Relevant bibliographies by topics / Dialogic thinking framework

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Dialogic thinking framework'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Dialogic thinking framework"

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Sapkota, Chet Narayan. "Euphemization and Derogation in Teacher Students’ Dialogic Discourse: A Critical Discourse Analysis." Madhyabindu Journal 8, no. 1 (2023): 33–50. http://dx.doi.org/10.3126/madhyabindu.v8i1.56882.

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Critical discourse analysis (CDA) has become a widely used academic research method in the social, political, educational, and linguistic sciences. This paper aims to explain how teacher-student dialogic discourse is presented and evaluated differently to persuade the students. Van Dijk's (2004) framework, is used to identify discursive structures that lead to ideologically based parochial, context, ideology, and social cognition. The CDA of the teacher students’ dialogic discourse has highlighted the reality that ideologies are expressed, performed, sustained, and inculcated through discursiv
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Do Carmo, Gisleine, Vânia Aparecida Rezende, Camila de Assis Silva, José Roberto Pereira, and Cristiane Aparecida Da Silva. "Thinking Social Management from the Epistemologies of the South." Revista de Gestão Social e Ambiental 18, no. 1 (2023): e04421. http://dx.doi.org/10.24857/rgsa.v18n1-049.

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Research objective: To make theoretical approximations between the field of Social Management and Southern Epistemologies.
 
 Theoretical framework: Social Management represents an alternative to hegemonic organizational thinking. Through public spheres, permeated by participatory and dialogic actions, the aim is to serve the common good of society. Southern Epistemologies represent an alternative to the epistemological paradigm of modern science, the colonial, patriarchal and capitalist side.
 
 Results: Just as Social Management seeks emancipation as its purpose, Southern
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Bourdage Reninger, Kristin, and Lisa Rehark. "Discussions in a Fourth-Grade Classroom: Using Exploratory Talk to Promote Dialogic Identities." Language Arts 86, no. 4 (2009): 268–79. http://dx.doi.org/10.58680/la20096991.

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In this article, we address the ways children collaborate to inquire about text in the context of group discussions, addressing the question: How do students stay on-topic and sustain their discussions of text? We speculate that a framework for dialogic discourse, referred to as exploratory talk, allows students to understand that discussions of text are about collaborating, thinking together, asking questions, and reasoning about the text or a topic related to the text.
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Angeles, Moses Aaron. "Inner Dimensions of Truth: Paradigms for the Faith and Mission of Catholic Education." Scientia - The International Journal on the Liberal Arts 12, no. 2 (2023): 72–85. http://dx.doi.org/10.57106/scientia.v12i2.166.

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The paper examines the inner dimensions of truth by investigating Jewish-Christian Scriptures, Doctors of the Church (Augustine, Aquinas, and Bonaventure), and Pontiffs (John Paul II and Benedict XVI). Through phenomenological and dialogic thinking, the inner dimension of truth is surfaced as personal and interior enlightenment and divine revelation (Scriptures), as dialogical communications (Benedict XVI), as God's grace bestowing perpetual liberation (Augustine and John Paul II) as the realization that man is a manifestation of God (Aquinas), as action (Scriptures and Bonaventure) as recipro
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Pauline, P. L. Chin. "Learning Takes Flight: Empowering Growth through Dialogic Teaching in Individual Badminton Lessons." Education Quarterly Reviews 6, no. 3 (2023): 224–36. https://doi.org/10.31014/aior.1993.06.03.777.

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In the dynamic landscape of education, characterised by the need for resilience, the convergence of dialogic teaching and the passion for badminton presents a pathway to profound learning experiences. This article explores the intersection of these two realms, highlighting the invaluable insights and synergies they contribute within a robust educational framework. This qualitative investigation involves two experienced teachers and three Year 12 student athletes actively engaged in dialogic-based lessons. The data collection process encompasses recorded observations and interviews with the tea
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Antunes, Luiz G., Brasilina Passarelli, and Sushila V. Claro. "LARGE LANGUAGE MODELS AS SOCRATIC MENTORS: TRANSFORMING EDUCATIONAL APPROACHES FOR EPISTEMIC DEVELOPMENT." ARACÊ 7, no. 5 (2025): 24921–36. https://doi.org/10.56238/arev7n5-229.

