III. DIALOGICAL DIMENSION OF EDUCATION: EDUCATION AS A
SOCIAL PHENOMENON
1. The
term dialogue is derived from the Greek words ‘dia’ and ‘logos’ meaning
communication or speaking words between two or more people. It is a moment
where humans meet to reflect on their reality as they make and remake it.
2. Education
as a dialogue proposes a middle-ground approach between the traditional approach
and the progressive approach to education. It attempts to bridge the gap
between transmission and socialization,
prevalent in traditional view and liberation and individualization emphasized
by Progressivists. Proponents of dialogue
observe that both views fail to address the basic meaning of human existence
which is co-existence.
3. This
means that there should be no polarity between the individual and the society
rather, both the society and the individual need to be catered for in
education.
4. Education
ought to develop knowledge and understanding in ways that are consistent with
the society’s values as well as the development of one’s personality;
individual.
5. Dialogue
entails mutual agreement, mutual respect and understanding between individual
and society. It encourages the process of speaking to each other. The teacher
(representing society) and the learner ought to be involved in dialogue during
their activities.
6. The
basis of the teacher learner relationship ought to be realization that the
learner is a human being who has a right to exist and to express
himself/herself.
7. Dialogue
requires the teacher and the learner to encounter each other as equals, each of
them playing an essential role as far as education is concerned. Based on this
equality, education should be seen as a process of communication.
8. This
aspect rules out methods and procedures of monologue which destroy the
realization of a fulfilling education. Monologue constitutes an assault on the
consciousness of the other, rendering it silent, passive etc.
9. Dialogue
makes education to be inter-subjective: a process involving encounter,
participation.
10. Education
as dialogue rules out authoritarian approaches by the teacher i.e. force and
corporal punishment. Such measures make students to be docile and submissive.
11. It
also rules out the eleviation of the learner above the teacher as
advocated by the progressive movement. This is because doing so reduces the
educating environment into a chaotic atmosphere. The teacher should not
abdicate his position as an adult, but should exercise his/her role with care
and concern, be humane to the learners.
12. This
will motivate them to seek after, to explore and inquire into knowledge under
the caring guidance of the teacher. Essentially, dialogue is a democratic
communication. It affirms the freedom of the participants to make and remake
their culture in many ways.
13. Dialogue
puts the object to be known between the two subjects of knowing. They meet
around it and through it for mutual inquiry.
14. The
educator/teacher normally has prior contact with the object to be known. It is
he who presents it to the class for learners to discuss. However, the teacher’s
prior knowledge of the object does not mean that he/she has exhausted all
dimensions of the object.
15.
It is required that the teacher relearns
to avoid transferring knowledge statically as a fixed possession of the
teacher; dialogue demands a dynamic approximation towards the object.
16. Dialogue
does not mean that everyone in class must say something even if they have
nothing to say. It only sustains a level of freedom for any learner who may
want to say something.
17. Dialogue
requires that the starting point of learning be ordinary experiences of
reality.
18. There
should be no dichotomy between reality and the content of study. Conceptualize
knowledge as much as possible.
19.
Teaching should be conversational; moderate
your voice accordingly.
20. Making
learning task oriented – problem based.
21. Teacher
must be able to grasp the learner’s entry behaviour in terms of their critical
level of cognition, literacy and vocabulary, political and social ideas they
possess.
22. The
words used ought to be familiar – clarity of words will result into clarity of
thought hence effective communication.
Emphasis
Role
of teacher
Role
of learner
Methods
of instruction
JOHN DEWEY
https://www.youtube.com/watch?v=SGjSMqwlP3E
https://www.youtube.com/watch?v=SGjSMqwlP3E
PAUL FREIRE
IVAN ILLICH
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