality.
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Rudnick, Abraham, Priya Subramanian, Hazel Meredith, and Juna Lea Cizman. "Involving Disadvantaged People in Dialogue: Arguments and Examples from Mental Health Care." Journal of Dialogue Studies 2, no. 2 (2014): 93–108. http://dx.doi.org/10.55207/xgzx1031.
Повний текст джерелаАнотація:
This paper examines the theoretical and practical basis for engaging in dialogue with very disadvantaged people. Using a selective literature review, conceptual analysis, and clinical examples, we explore the reasonable limits of dialogue with disadvantaged populations in order to better understand dialogue, as well as to explore ways to effectively involve disadvantaged people in dialogue. Although people with serious mental illness represent only one very disadvantaged population, we suggest that examining dialogue with this population can serve as a test case for dialogue with disadvantaged people more generally. A recovery-oriented approach can support dialogue processes with people who have mental illness, as their recovery may require, or at least benefit from, dialogue. The inclusion of two clinical scenarios serves to highlight differences in clinical and personal recovery outcomes when dialogue is and is not present in mental health care. Furthermore, although it is not required from a standard principles-based bioethical approach, involving people with mental health issues in dialogue can complement a standard bioethics approach, through dialogical bioethics. A dialogical approach goes beyond the standard principles of bioethics by means of a process that allows relevant bioethical principles to be prioritised, based in part on the person’s informed choice. Overall, our findings suggest that involving very disadvantaged people in dialogue – in this case, people with serious mental illness – is not only possible, it is plausible and can be constructive in relation to a variety of dialogical aims that range from informing to supporting to decision-making processes.
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Grill, Christina, Gunnar Ahlborg Jr, Ewa Wikström, and Eva-Carin Lindgren. "Multiple balances in workplace dialogue: experiences of an intervention in health care." Journal of Workplace Learning 27, no. 4 (May 11, 2015): 267–81. http://dx.doi.org/10.1108/jwl-07-2013-0047.
Повний текст джерелаАнотація:
Purpose – This paper aims to illuminate and analyse the participants’ experiences of the influences of a dialogue intervention. Cooperation and coordination in health care require planning of dialogically oriented communication to prevent stress and ill health and to promote health, well-being, learning and efficiency in the organisation. Design/methodology/approach – An intervention method based on dialogue theory, with Socratic provocations and concrete workplace examples enhanced authenticity of conversations. A qualitative study, using qualitative content analysis, entailed interviews with 24 nurses, assistant nurses and paramedics, strategically selected from 156 intervention participants. Findings – Two themes emerged, dialogue-learning processes and dialogue-promoting communicative actions. The first includes risk-taking to overcome resistance and fear of dialogue, expressing openly thoughts and feelings on concrete issues and taboo subjects, listening to and reflecting on one’s own and others’ perspectives and problematising norms and values. The second comprises voicing opinions, and regarding one’s own limits; requesting support and room for manoeuvre; and restraining negative emotions and comments in the interest of well-being. Findings depict strengthened awareness and readiness regarding dialogue and multiple balancing of dialogue at work. Research limitations/implications – This study implies further observing and examining of communicative patterns during workplace dialogue. Practical implications – A useful approach to communication development for occupational health and personnel in health care and other workplace contexts. Originality/value – Previously, arenas have been created for dialogue, but close-process studies of dialogue in health-care work are scarce. This study provides insights into how workplace communication can develop towards dialogue.
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Batishcheva, Ekaterina. "On the issue of communicative-interactive training of foreign students in the context of a dialogue of cultures." Man and Education, no. 2 (63) (2020): 103. http://dx.doi.org/10.54884/s181570410020789-2.
Повний текст джерелаАнотація:
The problem of forming intercultural communication in the process of teaching Russian as a foreign language is the subject of lively discussions and requires more detailed study. The article addresses the topics: the introduction of modern forms and methods of interactive activities in the process of mastering a foreign language, realization of personality oriented approach to working with students, development of new materials in the form of discussion on the colloquial practice.
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Tanana, Svitlana, and Olena Serhiychuk. "FORMING OF READINESS OF FUTURE TEACHERS OF FOREIGN LANGUAGES TO DIALOGUE COMMUNICATION IN PROFESSIONAL ACTIVITY." Scientia et societus 2, no. 2 (November 30, 2022): 44–51. http://dx.doi.org/10.31470/2786-6327/2022/2/44-51.
