ERIC Number: EJ1436523
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-4985
EISSN: EISSN-1465-3915
The Limits to Dialogue
Oxford Review of Education, v50 n5 p626-640 2024
The great hope of dialogical pedagogy such as the Community of Philosophical Inquiry (CoPI) as advocated for by practitioners of philosophy for and with children (P4C) was to cultivate critical thinkers who would be guided by epistemic and moral virtues in their engagement with one another in an effort to uncover truth. And, further, that those democratic citizens could then take these newly honed skills out into the public square and enact good decision-making in their lives. The focus on equality and inclusion, with a respect for diversity of thought and opinion, guided a sense that every participant should feel as though they 'belong', and were free to engage in dialogue with others as equals. And yet, the question about how we might ensure the CoPI is a space in which everyone can meaningfully contribute is forefront in my mind. In this paper, I will focus on what might limit dialogue by explicating three main issues which I call 'paying lip service', 'existing power dynamics' and 'the transfer problem'. I will see if I can respond to these in order to ultimately affirm the role for dialogical pedagogy to support radical listening and genuinely inclusive dialogue.
Descriptors: Dialogs (Language), Teaching Methods, Educational Philosophy, Thinking Skills, Equal Education, Inclusion, Democratic Values, Moral Values, Ethical Instruction, Children
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A