The hopefulness of teaching for dialogue – ORACY CAMBRIDGE
oracycamb November 7, 2021 November 10, 2021 0
by Neil Phillipson
I often argue the case for dialogue as a medium through which young people can learn about curriculum subjects more deeply (see my series ‘A Teacher’s Guide to Dialogic Pedagogy‘, for example). In this blog I want to make an argument for dialogue as an endpoint of education. I’ll argue that it offers us a better way to be, that it enables a person to gain a richer understanding of him or herself, of other people, and of the world, and that it offers hope for the future. Let’s start with some everyday experiences.
Enacting dialogue is presented as an aim in itself here, justified (in the CPR) in terms of the role of dialogue in the acquisition of knowledge and understanding. The other aims remind us that the outcomes of a good education extend well beyond the academic curriculum. I would argue that our chances of achieving many, if not all, of these aims can be enhanced by young people learning the skills of dialogue. Take the aim of empowering young people to be local, national and global citizens, for example.
I facilitate dialogues for GG and it’s a role that gives me hope. I see so many young people showing concern to understand each other and to explore topics that matter to them, to their communities and to their futures. Supporting them to learn the skills of dialogue can only enhance their capacity to work together to make a difference, and I feel sure that many of them will go on to do so.
All of my writing and thinking about dialogue is influenced by Professor Rupert Wegerif.
This blog has, in part, emerged from my recent conversations with Roger Sutcliffe of Dialogue Works as we have striven to craft a new course for teachers on dialogue. It’s been a great pleasure and a privilege, Roger!
Welcome – Professor Neil Mercer
https://www.youtube.com/watch?v=u9DdfTmT29E