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This paper examines how Large Language Models (LLMs) can transform educational approaches by functioning as Socratic mentors rather than mere information providers. Drawing on dialogic pedagogy and constructivist learning theories, we propose a framework positioning LLMs as epistemological catalysts that emphasize epistemic agency, perspective multiplicity, and metacognitive development. The implementation of LLMs as Socratic mentors faces challenges including accuracy concerns, bias, transparency issues, and ethical considerations. Comparative analysis with traditional educational methods rev
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Dacey, Austin. "Come Now, Let Us Reason Together." Informal Logic 40, no. 1 (2020): 47–76. http://dx.doi.org/10.22329/il.v40i1.6024.

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In defending a new framework for incorporating metacognitive debiasing strategies into critical thinking education, Jeffrey Maynes (2015; 2017) draws on ecological rationality theory to argue that in felicitous environments, agents will achieve greater epistemic success by relying on heuristics rather than more ideally rational procedures. He considers a challenge presented by Mercier and Sperber’s (2011; 2017) “interactionist” thesis that individual biases contribute to successful group reasoning. I argue that the challenge can be met without assuming an individualist ideal of the critical th
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Chen, Ming-Kuo, Chia-Ming Hsueh, Wen-Wei Chiang, Kun-I. Chiu, and Yi-Huang Shih. "Paulo Freire’s dialogic pedagogy and the democratization of pedagogy in Taiwan’s higher education: Challenges and possibilities." Edelweiss Applied Science and Technology 9, no. 5 (2025): 1264–73. https://doi.org/10.55214/25768484.v9i5.7134.

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This paper advocates for the application of Brazilian educator Paulo Freire’s theory of dialogic education as a critical and transformative framework for reimagining the possibilities of democratic pedagogy within higher education. Freire emphasized that education should be rooted in dialogue, conscientização (critical consciousness), and participatory learning, rejecting the passive conception of learners as mere recipients of knowledge. The integration of Freire’s theory into Taiwan’s higher education context presents an opportunity for academic communities to critically examine prevailing p
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Suharmono. "Hermeneutika Dialogis sebagai Basis Filosofis dalam Fiksyen dan Sejarah, Suatu Dialog Karya Umar Junus." SASDAYA: Gadjah Mada Journal of Humanities 7, no. 1 (2023): 15–38. http://dx.doi.org/10.22146/sasdaya.v7(1).15-38.

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This study aims to explain dialogical hermeneutics, one of the scientific paradigms that can bridge the confusion of thinking in explaining the relationship between literature and reality/history. The material object used is Fiction and History of Dialogue, while the formal object is the dialogical hermeneutic paradigm in the book. The purpose of this study is to describe the basic assumptions; model; and the concepts that make up dialogic hermeneutics. The theoretical framework and method used as the basis for the analysis are Thomas Khun's thoughts related to paradigms. The results of the re
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Suharmono. "Hermeneutika Dialogis sebagai Basis Filosofis dalam Fiksyen dan Sejarah, Suatu Dialog Karya Umar Junus." Sasdaya: Gadjah Mada Journal of Humanities 7, no. 1 (2023): 15–38. http://dx.doi.org/10.22146/sasdaya.7107.

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This study aims to explain dialogical hermeneutics, one of the scientific paradigms that can bridge the confusion of thinking in explaining the relationship between literature and reality/history. The material object used is Fiction and History of Dialogue, while the formal object is the dialogical hermeneutic paradigm in the book. The purpose of this study is to describe the basic assumptions; model; and the concepts that make up dialogic hermeneutics. The theoretical framework and method used as the basis for the analysis are Thomas Khun's thoughts related to paradigms. The results of the re
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Dissertations / Theses on the topic "Dialogic thinking framework"

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BRAUNOVÁ, Kateřina. "Využití programu Filozofie pro děti ve výuce žáků ve věku 12 - 14 let." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-363627.

