Dialogue as Moral Paradigm: Paths Toward Intercultural Transformation

The Council of Europe’s 2008 White Paper on Intercultural Dialogue: ‘living together as equals in dignity’ points to the need for shared values upon which intercultural dialogue might rest. In order, however, to overcome the monologic separateness that threatens community, we must educate ourselves to recognize the dialogism of our humanity and to engage in deep encounters with others with a mature skepticism of all dogmatisms, including our own. In order to aid us in reaching the necessary insight, the author calls upon Bakhtin’s ideas of the dialogism of every utterance and of the unity and heteroglossia of language, Gadamer’s hermeneutical experience that shakes us loose from what we think we know, and Levinas’s description of that transcendent ideal of a dialogue beyond reciprocity. These perspectives break open our certainty that tribalism and individualism are fundamental, placing them instead as secondary phenomena that, though powerful, pronounce neither the initial nor the final word on our life together

Symposium on The New Significance of Learning:Imagination’s heartwork

Hogan has written a fine, timely book which deserves to be widely read. The main argument is for a remembering (re-membering) of an idea of education in which it is understood as a practice in its own right, rather than just what Hogan provocatively and accurately terms a ‘subordinate activity’. That is, he argues persuasively for an understanding that education has its own inherent purposes, rather than (or as well as) extrinsic religious or political ones

Articulating choice and deliberation in conducting research - researchers 'working in the interpretive zone'.

Gedragsveranderingen bij leerlingen en hun lerare

Is American Public Administration Detached From Historical Context?: On the Nature of Time and the Need to Understand It in Government and Its Study

The study of public administration pays little attention to history. Most publications are focused on current problems (the present) and desired solutions (the future) and are concerned mainly with organizational structure (a substantive issue) and output targets (an aggregative issue that involves measures of both individual performance and organizational productivity/services). There is much less consideration of how public administration (i.e., organization, policy, the study, etc.) unfolds over time. History, and so administrative history, is regarded as a “past” that can be recorded for its own sake but has little relevance to contemporary challenges. This view of history is the product of a diminished and anemic sense of time, resulting from organizing the past as a series of events that inexorably lead up to the present in a linear fashion. To improve the understanding of government’s role and position in society, public administration scholarship needs to reacquaint itself with the nature of time.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

The phenomenology of the mathematics classroom

This paper describes the mathematics classroom from the perspective of social phenomenology. Here the classroom is seen as an environment of signs, comprising things and people, which impinge on the reality of the individual child. The paper introduces a framework through which mathematical work is seen as taking place in the imagined world through the filter of the world in immediate perception. This provides an approach to structuring evolving mathematical understanding. It is suggested that mathematical ideas are contained and shaped by the child's personal phenomenology, which evolves through time. Further, I argue these ideas are never encountered directly but rather are met through a circular hermeneutic process of reconciling expectation with experience. © 1996 Kluwer Academic Publishers