Повний текст джерелаАнотація:
The pedagogical conditions of formation of readiness of future teachers of foreign languages to dialogue communication in professional activity are determined and described in the article. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (future teacher of foreign language), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of the future teachers of foreign languages highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future teachers of foreign languages.
On the basis of theoretical analysis of the researched problem, the system of pedagogical conditions of professional formation of future teachers of foreign languages in the establishments of higher education is determined: integration of modern educational technologies in the educational process of future teachers of foreign languages (interactive, information, project, problematic) teaching methods, appreciating of students’ academic achievements and readiness of teachers to implement of competent and student-centered approaches; comprehensive motivation of future teachers of foreign languages educational activity in the process of studying as a special and choice disciplines; taking into account by future teachers of foreign languages the level of development of the psychological components of professional competence and formation of professional important qualities in the future teachers of foreign languages already at the stage of study in the establishments higher education (personality-oriented educational activity of the future specialist.
The combinations of different activities of future teachers of foreign languages are the integration such kinds of activities as educational-speech, communicative, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication. The educational process needs constant generation and implementation of new ideas of forms into practice, forms, and means of teaching in higher education establishments that provide of effective of forming readiness of future teachers languages to dialogue communication.
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Khovrak, Inna. "The role of communication tools of the corporate social responsibility strategy for building effective dialogue with stakeholders." Ukrainian society 2019, no. 3 (2019): 92–106. http://dx.doi.org/10.15407/socium2019.03.092.
Повний текст джерелаАнотація:
Communication on Corporate Social Responsibility (CSR) can be based on unilateral communication, in which stakeholders are “passive listeners”. However, more effective is a bilateral interaction that engages stakeholders in the communication process while developing and implementing a CSR strategy, enabling establishment of the dialogue. That is why the objective of the study is to reasonably expose the impact of the communication toolkit of implementing the CSR strategy on establishing dialogue with stakeholders. The author develops an algorithm for organizing a stakeholder communication process that takes into account communication barriers at each stage: creation, encoding, transmission, receiving, decoding and responding. The internally-oriented, externally-oriented and universal communication tools of CSR strategy implementation are characterized. The functions of the communication toolkit of CSR strategy implementation are systematized: informational, contact, educational, interpretative, emotional, holistic, mobilizing, strategic, preventive. The author compared CSR communication strategies (one-sided, two-way asymmetric and two-way symmetric) according to the following criteria: the achievement of communication ideal: transfer and joint creation of CSR meaning, stakeholder needs, the role of stakeholder, method of determining CSR priorities, strategic goals for establishing communications, third-party approval of the CSR strategy. Much attention is paid to specifying forms of indirect and direct communication, as well as to the analysis of their relevance to the main CSR communication strategies. It is established that the identification of stakeholders is an important part of CSR communication, which is why the author summarizes main forms and the result of interaction with them. It is justified that effective interaction with stakeholders holds a dialogue capable of identifying existing problems and jointly formulating ways to solve them.
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Ulzytuyeva, Alexandra, Tatiana Voronchenko, and Nina Vinogradova. "DEFINING CRITERIA FOR EVALUATING CULTURAL AND DIALOGIC DEVELOPMENT OF BILINGUAL PRESCHOOLERS." CBU International Conference Proceedings 4 (September 22, 2016): 372–77. http://dx.doi.org/10.12955/cbup.v4.782.
Повний текст джерелаАнотація:
This paper examines an issue of cultural and dialogical development of bilingual children. The preschooler period is an essential time for learning a second language and forming ethnical and cultural components of education. The need for bicultural and bilingual education is urgent and vivid in Transbaikal Siberia region of Russian Federation as it is a multinational territory. Russian is the official language, and numerous members of the indigenous group of Buryat speak Buryat (minority) language. The study focuses on the Transbaikal Agin-Buryat preschooler institutions. Linguistic, cultural, and person-oriented approaches are used. The authors discuss criteria for evaluating cultural and dialogic development of bilingual preschoolers, taking into consideration that such a process is determined by a child’s identification of self in social relations and his or her ability to construct interactive dialogue using native and non-native languages. The study shows that cultural and dialogic development of a preschooler can be successful in a bilingual educational environment.
