Academic literature on the topic 'Dialogic thinking framework'
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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 discursive frameworks. In terms of measuring attitudes and opinions, the macro methodologies of positive self-representation and negative other representations have proven to be precise. Euphemism and derogation are frequently used in ideological language manipulations that aiming to portray the self and others negatively and positively. They show how positive self-representation or negative other-representation can serve ideological purposes. The CDA applied to the teacher and students' dialogic discourse in this article shows these in-group/out-group distinctions. The outcomes ofthis study could help students and teachers improve their critical thinking skills in language comprehension and production, as well as revitalize the undervalued idea of language competency.
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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 Epistemologies present emancipatory potential, by constituting political and epistemic guidance, which arises from knowledge about the fight against capitalism/colonialism/patriarchy.
 
 Originality: There is a need to advance in the understanding of Social Management, based on its original epistemological and decolonial axiological sense, considering the emergence of debates about inequalities and diversities. Therefore, Southern Epistemologies become relevant to reflect the field, as it admits the knowledge produced in modernity and is based on a counter-hegemonic conception.
 
 Theoretical contributions: From the perspective of Southern Epistemologies, Social Management, as a possibility of epistemological decoloniality, becomes more appropriate to the Latin American context and closer to a dialogical management that seeks to free individuals and promote equality through promotion of the common good. Thus, space is opened for the appreciation and validation of knowledge built in Latin America.
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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 reciprocal acts of love, justice, and the promotion of the common good (Scriptures and Benedict XVI). These inner dynamics serve as a framework of Catholic education, teaching the notion of truth according to its faith and mission, establishing a Divine – human relatedness and an initiation process. Truth is bestowed, and humans are encouraged to accept and present themselves to Truth.
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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 teachers and students and uses thematic analysis techniques to analyse the gathered information comprehensively. The findings reveal that dialogic teaching catalyses student engagement and growth, opens dialogues that stimulate metacognitive processes, promotes personal growth and respectful exchange of ideas, and extends the value of transferable skills beyond the court. The role of the teacher emerges as pivotal in shaping interactional behaviour and establishing an environment conducive to skill and knowledge acquisition. Through scaffolded dialogic interactions, students are guided towards critical thinking, enabling them to develop a more thorough understanding of the subject and refine their skills. The insights gained contribute to creating transformative learning experiences by promoting dialogue, resilience, and transferable skills, empowering students to excel in both badminton and their learning outcomes, preparing them for future challenges and fostering their holistic development.
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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 reveals potential advantages in personalization capabilities, scalability, and engagement potential. Future research should focus on evaluating impacts across diverse learner populations, balancing AI guidance with student autonomy, developing ethical integration frameworks, and investigating long-term epistemic development. This reconceptualization of LLMs as partners in intellectual exploration rather than substitutes for human thinking can enhance cognitive development while preserving uniquely human dimensions of education.
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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 thinker as a solitary reasoner. Focusing on cognitive laziness and myside bias, I then argue that a more complete reckoning with the implications of interactionism about reasoning will require us to transcend individualism more fully to embrace the selection, design, regulation, and navigation of dialogic environments as central pedagogical aims of critical thinking education.
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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 power structures and respond to diverse social voices, thereby fostering democratic pedagogy that is inclusive, civic-minded, and dedicated to the public good. In order to advance the realization of Freire’s vision for democratic pedagogy, structural transformations must be pursued across three pivotal domains: curriculum design, pedagogical practice, and institutional culture. This paper seeks to expand the horizon of democratic pedagogy within Taiwan's higher education through Paulo Freire’s dialogic pedagogy. Interactions between teachers and students should be grounded in love, humility, critical thinking, and faith. Such an approach fosters a hopeful educational environment and contributes to the realization of a more humane and transformative model of higher education pedagogy. Furthermore, within the context of dialogic pedagogy in higher education, the reciprocal exchange and mutual understanding between teachers and students serve as a pathway toward a more holistic and humanized mode of existence.
