Empowering Dialogues in Humanistic Education

Autor/in	Aloni, Nimrod
Titel	Empowering Dialogues in Humanistic Education
Quelle	In: Educational Philosophy and Theory, 45 (2013) 10, S.1067-1081 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2011.00789.x
Schlagwörter	Humanistic Education; Educational Philosophy; Dialogs (Language); Empowerment; Classics (Literature); Confucianism; Moral Values; Affective Behavior; Cognitive Processes; Teaching Methods; Human Dignity; Personal Autonomy + Suchen Sie Ihr Suchwort? Humanistische Bildung; Bildungsphilosophie; Erziehungsphilosophie; Dialog; Dialogs; Dialogue; Dialogues; Konfuzianismus; Moral value; Ethischer Wert; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Menschenwürde; Individuelle Autonomie
Abstract	In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues--from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue--differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements--have become more dominant in recent educational discourse and practice--an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education--a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students' sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10