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The diploma thesis focuses on the description of the current state of Czech education. First of all, it represents the objectives and concepts of elementary education in the Czech Republic and brings closer to the requirements of the Framework Education Programmes. It describes closer the importance of key competencies and objectives of the educational field Citizenship Education. In the next part the diploma thesis introduces a program Philosophy for Children, whose principles correspond to a great extent with the objectives of elementary education, and therefore it seems to be a suitable too
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Books on the topic "Dialogic thinking framework"

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Nachowitz, Marc, and Kristen C. Wilcox, eds. High Literacy in Secondary English Language Arts. The Rowman & Littlefield Publishing Group, Inc., 2018. https://doi.org/10.5040/9781666998429.

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This volume culls scholarship on both what high literacy is and how it is developed. It embraces the call put forth by Langer and Applebee (2016) that high literacy must continue to be our aim and to see more research analyzing and identifying how teachers might promote literacy practices that promote deep thinking around important content. The editors offer a conceptual framework for high literacy that explicates how each component (i.e. reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) relates to the others and from what scholarly literature these concepts
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Figdor, Carrie. Literalism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809524.003.0004.

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Chapter 4 elaborates and provides an initial defense of Literalism. Updated versions of the inference to the best explanation argument for other minds provide a familiar framework for thinking about the plausibility of Literalism, as well as an additional argument for it as the default interpretation of the predicates as they are used in contemporary science. The chapter articulates what Literalism does not claim and what would falsify it. It also presents a series of initial objections to Literalism by means of a dialogue between the Literalist and an imaginary interlocutor, the Implicit Scar
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Lichterman, Paul. How Civic Action Works. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691177519.001.0001.

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This book renews the tradition of inquiry into collective, social problem-solving. The book follows grassroots activists, nonprofit organization staff, and community service volunteers in three coalitions and twelve organizations in Los Angeles as they campaign for affordable housing, develop new housing, or address homelessness. The book shows that to understand how social advocates build their campaigns, craft claims, and choose goals, we need to move beyond well-established thinking about what is strategic. The book presents a pragmatist-inspired sociological framework that illuminates core
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Heller, Natasha. Understanding Retribution in a Changing Religious Landscape. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190278359.003.0015.

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This chapter considers ideas of sin, retribution, and injustice from the introduction of Buddhism to China to 600 CE. The concepts of karma and transmigration are usually considered among the most significant contributions Buddhism made to religious belief in China, but these ideas were understood within an existing framework of how transgressions were handled in both the human and superhuman realms. This chapter examines the interaction of these new and old discourses by focusing on the sixth-century collection known as Annals of Avenging Spirits (Yuanhun zhi 冤魂志‎), compiled by the eminent li
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Audring, Jenny, and Francesca Masini, eds. The Oxford Handbook of Morphological Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199668984.001.0001.

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Morphology, the science of words, is a complex theoretical landscape, where a multitude of frameworks, each with their own tenets and formalism, compete for the explanation of linguistic facts. The Oxford Handbook of Morphological Theory is a comprehensive guide through this jungle of morphological theories. It provides a rich and up-to-date overview of theoretical frameworks, from Structuralism to Optimality Theory and from Minimalism to Construction Morphology. In the core part of the handbook (Part II), each theory is introduced by a practitioner, who guides the reader through its principle
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Bennett, Stuart. Phantom Limn. University of Edinburgh, 2024. http://dx.doi.org/10.2218/ed.9781836450085.

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The output was an exhibition at Dovecot Gallery, Edinburgh, 6 – 10 July 2017. It was the result of a one-week group residency at the gallery, conceived as an experimental, collaborative practice based research inquiry into drawing as a method of thinking. The residency brought together eight international, university-based artists: Stuart Bennett (University of Edinburgh), Dean Hughes (Northumbria University), David Mackintosh (University of Central Lancashire), Kelly Chorpening (University of the Arts London), Rebecca Fortnum (Royal College of Art), Chloe Briggs (Paris College of Art), Mark N
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Grimes, Cathy. Conversations in Community Change: Voices from the Field. Edited by Max Stephenson. Virginia Tech Publishing, 2021. http://dx.doi.org/10.21061/conversations.

