Dialogue based Education.pdf

Mumbai University, B.ed 1st year, Contemporary Course.

1. Oriental Education Society
ORIENTAL COLLEGE OF EDUCATION, SANPADA



F.Y.B.Ed

COURSE: Core Course 2 (CC2)
SUBJECT NAME: Knowledge and Curriculum
ASSIGNMENT TOPIC: Dialogue in Education

Submitted for the fulfilment of Two Year
Bachelor’s degree of Education
For the year
2021
(SEM-I)


Submitted to - Submitted by:
Name: Santoshini Sahu
Prof. Swarnalata Soni Roll No: 47
Date: 12th April 2021

2. Dialogue Based Education by Paulo Freire

BACKGROUND

Today, the world is increasingly acknowledging and accepting the truth that
children are persons with right. In such a landscape, child- centred education is
gaining greater attention. The basic premise that forms the core of child-centred
education is that all children have a right to an education that helps them grow and
develop to their fullest. It is acknowledged that the Student is an active participate
in the learning process. Dialogue based educational approach, which was put
forward by Paulo Freire (1921 – 1997), a Brazilian educator one of the most
significant thinkers of radical education approach, was designed in such a way to
enable teachers and students to carry out research together. Freire proposes this
educational approach as an alternative to the traditional educational model which he
calls as banking education.
Banking education, means a process in which the knowledge is directly
transferred to students, the teacher is the sole distributor of knowledge, and the
student is the passive receiver of this knowledge. Under these conditions, the learner
is the object of the learning process, but not the subject. In this process, the
knowledge is consumed without any criticism, and the learners experience a cultural
alienation and become defenceless against cultural imperialism. According to Freire,
those being educated through banking education are ignored at the first step and
converted into empty containers to be filled by the educators. Freire explains this as
follows: “The students are the depositories and the teacher is the depositor. Instead
of communicating, the teacher issues communiques and makes deposits which the
students patiently receive, memorize, and repeat. This is the "banking" concept of
education, in which the scope of action allowed to the students extends only as far
as receiving, filing, and storing the deposits.”
However, Freire suggests that the main purpose of education is to develop the
social awareness and critical thinking skills of people. Within this framework, Freire
considers education as a process of assistance to raising one’s awareness. For this,
he promoted the use of Dialogue so that people continued to educate themselves and
equip themselves with new knowledge. Concept of Dialogue based education is not
new in India Buddha used dialogue to expound the truth.

INTRODUCTION

Freire suggests that reject banking model of education and replace it with the
dialogue based education. Freire also sets specific aims for the implementation of
this model. According to him, problem posing education aims to strengthen the
student’s skills of thinking critically or contemplating on the object of knowledge
and reasons for his/her existence. When this aim is achieved, the student will start
acquiring knowledge through a feeling of epistemological curiosity. It is not possible
to acquire systematically knowledge without curiosity. Freire summarizes the

3. process of acquiring knowledge as follows: “Knowledge emerges only through
invention and re-invention, through the restless, impatient, continuing, hopeful
inquiry human beings pursue in the world, with the world, and with each other.”
Dialogue is not a mere technique to achieve some cognitive results; dialogue
is a means to transform social relations in the classroom, and to raise awareness
about relations in society at large. Dialogue is a way to recreate knowledge as well
as the way we learn. It is a mutual learning process where the teacher poses critical
problems for inquiry. Dialogue rejects narrative lecturing where teacher talk silences
and alienates students. In a problem-posing participatory format, the teacher and
students transform learning into a collaborative process to illuminate and act on
reality. A dialogue is an open and honest discussion which brings diverse people
together. Facilitators help them to share personal stories, express emotions, affirm
values, ask question, clarify viewpoint and propose solutions of concerns. For
example, an outsider from city visited to rural remote village through dialogue, an
empathetic communication with someone who sees critically. When villagers and an
outsider are linked by love, hope and mutual trust, says Freire, they can join each
other in an educational endeavour. Through a mutual search for understanding,
characterized by joint questioning, testing, and decision making. Through action, by
which villagers are able to transform their world, thereby becoming fully human.
Through reflection, a critical, objective re-ordering of their former perceptions.

