Dialogical Thinking
Dialogical thinking is becoming increasingly important in our modern age of "echo chambers" where individuals can surround themselves with those who have similar viewpoints and minimize their exposure to ideas that oppose their own worldview.
What is dialogical thinking?
Dialogical thinking, according to Davis and Arend (2013), "involves appreciating and being able to evaluate different viewpoints at the same time" (p. 108). David and Arend also define dialogical thinking as role-play of the way other people think through which "we are able to enter empathetically into opposing arguments and viewpoints, thereby examining our own thinking and recognizing its strengths and weaknesses" (p. 109). Dialogical thinking can serve as a counter-balance to unrestrained critical reasoning which can be manipulated to serve egotistical ends and veer into the territory of sophistry.
Relevance to Adult Education
Dialogical thinking is a way of considering topics and issues that does not presume one correct answer. Facilitating civic engagement using dialogical thinking as a strategy allows for a truly constructivist environment where a group of learners sharing their perspectives can empathetically consider the viewpoints of different people. Additionally, Paul (2012) argues that in the "real world" most problems are multilogical and require the consideration of many points of view.
Application
Davis and Arend (2013) posit that the goal of dialogical learning is "discovery, not victory" (p. 124). To this end, learners are encouraged to sympathetically role-play the thinking of others. This method of learning is particularly well suited to the discussion of ethical issues.
For encouraging dialogical discussion, Davis and Arend (2013) recommend employing the Socratic Method. However, it is not only the facilitator who is encouraged to pose questions--the learners should also be asking questions of themselves and the group. If learners do not know where to begin in asking questions of their viewpoints, Davis and Arend provide a list of "root questions" adapted from Paul and Elder (2005) that can be asked of all beliefs:
Interaction with other facilitation methods: Dialogical thinking is a specific strategy for facilitating discussion. It can also be an important part of the investigation step of service-learning and can be utilized for a wide array of learning situations when there is any potential for ambiguity or differences of opinion.
For encouraging dialogical discussion, Davis and Arend (2013) recommend employing the Socratic Method. However, it is not only the facilitator who is encouraged to pose questions--the learners should also be asking questions of themselves and the group. If learners do not know where to begin in asking questions of their viewpoints, Davis and Arend provide a list of "root questions" adapted from Paul and Elder (2005) that can be asked of all beliefs:
- Origins. How did you come to think this? Can you remember the circumstances in which you formed this belief?
- Support. Why do you believe this? Do you have any evidence for this? What are some of the reasons people believe this? In believing this, are you assuming that such and such is true? Do you think that it is a sound assumption?
- Conflicting thoughts. Some people might object to your position by saying . . . How would you answer them? What do you think of this contrasting view? How would you answer the objection that. . .?
- Implications and consequences. What are the practical consequences of believing this? What would we have to do to put it into action? What follows from the view that . . .? Wouldn't we also have to believe. . .in order to be consistent? Are you implying that. . .? (Davis & Arend, 2013, p. 126).
Interaction with other facilitation methods: Dialogical thinking is a specific strategy for facilitating discussion. It can also be an important part of the investigation step of service-learning and can be utilized for a wide array of learning situations when there is any potential for ambiguity or differences of opinion.
Dialogical Thinking & Motivation
Wlodkowski (2008) writes of one motivational strategy for establishing inclusion wherein the facilitator acknowledges different ways of knowing, different languages, and different levels of knowledge of skill among learners (p. 167). When engaging learners in dialogical thinking it is important to set the condition that all learners have diverse perspectives for a variety of reasons and to respect those differences of opinion. In settings where learners are engaged in dialogical thinking, exploring these differences are vital to a rich discussion.
Resources
This website from the University of Cambridge lists specific principles of dialogic teaching:https://www.educ.cam.ac.uk/research/projects/camtalk/dialogic/
Robin Alexander's website provides additional insights into dialogical thinking, learning, and teaching and the practice's foundation in the Socratic Method: http://www.robinalexander.org.uk/dialogic-teaching/
Robin Alexander's website provides additional insights into dialogical thinking, learning, and teaching and the practice's foundation in the Socratic Method: http://www.robinalexander.org.uk/dialogic-teaching/
|
|
References
Davis, J. R. & Arend, B. D. (2013). Seven ways of facilitating learning. Sterling, VA: Stylus Publishing.
Paul, R. & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Pearson Prentice Hall.
Paul, R. (2012). Critical thinking: What every person needs to survive in a rapidly changing world. J. Willsen & A. J. A. Binker (Eds.). Foundation for Critical Thinking. Retrieved from: http://www.criticalthinking.org/pages/richard-paul-anthology/1139
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn (3rd ed.). San Francisco, CA: Jossey-Bass.
Paul, R. & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Pearson Prentice Hall.
Paul, R. (2012). Critical thinking: What every person needs to survive in a rapidly changing world. J. Willsen & A. J. A. Binker (Eds.). Foundation for Critical Thinking. Retrieved from: http://www.criticalthinking.org/pages/richard-paul-anthology/1139
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn (3rd ed.). San Francisco, CA: Jossey-Bass.