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The Virginia Tech Institute for Policy and Governance launched an experiment in 2011 called the Community Voices initiative. Community Voices was a student-led group devoted to bringing graduate students and faculty from diverse backgrounds into thoughtful dialogue with leaders who have devoted their professional lives to spurring or assisting with community change. This book is the product of those conversations. Conversations in Community Change features 12 interviews conducted by members of Community Voices, since renamed the Community Change Collaborative (CCC). The interviewees are leader
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Book chapters on the topic "Dialogic thinking framework"

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Eris, Ozgur, David Bergner, Malte Jung, and Larry Leifer. "ConExSIR: A Dialogue-based Framework of Design Team Thinking and Discovery." In Chance Discoveries in Real World Decision Making. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-34353-0_19.

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Odoardi, Carlo, and Nicola Cangialosi. "Potenziare l’innovazione organizzativa per la gestione e la valorizzazione della complessità." In Dialoghi con la società. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0459-0.10.

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This contribution is part of the framework of the relationship between complexity and innovation as a construct to be delineated in its articulations in order to deeply understand its meaning. Research has highlighted that complexity is a multidimensional variable where context also has an influence in determining a new way of learning to determine individual but above all collective thinking in managing and enhancing complexity itself. If we try to transfer the construct of complexity to organisational and work contexts and in particular how to cope with it, this can be analysed by focusing o
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Rodosthenous-Balafa, Marina, Maria Chatzianastasi, and Agni Stylianou-Georgiou. "Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_6.

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AbstractCultural diversity, as one of the most important characteristics of European community in the framework of the DIALLS project (see Chapter 10.1007/978-3-030-71778-0_1 for overview), is integral to notions of cultural identity and cultural literacy. The acknowledgement of identity formation as an ongoing, dynamic process through interaction rather than a pre‐conceived characteristic arises as an imperative need, in order to encourage democracy to thrive through constructive confrontation and integration (Rapanta et al. in The Curriculum Journal, 2020). According to Bland, picturebooks t
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Wihlenda, Michael. "The World Citizen School Model. Learning Philosophy and Learning System for Global, Socially Innovative and Value-Based Future Learning." In Creating the University of the Future. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_13.

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AbstractThis chapter presents the learning philosophy and learning system of the World Citizen School. The project started in 2013 at the Weltethos Institute of the University of Tübingen (The Global Ethic Project goes back to Küng (1997). ‘Weltethos’ is the German name for Global Ethic after which the Weltethos Institute and the Weltethos Foundation, which Küng co-founded, are named). Early in the development process, the founder and author of this paper was particularly influenced by the concept of the so-called “twenty-first Century Skills”, the 4C skill set of collaboration, critical think
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Calogero, Lucilla. "Beyond Visualisation Data as Raw Material for Uncoded Experiences." In Springer Series in Design and Innovation. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-49811-4_50.

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AbstractIn the context of our evolving data-driven society, controlling the current abundance of data and the resulting flow of information does not circumscribe actions from disciplinary boundaries. Many recent theories factually underline this fact contributing significantly to the definition of valuable tools, methodologies, and processes. Numerous cross-disciplinary contributions support an ever-expanding field of knowledge in its many applications, the benefits of which are evident from an economic, social and cultural perspective. Furthermore, they seem to reveal the potential of a mater
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Fragkiadaki, Glykeria, Marilyn Fleer, Elin Eriksen Ødegaard, Prabhat Rai, and Alicja R. Sadownik. "Dialectical Pathways in Digital Data Analysis." In Cultural-historical Digital Methodology in Early Childhood Settings. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_7.

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AbstractIn recent times of crisis, contradictions, and drama researchers stood in front of a labyrinth of multiple methodological choices and imponderable research paths and directions. In many cases, this new reality created the opportunity for the researchers to think in novel and innovative ways by involving in a critical, dialectical, and open-ended “dialogue” with their data and the analytical processes. Part II brings together four indicative examples of research labyrinths and the new methodological frameworks the researchers invented to step their way out of them. It is argued that dia
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Stewart, Trevor Thomas. "Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch076.