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Зарічна, Олена. "Discourse Representation of Dialogic Principles in Teacher-Learner Communication." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 150–61. http://dx.doi.org/10.29038/eejpl.2016.3.1.zar.
Повний текст джерелаАнотація:
This article presents a consideration of the problem of discourse representation of pedagogic dialogue in teacher-learner interactions. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication based on the principles of value oriented treatment, alterocentrism, personal inclusion, metaposition of the teacher, personal authenticity and thereby distinguished from the liberal and democratic paradigm. As a special challenge for this study there has been elaborated a scheme of dialogic discourse specified in corresponding discourse patterns, markers and speech acts. The focus is made on those discourse elements featuring the principles of pedagogic dialogue. In the course of inclusive observation conducted on the basis of this scheme there were determined three basic communication styles featuring different levels of communicative disposition: dialogic, semi-dialogic and monologic. The statistics reveal comparatively low percentage of young teachers possessing dialogic dispositions and strategies in pedagogic communication which calls for certain alterations in the system of teacher training as well as personality development of future educators.
References
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Chang, Albert, Mei Si, Samuel Chabot, Jonathan Mathews, Tomek Strzalkowski, and Jonas Braasch. "A spatially-aware dialogue system for immersive classrooms." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A132. http://dx.doi.org/10.1121/10.0010883.
Повний текст джерелаАнотація:
Dialogue systems have become a popular research medium as recent advances in task-oriented and open-domain systems combined with deep learning technologies have increased the potential for practical applications across many disciplines. One such vein of applications involves multi-modal dialogue systems deployed in interactive spaces that seek to provide an immersive experience for participants. This project proposes a combination of spatial awareness with a multi-modal, immersive dialogue system as a potential interactive medium to provide an additional layer of immersion. The system employs an array of audio/visual sensors that tracks participants within the interactive space. It responds contextually depending on the application and information domain, for example, by displaying and sonifying conversational agents at accurate spatial locations. The current application of this system involves Mandarin language learning in which the system will act as both a learning medium and conversation augmentation system to provide students with an immersive environment to learn a language and provide real-time feedback during the learning process. This project aims to provide insight into interactive spaces for education and general conversation applications, and demonstrate the capabilities of combining spatial awareness with a multi-modal dialogue system. [Work supported by NSF IIS-1909229, IBM GATOR, and CISL.]
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Pülzl, Helga, and Doris Wydra. "The Evaluation of the Implementation of Sustainability Norms." International Journal of Social Ecology and Sustainable Development 2, no. 1 (January 2011): 31–43. http://dx.doi.org/10.4018/jsesd.2011010103.
Повний текст джерелаАнотація:
Since the Brundtland report the world is still struggling to solve the riddle of sustainability. If there is no “blueprint” for implementing sustainable development, the practical meaning has to emerge out of an interactive process of social dialogue and reflection. Sustainability therefore goes through a constant process of redefinition and interpretation. This question of values and different approaches to implementation becomes particularly important when decision-making and the evaluation of the implementation is taking place in different fora. According to the dominant paradigm the policy process is a linear exercise of problem solving, i.e., the problem is identified, data for the problem analysis is collected and according advice is given to the policy-maker to enable his decision, which is then implemented. The implementation is evaluated by experts who determine the merit, worth or value of the result of this process, thus deciding upon its effectiveness. Against this dominant view, the authors hold that the purpose of evaluation and policy analysis is more than simply “client-oriented” advice, but should be rather about democratic dialogue and critique. Building on the methods of practical deliberation a model for evaluating sustainable development is built using the example of forest policy.
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Vietienė, Inesa. "EXPRESSION OF DIALOGUE BETWEEN CHILD AND ADULT IN PRE-SCHOOL: THEORETICAL ASPECT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 354. http://dx.doi.org/10.17770/sie2017vol2.2341.
