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- W75269726 abstract "Dialogue in education has been used and promoted for many years. Well known examples include the teachings of Socrates, Plato, Augustine, Hume, and Buber. This use of dialogue in education has become more prevalent in the last twenty years, primarily through the work of Paulo Freire. Freire and other educators such as Matthew Lipman (1991), Ira Shor (1992), Myles Horton (1990), Nicholas Burbules (1993), Sophie Haroutunian-Gordon (1991), and Harvey B. Sarles (1993) have promoted dialogue as a mode of teaching. Others have primarily used it as a mode of inquiry ( Guba 1990; Green & Chandler 1990) or as an examination for the purpose of discovering information or examining particular phenomena (Green & Chandler, 1990, p. 204). While dialogue has not often been incorporated into research methods, there are those who see it as a promising and useful tool for clarifying positions and creating new understandings (Burbules, 1993; Freire, 1970; Guba, 1990; Green & Chandler, 1990; Lipman, 1991; Maguire, 1987). Green and Chandler (1990) see the potential of the use of dialogue, especially in areas which reflect paradigmatic shifts. They maintain that through dialogue we become able to develop strategies of implementation that extend our current knowledge and understanding of educational phenomena, as well as ways of moving beyond the detente that currently exists within and across groups and paradigms (p. 215). While Green and Chandler make an implicit connection between dialogue and" @default.
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- W75269726 date "2002-01-01" @default.
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- W75269726 title "Dialogue as Research" @default.
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