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This chapter employs a dialogic, sociocultural perspective to describe ways teacher educators can support teacher candidates as they develop the critical thinking skills needed to make the transition from student to teacher in contemporary classrooms in the United States. Data from a longitudinal qualitative study are used to examine the utility of problem-posing seminars and subsequent reflection as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies both complicate and nurture their efforts to enact a student-centered framework for teachi
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Stewart, Trevor Thomas. "Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch011.

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This chapter employs a dialogic, sociocultural perspective to describe ways teacher educators can support teacher candidates as they develop the critical thinking skills needed to make the transition from student to teacher in contemporary classrooms in the United States. Data from a longitudinal qualitative study are used to examine the utility of problem-posing seminars and subsequent reflection as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies both complicate and nurture their efforts to enact a student-centered framework for teachi
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Boyd, N. Leigh. "Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch008.

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Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how
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Boyd, N. Leigh. "Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom." In Research Anthology on Fake News, Political Warfare, and Combatting the Spread of Misinformation. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7291-7.ch029.

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Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how
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Conference papers on the topic "Dialogic thinking framework"

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Vasileva, Maya, and Kliment Naydenov. "THE SELECTION OF DIDACTIC RESOURCES IN THE GEOGRAPHY LESSON - AN EXPRESSION OF THE TEACHER'S DESIGN THINKING." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.91.

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From a scientific point of view, the origins of design thinking can be traced back to the late 1960s. The very concept of "design thinking" appeared in the late 1980s and 1990s, when Rolf Faste began teaching design thinking as a "method of creative action" at Stanford University. Since then, various definitions of this concept have been added to the literature. Although design thinking is a business methodology, today it is widely used in the public, non-governmental, health and education sectors. With a view to stimulating efficiency in training, today more and more educational institutions
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Aguilar Rendón, Nora Karina, Nora Morales Zaragoza, and José Luis Hernández Azpeitia. "Infographics as a tool for business agreement." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3376.

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This paper analyzes infographics as a problem solving tool to act as a medium for establishing dialog in the business context. Businness needs agreements, usually made in a written-form in a document called “brief”. The drawings, illustrations, visual narratives or infographic work can be considered a form of visual agreements for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog , memory and message clarity. By analyzing the visual languaje structure of
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Zhou, Ding, Jiabei Jiang, and Yuqing Zou. "Systemic Design Method for Co-creation of 3D Printing Service." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3144.

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Background- As one of the objectives of Design for Additive Manufacture, the capability of customized geometry promotes 3D printing to increasingly realize product customization in the service market. Defined as a business strategy focusing on customer experience and interaction, co-creation is expected to obtain fast-growing market volume. Recently, some co-creation of 3D printing service (3DPS) have been released to realize value creation. Despite its rapid growth, there is little research on this field, especially its design method. Aim- This research aims to define a systemic design method
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Vainovski-Mihai, Irina. "GIVING PRECEDENCE TO COMMON POINTS: THE LIMITS OF THE OTHERNESS IN FETHULLAH GÜLEN’S DIALOGIC METHODOLOGY FOR INTERFAITH ENCOUNTERS." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/zvgs8407.

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This paper examines Fethullah Gülen’s teaching on interfaith encounters highlighting his dialogic methodology proposed for a globalised world in which Samuel Huntington’s idea of the ‘clash of civilisations’ (Clash of Civilizations and the Remaking of World Order, 1997) is still prominent. This idea, concludes Gülen, stems from the lack of trust in the religion of the “Other” and, rather often than not, from easily passing over the common points. According to Gülen, dialogue is not a superfluous endeavour, but an imperative (“Dialogue is a must”) and it should start by “Giving precedence to co
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Jeng, Hoang-Ell. "A Dialogical Model for Users' Participation." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.45.

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This paper is about a method for the structuring of design dialogue for participatory design in a face-to-face design discussion. Participatory design is an important design approach in architecture and urban design, which has become part of professional practice. I examine the problem of participatory design from the perspective of cognitive science and design methodology to see how the interaction between the design activities in the material world and the thinking of design concepts is carried out through dialogue interaction. The result of this study is a new method of participatory design
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Ndambakuwa, Madeline. "Mastery in the Age of AI: A New Paradigm of Learning and Creativity for a Dynamic Future." In 6th World Conference on Business, Management, Finance, Economics and Marketing. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-970328-1-3-017.