Повний текст джерелаАнотація:
As economic, social and political conditions are rapidly changing and information and communication technologies are constantly developing, the approach towards the child and his education in childhood is changing in a modern society too. Child education is based on the mutual dialogue between child and adult which is often interpreted in the context of communication theory by addressing the question on the ways and forms of conveying information as well as by searching for the possibilities of correct and effective communication. A deeper understanding of dialogue expression is supplemented and enriched by the hermeneutic approach by the author which enables one to interpret the diversity of child and adult as well as learner and educator experiences. Hermeneutics provides conditions for child education to be perceived in a formal environment, i.e. pre-school, as a multi-dimensional and unique process. From the hermeneutic perspective, the dialogue between child and adult is oriented towards the problem of understanding where the understanding of the whole by interpreting personal experience and its perception rather than participation and interaction is of particular importance.
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Chen, Li. "Exploration of Development Strategies of the Music Education in Secondary School from the Perspective of Post-Philosophical Culture." SHS Web of Conferences 157 (2023): 03027. http://dx.doi.org/10.1051/shsconf/202315703027.
Повний текст джерелаАнотація:
Since the 1960s and 1970s, the aesthetic-centered music education system in Secondary School has been increasingly mature, while the post-philosophical culture has brought about an obvious impact on the ideas of music education in Secondary School. From the post-philosophical cultural perspective, it is important for us to reflect on the return of music education in Secondary School to the world of life, to explore the practical philosophical tendency of music education, to emphasize the pursuit of pluralistic dialogue, and to promote the integration of multiple cultures. In the specific implementation of music education teaching process in Secondary School, it contains the interdisciplinary multi-level and multi-perspective dialogue thinking between teachers and students, between teachers and students and music text and between students. The development strategies of music education in Secondary School in the post-philosophical cultural perspective are to emphasize the practicality of music education, to cultivate a pluralistic and value-oriented view of education for the subject, to expand the horizon of interdisciplinary dialogue and to pay attention to interdisciplinarity.
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Sreedharan, Sarath, Tathagata Chakraborti, Christian Muise, Yasaman Khazaeni, and Subbarao Kambhampati. "– D3WA+ – A Case Study of XAIP in a Model Acquisition Task for Dialogue Planning." Proceedings of the International Conference on Automated Planning and Scheduling 30 (June 1, 2020): 488–97. http://dx.doi.org/10.1609/icaps.v30i1.6744.
Повний текст джерелаАнотація:
Recently, the D3WA system was proposed as a paradigm shift in how complex goal-oriented dialogue agents can be specified by taking a declarative view of design. However, it turns out actual users of the system have a hard time evolving their mental model and grasping the imperative consequences of declarative design. In this paper, we adopt ideas from existing works in the field of Explainable AI Planning (XAIP) to provide guidance to the dialogue designer during the model acquisition process. We will highlight in the course of this discussion how the setting presents unique challenges to the XAIP setting, including having to deal with the user persona of a domain modeler rather than the end-user of the system, and consequently having to deal with the unsolvability of models in addition to explaining generated plans.Quickview http://ibm.biz/d3wa-xaip
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Han, Sang-Jin, Young-Hee Shim, and Young-Do Park. "Cosmopolitan Sociology and Confucian Worldview: Beck’s Theory in East Asia." Theory, Culture & Society 33, no. 7-8 (November 9, 2016): 281–90. http://dx.doi.org/10.1177/0263276416672535.
Повний текст джерелаАнотація:
This article aims at an active dialogue between Ulrich Beck and East Asia with respect to cosmopolitan imagination. Beck’s cosmopolitan sociology requires a reflective cosmopolitan publicness to cope with various kinds of global risks. We therefore extract three different layers of publicness from neo-Confucianism – survival-oriented, deliberative, and ecological – and argue that Beck’s cosmopolitan vision can be better conceptualized when properly linked to, or founded upon, the Tianxiaweigong normative potentials of neo-Confucianism. In so doing our intention is to make Beck’s implicit (Asian) sensibilities and the implicit Asian (cosmopolitan) orientations explicit, as a double process of cosmopolitan self-reflection and dialogue. We also draw attention to the analysis of the cosmopolitan actor in East Asia. Finally, we note that the cosmopolitan future of East Asia still remains uncertain and that reconciling global risk politics, national interests and cosmopolitan morality presents a big challenge to second modern transformation.
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Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.