MEANING

The word Dialogue come from Greek words ‘Dia’ meaning ‘Through’ and
‘Logos’ meaning ‘Word’. Dialogue, therefore is mutual sharing of thoughts. It is not
conversation or discussion, where the focus may be on stressing one’s opinions and
sticking to one’s arguments or beliefs. Dialogue involves listening and
understanding. Freire view the student as a co-created of knowledge along with the
teacher. By interaction with the learner, the educator may have to re-learn what he
already knows. The authority that is accorded to the teacher should not make him/her
authoritarian. Reflections on dialogue are a means to change and a mean to construct
our views. Dialogue-based learning, recognizes the unique life experiences each
learner brings to the learning interaction. It learn new knowledge, attitudes, or skills
best when the information presented is relevant to their life experiences and give
opportunity for collective learning and increasing harmony and fellowship.
According to Vella (2002) dialogue approach to education views learners as
subjects in their own learning and honours central principles such as mutual respect
and open communication. Learners are invited to actively engage with the content
being learned rather than being dependent on the educator for learning.
Dialogue based education consist of critical thinking, it is a cognitive activity
that involves conceptualising, applying, analysing, synthesising and evaluating
information to reach an answer or conclusion. According to Barry Beyer (1995),
critical thinking refers to the process of making clear, reasoned judgments. Stephen
Brookfield described critical thinking ‘as seeing things from different viewpoints’

4. (2012: 12). Mei-Yao Huang et al. (2017) identified critical thinking skills as
influential factors for peer discussion and learning in college classrooms. If students
lack critical thinking skills sufficient to engage in a dialogue with their peers, peer
discussions may proceed through an exchange of surface-level viewpoints.

MAJOR CONDITION for Dialogue based Education.

Freire elaborates ‘to enter into dialogue presuppose equality among
participate, each must trust the others, there must be mutual respect and love (care
and commitment). Each one must question what he or she knows and realizes that
through dialogue existing thoughts will change and new knowledge will be created.’
David Bohm lists three conditions for dialogue,
 In order to create common meaning, participants must suspend their
assumptions. Suspending an assumption does not mean ignoring it, but rather
holding it in front of us ready to exploration.
 Participants must view each other as peers and appreciate that they involved in
a mutual quest for understanding and insight. A dialogue is essentially a
conversation between equals.
 Facilitator provides background support, need of facilitator who aid the process
of collective understanding of the topic.
A special aspect of dialogue is listening. A Dialogue is a conversation among
equals. In dialogue, there should no hierarchy between those who participate. In
Dialogue teacher too is a seeker. The teacher helps the student to move to reflective
and insightful state of mind. Dialogue should not take the form of an argument, a
debate or a mere discussion. Dialogue must facilitate the awakening of intelligence
and pave the way to see truth in action.

NEED of Dialogue in Education

 Dialogue helps to understand views of others. This offers scope for multiple
perspectives about the topic under consideration.
 Dialogue increases our tolerance for views other than our own. One also has
the opportunity to reflect over one’s own views and those of others and thus
one can modify one’s thought.
 Dialogue does not include hierarchy. The teacher is just a facilitator. No one’s
views are considered superior to the view of others. Therefore, dialogue helps
to shift from dominance of experts.
 Dialogue fosters healthy communication which become a very important skill
for adult life.
 Dialogue teaches to deal with our difference and helps us know that division
and disputes can be resolved through peaceful means.
 Dialogue helps to create self-awareness as collective presupposition, ideas,
beliefs and feeling that subtly control our interactions are examined.

5. TYPES of Dialogue based learning

 Classroom method: In lecture where student or participate are given freedom
to express their idea and give suggestion and builds existing knowledge.
 Discussion method: In discussion two way communication we can find where
participate contribute ideas or personal opinions. Dialogue is a conversation or
discussion focus on everyone opinion but not in dominated form.
 Buzz Groups: Groups are formed and they exchange ideas.
 Brainstorming: Ideas are discussed and evaluated are done to get into
conclusion.
 Role plays: Encourages creativity in learning and put forward everyone’s idea
so all can get clear view point of situation or context of discussion.