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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 research show that Fiction and Dialogue History books criticize in discussing fiction which is dominated by mimetic and semiotic concepts as well as history which is seen as something that is often contrasted with fiction. Junus offers an alternative idea in the form of dialogue (hermeneutics) as a new way of looking at the relationship between fiction and history/reality. Junus uses an analogy model to see the relationship between fiction and history/reality. The concepts put forward include the Concept of Definition of Fiction; The Nature of Reality in Stories; Fiction and Heurmenetics; Fiction Shapes Reality; Perspective of Fiction and Reality of Writers and Readers; and Fiction and History.
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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 research show that Fiction and Dialogue History books criticize in discussing fiction which is dominated by mimetic and semiotic concepts as well as history which is seen as something that is often contrasted with fiction. Junus offers an alternative idea in the form of dialogue (hermeneutics) as a new way of looking at the relationship between fiction and history/reality. Junus uses an analogy model to see the relationship between fiction and history/reality. The concepts put forward include the Concept of Definition of Fiction; The Nature of Reality in Stories; Fiction and Heurmenetics; Fiction Shapes Reality; Perspective of Fiction and Reality of Writers and Readers; and Fiction and History.
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 tool for educating and education pupils. The empirical part will then offer a specific model of teaching built on the basis of Philosophy for Children and will assess its suitability for achieving the objectives of the educational field Citizenship Education.
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 have been derived. Individual chapter authors provide in-depth examinations of the existing research base on particular related topics, focusing on the two important cross-cutting aims of the volume: (1) explicating the roles reading, writing, dialogic engagement, and epistemic cognition hold in high literacy development, and (2) providing examples of practices recommended to develop high literacy.
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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 Scare Quoter. The ISQ represents the broad range of intuitive objections to Literalism that follow from the initial response that the uses involve implicit scare quotes, indicating an implicit difference in meaning. The dialogue shows the strength of the Literal position in response to common objections.
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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 tasks of social problem-solving by grassroots and professional advocates alike. It reveals that advocates' distinct styles of collective action produce different understandings of what is strategic, and generate different dilemmas for advocates because each style accommodates varying social and institutional pressures. We see, too, how patterns of interaction create a cultural filter that welcomes some claims about housing problems while subordinating or delegitimating others. These cultural patterns help solve conceptual and practical puzzles, such as why coalitions fragment when members agree on many things, and what makes advocacy campaigns separate housing from homelessness or affordability from environmental sustainability. The book concludes by turning this action-centered framework toward improving dialogue between social advocates and researchers.
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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 literatus Yan Zhitui 顏之推 (531–591 CE). This chapter considers how this concept of injustice is in dialogue with both pre-Buddhist and Buddhist texts on sin, revenge, and retribution. It discusses how instances of injustice fit into narrative and the degree to which injustice as a plot device also functions to model moral thinking about misdeeds and retribution.
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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 principles and technicalities, its advantages and disadvantages. All chapters are written to be accessible, authoritative, and critical. Cross-references reveal agreements and disagreements among frameworks, and a rich body of references encourages further reading. As well as introducing individual theories, the volume speaks to the bigger picture. Part I identifies time-honoured issues in word-formation and inflection that have set the theoretical scene. Part III connects morphological theory to other fields of linguistics. These include typology and creole linguistics, diachronic change and synchronic variation, first and second language acquisition, psycho-/neurolinguistics, computational linguistics, and sign language theory. Each of these fields informs and challenges morphological theory in particular ways. By linking specialist data and insights from the various subfields, the volume fosters the dialogue among sub-disciplines that is much needed for a graceful integration of linguistic thinking.
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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 Nagtzaam (Sint Lucas, Antwerp) and Veronique Devoldere (Paris College of Art). The research interrogated the nature of drawing as a form of enquiry, observational tool and end in itself. It also explored the idea of a collective work. The artists – all teachers of drawing within different University settings – were particularly interested in exploring instructions for drawing as a means of prompting reflection on the often implicit values entailed in the pedagogy of drawing. The residency was presented as a live studio environment, structured to encourage public engagement, and this semi-public, collective and participatory nature of the research space sought in part to recreate the environment of the art school. The gallery was used as studio, a conference room, a social space and an exhibition space. The artists designed, and Bennett constructed, a large scale, flexible framework that received the collaborative work as it was made, and functioned as the focus for dialogue and public engagement.