Повний текст джерелаАнотація:
In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-didactic and special) that ensure the effectiveness of the educational process have been defined. All defined principles, focused on the development of professional speech of students, are closely interconnected, each of them complements another, therefore they are also interdependent. The traditional methods of teaching English dialogue communication, such as verbal-informative, visual-heuristic and practical-research, and active learning methods (business games, project methods, case-method, analysis of specific situations) have been singled out. Technique as an integral part of the method has been described. Techniques of mental activity (didactic: comparison, generalization, assessment of activities) and techniques of teaching (methodical: the implementation of didactic tasks according to the model, making up a dialogue at a given beginning, working out of a presentation)have been single out. It has been proved that such forms of educational activities as conferences, presentations, excursions, and conducting classes of real professional activity were effective. Non-traditional forms of training contributed to immersing students into professional activities, help them to enhance their professional interest and allow them to demonstrate the ability to interact. The article states that the basis of the preparation of international relations specialists for the English dialogue communication is the expedient choice of forms and principles of training, the development of an excellent method of conducting classes, the use of balanced, thought-out and effective methods and means of teaching.
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Johann, Maria Regina. "Art, experience and alterity: reflections in the horizon of ethical and aesthetic education." Revista Tempos e Espaços em Educação 14, no. 33 (March 17, 2021): e15315. http://dx.doi.org/10.20952/revtee.v14i33.15315.
Повний текст джерелаАнотація:
Oriented by the theoretical perspective of philosophical hermeneutics, this text addresses the ethical and aesthetic dimension of education, and it has the arts teaching as a reflexive field, emphasizing the artistic experience as a possibility for knowledge and self-awareness beyond the instrumental rationality frameworks. I emphasize, therefore, the artistic experience as an opportunity of (re) approximation among the student, the work and the artist as a way of self-investigation in the field of authorship, with reference to the experimentation of the artistic game and the tensions of the creative process. This creative process triggers a dialogue, which would be in the basis of ethics, since the moral action would be based in the process of co-creation of the aesthetic experience in relation to the work of art.
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Kyrychenko, Olena. "CULTURAL DIALOGUE IN MODERN ART AS A WAY TO UNDERSTANDING A NEW ARTISTIC REALITY." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 134–37. http://dx.doi.org/10.36550/2415-7988-2022-1-204-134-137.
Повний текст джерелаАнотація:
The article is devoted to the actual problem of identifying ways of cultural dialogue in modern art. The relevance of the topic is explained primarily by the complexity of the perception of the works of modern artists by an unprepared viewer. The author considers how this process took place at different stages of updating the artistic language of art. Four main chronological periods are proposed for consideration; in each of them the ways of cultural dialogue with archaic and classical pictorial traditions are considered. The author emphasizes that despite the manifest refusal of avant-garde artists from all forms previous art, at the same time they are all one way or another oriented towards certain images and symbols that already existed in art. Thus, forms of cultural dialogue with the art of the past were carried out. The renewal of the artistic language of modern art was not only due to the forms of dialogue with predecessors in art. Avant-garde artists, like those who followed them, turned to discoveries in various fields of science. Science contributed to the emergence of entire trends in art, including the birth of abstract painting. This is how the abstract systems of K. Malevich and V. Kandinsky appeared. In the middle of the twentieth century, under the influence of the discoveries of physics, the so-called "nuclear painting" appeared. Some types of abstraction of this period are born under the influence of human space exploration. The artists also showed particular interest in music, which should have led to a synthesis of all forms of creativity. The methods of cultural dialogue in the latest art are also influenced by social processes, which were reflected in different ways in the creative searches of the creators of a new artistic reality. The impact of the Second World War was especially tangible. Of interest are the forms of cultural dialogue between representatives of the avant-garde and modern artists with classical art. Each appeal to the classics gives rise to new meanings. Cultural dialogue is important in introducing the viewer to the ways of creating a new artistic reality. The artist's involvement of the viewer in the process of the birth of new meanings makes it possible to realize the changes; that take place in the creative mind. Modern art provides the viewer with the opportunity to participate in the creation of a new artistic reality. However, this process requires the viewer to be ready and make an effort to perceive a new artistic language, including through cultural dialogue.
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Law, Ho, and Natalie Basil. "Reflections on Vera and Tree of Life: Multi-reflexivity, meta-narrative dialogue for Transpersonal Research." Transpersonal Psychology Review 18, no. 2 (2016): 32–57. http://dx.doi.org/10.53841/bpstran.2016.18.2.32.
