{"title":"对话的局限","authors":"Laura D’Olimpio","doi":"10.1080/03054985.2023.2268513","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The limits to dialogue\",\"authors\":\"Laura D’Olimpio\",\"doi\":\"10.1080/03054985.2023.2268513\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":47910,\"journal\":{\"name\":\"Oxford Review of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Oxford Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/03054985.2023.2268513\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Oxford Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03054985.2023.2268513","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
期刊介绍:
The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.