Dialogue represents my personal and professional credo in life. It underpins the theory of meaning-centered education, which I advocate as a scholar, as well as the global learning activities that I have been engaged in as a practitioner. My whole self resonates when I anticipate the possibility of a true dialogue occurring in a professional or a personal setting. I consider having a reflective dialogue with my inner world critical to my professional and personal self-development. Dialogue would rarely occur within a traditional oppressive educational system, which I experienced when I was growing up, but dialogue repeatedly occurs in my classroom now… and I can see the positive change
it provides.
настроение: сосредоточенное
ключевые слова: true dialogue, personality, individuality, global learning, meaning-centred education, self-reflection
With my reflections on dialogue as a means of change, I hope to contribute to the current debate about the changing environment of education.
Very often, dialogue is perceived and interpreted as the formal exchange of messages and ideas, but such exchange can hardly be called a dialogue. The world could have escaped many troubles had people learned the art of true dialogue. In education, we often have a monologue with each other and with our students because, when we exchange ideas, we do not necessarily engage in a true dialogue (although on the surface it could look like we communicate dialogically). My teacher, the esteemed professor Lydia Kulikova, would name this kind of communication and interaction as one which goes “along the formal counter of a human being”[Kulikova, 2005, p.74] thus failing to foster teaching-learning meaningfully. She taught me “to hear the strings of the human heart”[Kulikova, Ibid, p.30] when in a classroom.
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