Повний текст джерелаАнотація:
This Paper aims to explore the possibility of understanding the meaning of ‘transpersonal’ through the reflexivity in a research process that involves peer researchers completing the work of a late researcher’s project using a mixed method of autoethnography, multi-reflexivity and narrative oriented inquiry. The transpersonal enquiry arises from the untimely death of the key researcher of the Tree of Life project which had a profound impact upon the research process and the team. It created a special (transpersonal?) layer on the co-researchers’ reflexivity when analysing the transcripts of the participants, as one had to reflect from multiple perspectives of: the participants, self and the late researcher. Furthermore the shared bereavement evoked an urge for the transpersonal quest. This formed a meta-narrative dialogue in the multi-reflexivity as a point of entry to the transpersonal realm.(This paper is also written in preparation for the Transpersonal Research Colloquium 2016 on the theme of Research Models and Methods for Transpersonal Research in Northampton, 14-16 September, 2016)
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AYDIN, Ali Fikret. "CONSENSUS ORIENTED PUBLIC RELATIONS AS A SOCIAL THEORETICAL APPROACH." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 401–17. http://dx.doi.org/10.46291/zfwt/130120.
Повний текст джерелаАнотація:
Consensus-oriented public relations, which is considered within the social theoretical approach, is a model developed by Roland Burkart. The basic point on which the model is based is the concept of "consensus" mentioned by Habermas in his communicative action theory. Achieving consensus in communicative action depends on the efforts of the parties to understand each other. However, it is important to ensure equal conditions in the communication process and to create a democratic discussion environment. Thus, it may be possible to reach an consensus between institutions and target audiences in terms of public relations. The consensus-oriented public relations approach emphasizes that conflict resolution can be achieved when both sides develop the potential to understand each other in the face of a problem to be experienced between the institution and the target audience. At this point, it can be said that symmetrical public relations will facilitate understanding. As Habermas emphasized, a rational discussion and dialogue is the most effective way to bring the parties to an consensus. Consensus-oriented public relations model is explained within the scope of the study as a compilation. It is thought that this approach can contribute to institutions, especially in conflict management. Keywords: Consensus-Oriented Public Relations, Burkart, Theory of Communicative Action, Habermas.
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Lagerin, Annica, Lena Törnkvist, and Ingrid Hylander. "District nurses’ experiences of preventive home visits to 75-year-olds in Stockholm: a qualitative study." Primary Health Care Research & Development 17, no. 05 (December 1, 2015): 464–78. http://dx.doi.org/10.1017/s1463423615000560.
Повний текст джерелаАнотація:
AimsThis study had two aims: to describe the dialogue between district nurses (DNs) and older people in preventive home visits (PHVs) from the perspective of the DNs, and to identify barriers to and facilitators of this dialogue as perceived by the DNs.BackgroundThe number of older people is rapidly increasing in all western countries, and as people’s age increases, the probability that they will have multiple diseases also increases. Planned actions are therefore needed to promote health and prevent diseases among older people so they can remain in good health and live in their homes for as long as possible. In Sweden, PHVs to 75-year-olds by DNs are one such action.MethodsThis qualitative study included five group interviews with 20 DNs. Data were analysed with qualitative content analysis.FindingsDNs’ experiences of barriers to and facilitators of a successful health dialogue were sorted into five domains. Together, these domains provided a systematic description of the interaction between the DN and the older person in the PHV. The domains included: establishing trustful contact, conducting a structured interview, making an overall assessment, proposing health-promoting activities and offering follow-up. The barriers and facilitators could be related to the older person, the DN or the home environment. The latent content of the interviews was evident in three themes that were related to the DNs’ experiences of barriers and facilitators. These themes illustrated professional dilemmas that the DNs had to resolve to achieve the purpose of the PHV. The study demonstrates that the interaction between a DN and an older person in a PHV can be described as a complex social process in which the DN balances a personal and professional approach, combines a person-oriented and a task-oriented approach and employs both a salutogenic and pathogenic perspective.
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Shabaaiti, Yilihamu. "Ethno-oriented learning in the system of methodology of teaching RFL." KANT 39, no. 2 (June 15, 2021): 441–46. http://dx.doi.org/10.24923/2222-243x.2021-39.78.