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In an era where artificial intelligence (AI) is reshaping industries and transforming society, both the educational and business landscapes must adapt to remain relevant. Madeline Ndambakuwa's proposed conceptual framework, "Nurturing Creativity, Community, and Mastery in the Age of AI," offers a forward-thinking approach that addresses the unique challenges and opportunities presented by this technological revolution. It is imperative to evolve and transform traditional methodologies in education and business to align with the rapidly changing technological environment. The framework is ancho
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Alquezar Facca, Claudia, and Marcos Mortensen Steagall. "Design thinking in engineering education: Fab Lab as a transversal space." In LINK 2024 Conference Proceedings. Tuwhera, 2024. https://doi.org/10.24135/link2024.v5i1.234.

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This study investigates the interactions between Design and Engineering, two areas that, in addition to going beyond their traditional boundaries, dialogue with other disciplines in search of innovative solutions to contemporary challenges. Focussing on the inclusion of Design teaching in Engineering courses, it uses the Design Thinking methodology as a strategic tool and the Fab Lab as a space for collaborative creation. Design is approached as a multidisciplinary element that can integrate and transcend disciplines, especially when applied to design practice, contributing to the training of
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Delaflor, Manuel, and Carlos Toxtli. "A Multi-Perspective AI Framework for Mitigating Disinformation Through Contextual Analysis and Socratic Dialogue." In Human Interaction and Emerging Technologies (IHIET 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006743.

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The proliferation of digital information channels has created an unprecedented challenge in discerning credible information from sophisticated disinformation campaigns. Traditional fact-checking methods, often relying on binary true/false classifications, struggle to address the complexity, context-dependency, and nuanced nature of many claims circulating online. This limitation underscores the urgent need for advanced tools that empower individuals to critically evaluate information from multiple angles. Our AI-driven framework combines persistent contextual memory with Socratic dialogue and
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Imperio, Alessandra. "CHANGING THE TEACHING METHODOLOGY: HOW MUCH DOES IT COST?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end023.

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"The paper describes selected results of a multifaceted intervention study aimed primarily at nurturing and assessing critical thinking (CT) competence in a sample of primary school children in the North-East of Italy. The core of the study comprises the implementation of a new learning framework considered effective in promoting thinking and problem-solving skills, the development of an assessment tool to appraise CT performances during peer dialogue tasks, and the comparison over time of the results achieved by participants in the intervention and control classes. As part of the same researc
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Wu, Sonic. "Leveraging Generative AI for Expanding Strategic Thinking: An Integrative Framework for Scenario Analysis, Strategy Formulation, and Collaboration." In Human Interaction and Emerging Technologies (IHIET 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006748.

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Generative artificial intelligence presents a novel approach to expanding managerial strategic thinking by integrating scenario-based analysis with algorithmic exploration. The objective of this proposed presentation is to demonstrate how such an approach can help managers address emerging uncertainties, transcend siloed decision-making, and accelerate strategic insights in rapidly changing business environments. The significance lies in moving beyond traditional, historically focused analytical tools and toward a forward-looking perspective that combines human intuition with AI-driven insight
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Reports on the topic "Dialogic thinking framework"

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Schijman, Agustina, Yuri Soares, Ronald Myers, and Chloe Fevre. IDB-9: Review of the IDB Institutions for Growth and Social Welfare Strategy. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0010527.

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This paper reviews the 2011 Sector Strategy on Institutions for Growth and Social Welfare (SIGS) of the Inter-American Development Bank (IDB, or Bank). The Strategy was produced as a requirement of the IDB-9 agreement. The review finds that the Strategy replicates a number of patterns observed in prior sector strategies. SIGS represents the first time that the Bank uses a modern definition of institutions; however, the concept of institutions is not incorporated as a guiding principle for setting priorities. Like other strategies, SIGS largely reflects the current work of the Bank, and also re
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