Jackie,

To continue on dialogue, I do not like utopias. I do not like attempts to
make people better than they are. I have seen the results in the previous
century, whether under Hitler, Stalin or Mao. I prefer to let people just
behave they way are inclined to do. We are inclined to have biases. We are
inclined to defend these biases. We are not easily persuaded by logic that
our biases are not justified. And what is more we enjoy finding arguments
that support our biases. We are annoyed by well argued counter arguments to
our biases.

I do not like being in discussions where I am told how to express my views.

I do not think it is helpful to ESL learners to suggest that there are some
superior ways of thinking and arguing their points. My approach to language
learners is: Let them learn by enjoying the language however they can. Let
them learn words. Let them discover the language. Let them speak when they
want, however they want. Do not guide them to some superior way of
expressing themselves. They will figure it our for themselves.

If they are academic learners, by all means make them aware of some
established ways of organizing their thoughts. Let them know that in theory,
arguments need to be backed up with observations or references, that both
sides of the arguments should be evaluated, even though these rules are
regularly ignored by many activist academics. But let them keep their
passions and biases. They will anyway. And so will most people, and an
atmosphere which allows that is important to our freedom of expression.

Steve

On Sun, Jul 13, 2008 at 4:29 PM, Taylor, Jackie <jataylor at utk.edu> wrote:


>  Hi Steve, (All)

>

>

>

> You wrote:

>

>

>

> "Unfortunately, the recent trend in educational circles seems to favour

> "dialoguing", whereby we pretend to agree with whatever is said, and look

> for points that we have in common, and should avoid trying to persuade

> anyone of one's point of view. This leads to a sterile discussion. It only

> works if everyone actually does agree, or if contrary views can be

> suppressed.."

>

>

>

> I disagree with how you are characterizing dialogue. Do you mean to equate

> dialogue with some type of cooperation or consensus, or group think..? (

> http://en.wikipedia.org/wiki/Groupthink)

>

>

>

> I believe dialogue is about presenting one's point of view, but then

> looking for meaning, suspending assumptions (i.e. suspend as in to hold out

> assumptions and examine them), being open to changing one's position…

> Dialogue and the knowledge constructed as a result are greater than the sum

> of its parts and what is constructed is only as rich as the diverse

> perspectives brought to the table. It depends on seeking authentic meaning

> and a 'safe space' so that individuals feel comfortable expressing their

> views (thus eliciting more diverse perspectives). It does include finding

> common ground, but I see it as being more about constructing new knowledge,

> attitudes, and the group dynamics needed for that construction.

>

>

>

> And what does this have to do with critical thinking and student

> involvement?

>

>

>

> One uses critical thinking in dialogue. What does "the other" mean by what

> she said? How is what I'm saying reflected in the other's position? How is

> it not? How might I understand the other better? What are the "right

> questions" I need to ask in order to do that? All too often I think we are

> afraid to "ask back" for fear of appearing somehow "less than" or as if one

> might "not know" what the other means.

>

>

>

> It also levels the playing field and the instructor or facilitator is not

> perceived as "the expert" with all the answers; both students and

> instructors have expertise to contribute. It would be interesting, I think,

> to explore strategies for facilitating dialogue vs. debate.

>

>

>

> As always, I welcome others' thoughts.

>

>

>

> Best, Jackie

>

>

>

> Jackie Taylor

>

> jataylor at utk.edu

>

>

>

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-- 
Steve Kaufmann
www.lingq.com
1-604-922-8514
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