Повний текст джерелаАнотація:
The purpose of the study is to identify the main characteristics and conditions for the implementation of the ethno-oriented approach in teaching Russian as a foreign language (RFL) to foreign students. The article discusses the essence of the ethno-oriented approach to teaching RFL, which is relevant for modern Russian methods. The complexity of this approach and the need to comply with a whole range of conditions in the teaching process are noted. The scientific novelty of the research lies in the identification of these conditions: taking into account the principle of the dialogue of cultures; psychological, methodological and ethical readiness of the teacher to teach foreigners; selection of forms, methods, teaching and control tools with a focus on this principle; comparative study in the classroom of Russian and other languages; self-education of the teacher, increasing his intercultural competence, etc. The significant role of the teacher in the organization of ethno-oriented teaching of Russian as a foreign language is emphasized. As a result, it was found that this approach allows you to make learning more conscious, interesting, effective, ethically correct. The conclusion is made about the indisputable advantages and promising nature of ethno-oriented teaching in RFL.
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López-Rodríguez, María D., Javier Cabello, Hermelindo Castro, and Jaime Rodríguez. "Social Learning for Facilitating Dialogue and Understanding of the Ecosystem Services Approach: Lessons from a Cross-Border Experience in the Alboran Marine Basin." Sustainability 11, no. 19 (September 24, 2019): 5239. http://dx.doi.org/10.3390/su11195239.
Повний текст джерелаАнотація:
Social learning (SL) appears to have considerable potential to enhance the impact of the ecosystem services approach (ESA) discourse on policy and society. However, empirical research to better understand the processes that support SL, the effects it generates, and the conditions that enable such learning is limited. This study assesses the ability of SL to enhance dialogue and understanding of the ESA to support transformative social change in governance practice in the Alboran Marine Basin. To do so, we conducted a specifically designed SL process oriented towards the ESA as a governance approach in this marine region. The SL process was developed through three interlinked workshops involving scientists, decision-makers and local users from Spain and Morocco, the two countries that share the governance of this social-ecological system. The results revealed that the SL process progressively facilitated (i) a more inclusive and constructive ecosystem services dialogue, (ii) a better understanding of the social-ecological system in which the actors were embedded, (iii) an enhanced recognition of science-policy-society complementarities to address sustainability issues, and (iv) a gradual social transformation towards more sustainable and equitable governance. Via the SL process, a variety of factors were identified as contributing to the creation of four relevant conditions that facilitated its successful operationalisation. These conditions included (i) the generation of trust and shared understanding, (ii) the facilitation of knowledge exchanges between actor groups across frontiers, (iii) the promotion of more democratic participation, and (iv) the co-production of practical outcomes. These contextual insights provided empirical evidence of the prominent role SL can play to enhance dialogue and understanding of the ESA for supporting its adoption as governance practice. On this basis, it is argued that operationalising SL in those processes focused on making the ESA relevant to policy and society is pivotal to its implementation in governance practice.
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Kameneva, Irina. "The actual questions of the realization of the personality-oriented educational paradigm in the context of digitalization." E3S Web of Conferences 273 (2021): 12060. http://dx.doi.org/10.1051/e3sconf/202127312060.
Повний текст джерелаАнотація:
In the context of digitalization, the existing educational paradigms are being transformed. Transformational processes are associated with the solution of essential problems at key nodes that are significant for the construction of the entire paradigmatic series. As such, the nodes in this study, the values, goals, and results of education, the content of education were considered, and the issues of implementation of the student-centered educational paradigm that was relevant for them in the context of digitalization were identified. The most important are the questions about the image of a person, which determines the direction of pedagogical efforts, about the place of eternal universal values rooted in human culture, among other value orientations of education, about the criteria for the selection of content and the representation in its structure of the personal experience of students and teachers, about didactically significant specifics of electronic media of content. The dialogue character of the educational content and interaction in the educational process, determined by the culture, is emphasized. A comparative analysis of knowledge-oriented, personality-oriented, and digital educational paradigms in the given key nodes has been carried out. The role of the teacher as a subject of a personality-oriented educational process, acting here in two guises: professional and personal, is noted. The problems and risks associated with the weakening of the personal approach in education are formulated.