BENEFITS of Dialogue based Education

 Dialogue as opposed to monologue, dialogue involves perspective taking,
empathy, listening, reasoning and more.
 It is important to consider dialogue as an integral aspect of education because
it will be an effective way to resolve issues that threaten social stability and
peace.
 Dialogue is significate as it helps to respect and accept diverse view.
 It promotes understanding by exploring the roots of various crises that the
world faces today. A proper understanding of the conflict will pave the way to
build a plan for peace.
 Dialogue includes reflection. Thus it reveals the incoherence in our own
thoughts and helps to set on a journey of rejuvenation.
 Through Dialogue, people work together and learn how to think together in
analysing a shared problem or creating new learning knowledge.
 Dialogue is a form of engagement, problem solving and education involving
face to face, focus and discussion occurring over time between two or more
group of people defined by their different social dimension.
 With teacher guidance, dialogue gives children a more active and engage role
in classroom, engaging children in ethical and social/ civic.

6. DRAWBACKS of Dialogue based Education

 Participate with good communication skill easily get involve in discussion and
put forward there point but on other side those participate who is not able to
convey their thought, question and idea, like students who have issues with
speaking out or who do not think quickly on their feet it is challenge for
them(disable student are excluded).
 Absent of accessible language or without proper conversation dialogue based
education can’t work properly.
 Lack of pre-existing knowledge of the topics may also have contributed to
some participants’ difficulty in evaluating their partners’ opinions
 If conversation does not go well (confusion or conflict) it can lead to an
authentic problem, dilemma, or conflict to be addressed.
 Knowledge emerges through praxis (applying, action and reflection).Without
reflection and action Dialogue learning won’t be successful.
 Sometime it does not provide a clear resolution.

How to OVERCOME the Drawback

 For clear resolution one must define the problem, create five solution, and
choose the solution they think will work best, and try small way to test solution.
(Reflection to action).
 Participate who have fear to speak up, facilitator should involve him/her in
small group with friend so he can easily speak up. Facilitator should encourage
every student or participate to get involve in Dialogue Learning for better
result.
 Facilitator play a vital role he/she should look that discussion should not take
the form of debate or any conflict should raise and it should end with peace.
 Every Student should have mutual understanding with everyone and need to
consider as peer and support the conversation and get with effective solution.
 Layout need to discuss first so that participate can stick to one concept and keep
focus on what they want to achieve (blueprint is not needed).
 Pre-existing knowledge can be attain if students/ participate should be prepared
with knowledge regarding the issues under discussion before peer interactions.

7. Current status
 In school to advance students’ knowledge, learning activities involving peer
discussion are often employed in many disciplines of higher education. The
contents of the course Curriculum Development and Design provided a
diversity of ideology and various opinions, facilitating students’ discussion
among themselves
 In Seminar also we can see Dialogue based learning. Seminars are simply a
group of people coming together for the discussion and learning. Such seminar
we can see like Class-room seminar, National seminar, International seminar
and many more.
 Panel Discussion It is designed to provide an opportunity to a group to hear
several people knowledgeable about a specific issue or topic. Help to provide
information and new facts, to analysis the current problem from different angle,
to identify the values, to organize for mental reaction.
 A workshop is similar to a seminar but with a greater degree of attendance
participation, interaction, and hand-on experience, is usually a full day where
participants learn and practice the knowledge and skills that is the workshop’s
focus. An educational seminar or series of meeting emphasizing interaction and
exchange of information among a usually small number of participants.
 Feedback session can be conduct where every student ask to share feedback,
issues and ideas shared and resolution are find out at the end of session.

Conclusion
Dialogue offers an opportunity for collective learning and increase harmony
and fellowship. Dialogue offer a powerful means to understand how human thought
functions. Our world, its issues, and problem, are all the result of human thoughts.
They needs exploration and reflection which is possible only through dialogue. A
healthy dialogue means suspending impulses and judgements. Each one must
question what he or she knows and realizes that through dialogue- existing thought
will change and new knowledge will be created. It is not enough for people to come
together in dialogue in order to gain knowledge of their social reality, they must act
together upon environment in order to critically reflect upon their reality and so
transform it through further action and critical reflection. One cannot restrict
education to just one type of experience. Quality education will include a blend of
activity, discovery and dialogue. All these are chosen according to the learning
situation and the age and maturity of learner. Each has its own unique place in
helping the learner develop holistically.

Reference
 http://www.ijonte.org/FileUpload/ks63207/File/12.durakoglu1.pdf
 https://www.berghahnjournals.com/view/journals/latiss/13/2/latiss130204.xml
 https://www.slideshare.net/sayliupale1/dialogue-based-learning
 Book- Himalaya publishing house- Knowledge and curriculum