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PETRYK, K. Y. "ACTIVITY DOMINANT OF PRACTICE-ORIENTED PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE ORGANIZATION OF INTERACTIVE EDUCATIONAL INTERACTION OF STUDENTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 132–41. http://dx.doi.org/10.31494/2412-9208-2021-1-3-132-141.
Повний текст джерелаАнотація:
In the article reveals the features of the activity dominant of practice-oriented of preparation of future primary school teachers for organization of interactive educational interaction of students and highlights its effective components: the creation of a student-centered environment in the process of preparation of future primary school teachers for organization of interactive educational interaction of students (overcoming the inertia of thinking, moving to a new level of building relationships between participants in the educational process, in particular providing a pedagogical partnership in systems «teacher-student» and «student-student» based on a dialogue where participants interact as active subjects); the focus of the teacher’s activity on the practical-oriented nature of preparing students for organization of interactive educational interaction of students (activation of creative and personal potential of future teachers, modeling of practice-oriented situations in the process of didactic-methodological preparation and learning to solve them through faculties); involvement of applicants for higher education in reflexive activity during their preparation for organization of interactive educational interaction of younger students (stimulating students to self-determination and formation of personal «self-concept»; systematic implementation of pedagogical reflection of their own actions in the context of the problem under study). It is determined that the quality of vocational education largely depends on the directions and ways to improve the practice-oriented training of higher education seekers, which is based on the introduction of interactive forms and methods of teaching. The expediency is substantiated of creating a system of interactive professional tasks in the process of preparation of future primary school teachers. The author notes that there is a change in the functions of the teacher, in particular, actively implementing innovative technologies; a new type of pedagogical thinking is formed, which is based on practice-oriented learning of students, the ability to create a comfortable student-centered environment. In modern realities, special importance is attached to the mobility of students, their choice of individual learning trajectory, the ability to carry out personal and professional reflection, the pursuit of self-improvement. Key words: practice-oriented preparing of future primary school teachers, activity dominant, interactive-professional tasks, partnership pedagogy, student-centered educational environment, reflective activity.
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Iszatt-White, Marian, Steve Kempster, and Brigid Carroll. "An educator’s perspective on reflexive pedagogy: Identity undoing and issues of power." Management Learning 48, no. 5 (July 10, 2017): 582–96. http://dx.doi.org/10.1177/1350507617718256.
Повний текст джерелаАнотація:
This article looks at reflexive pedagogical practice and the ‘identity undoing’ that such practice demands from educators. Such identity undoing is found to have strong connections to the impact on identity of power relations, resistance and struggle. A dialogic ‘testimonio’ approach is adopted tracing two of the authors’ experiences of attempting to introduce a reflexive pedagogy within a structured, accredited learning intervention. This approach analyses educators’ own reflexive dialogue to make visible the assumptions and tensions that are provoked between educators and students in a reflexively oriented learning process. In undertaking this analysis, we problematise the pursuit of a reflexive pedagogical practice within executive and postgraduate education and offer a paradox: the desire to engage students in reflexive learning interventions – and in particular to disrupt the power asymmetries and hierarchical dependencies of more traditional educator–student relationships – can in practice have the effect of highlighting those very asymmetries and dependencies. Successful resolution of such a paradox becomes dependent on the capacity of educators to undo their own reliance on, and even desire for, authority underpinned by a sense of theory-based expertise.
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R. Mawardi, Didiek. "FUNGSI HUKUM DALAM KEHIDUPAN MASYARAKAT." Masalah-Masalah Hukum 44, no. 3 (July 23, 2015): 275. http://dx.doi.org/10.14710/mmh.44.3.2015.275-283.
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The function of law as a means to achieve social justice , the reality in the life of society , there has been a shift in values and or cultural order , ignorance of the norm of honesty , the degrdation of the feeling of shame , nor loss of trust in the legal and law enforcement , compliance with laws decreased, causing law dysfunction . The problem that arises is why the function of the law has not been fully realized and how to optimize the function of law in society. There is no other option , that the substance of the law and arbitrate should significantly oriented and argue the morality to the formation of a prosperous society ( Indonesia ) through the process of empowerment of the legal system , through a process of dialogue , as well as raise community participation .