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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 leaders who have worked in many different contexts across the public, nonprofit, and for-profit sectors to instigate meaningful change (democratic social, political and economic) in their communities. The animating idea behind these interviews is that those in search of peaceful democratic social change, especially amidst ongoing economic and social dislocation, have much to learn from one another within the United States and internationally, and at all levels of governance. Among the topics and initiatives discussed in the book: - Efforts to secure civil and human rights for groups that have historically experienced discrimination, - How food system pioneers are seeking to make alternatives to the present corporate-dominated food production framework real for growers and consumers alike, - How the arts can open up new public and private spaces to permit reconsideration of otherwise dominant assumptions and thinking, - The social exigencies created by capitalism’s constant economic dislocation and roiling, Ultimately, readers will come away from the book with a fuller appreciation for the complexities of democratic change—and the need for modesty, patience, and perseverance among those who would seek to lead or encourage such efforts.
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 on professional networks or networks where different knowledge and skills if integrated can manage it determining new development opportunities both for an organisational system and for a professional community through the promotion and activation of innovative behaviours at individual, team and organisational level.
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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 that authentically reflect cultural diversity can move even young readers towards “flexibility of perspective” (CLELE Journal, 4(2):45, 2016). Bishop (Perspectives: Choosing and Using Books for the Classroom, 6(3):ix–xi, 1990) highlights the need for young readers to recognise themselves in books they read, learn about the lives of other people, and be able to cross between groups and worlds. However, reading wordless picturebooks can be a challenging task, because of the ambiguity and open nature of their visually rendered narratives. The affordances of wordless picturebooks and the challenges embedded in their reading are discussed by the authors in Chapter 10.1007/978-3-030-71778-0_5 of this volume. This chapter presents several creative ways to analyze and approach the theme of cultural diversity in class, through various disciplinary lenses and methodological approaches.
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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 thinking, communication, and creativity. Against this background, the ability to think and act procedurally (following the inquiry-based learning approach) receives special attention as an action-guiding process logic. This is practiced in particular with the didactic method which can be described as “dialogue around a common vision, mission, goals, and values, based on the concept of the ‘learning organization’”. With the latter, the primary focus of the learning philosophy moves to ethical competence development, for which the Weltethos Project and the Capability Approach serve as a reflective framework.
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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 material transformation of data: re-materialising data, giving it physical shape and staging it in public spaces to create more emphatic relationships. This plastic experience would make people feel the data, not just watch and observe it. The paper proposes an analytical framework, helpful in exploring the opportunities offered by data design: what technological innovations make the development of new data communication languages possible? What spatial dimension does the experience provide? What value, what meaning do they bring? The framework offered here intends to be a thinking tool and inspire renewed data interaction design practices. A better understanding of what interaction in data design is, and how it can enrich the quality of interaction in data-informed product-service systems which empower those who use them. The goal is to open up the dialogue amongst parties interested in making the human explicit in the data ecosystem.
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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 dialectics and dialectical thinking opened new spaces for reflection and allowed new dimensions of digital analysis to emerge. Through the Chapters of the Section, it is shown how researchers developed their creative imagination by focusing on new units of analysis and uses of digital means, how they strengthened their methodological agency by inventing new methods, and how they developed their personalities as researchers through new motives and values. This complex and unique in each case process is discussed in this Chapter as a socially and culturally oriented process in motion.
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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 teaching. Specifically, participants' reflections on their efforts to employ dialogic approaches to teaching are explored in the context of standardized curricula and classroom settings. Data suggest that making dialogue and reflection key facets of teacher education programs creates conditions for critical thinking and creativity to flourish.
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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 teaching. Specifically, participants' reflections on their efforts to employ dialogic approaches to teaching are explored in the context of standardized curricula and classroom settings. Data suggest that making dialogue and reflection key facets of teacher education programs creates conditions for critical thinking and creativity to flourish.
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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 they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.
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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 they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.
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 are turning to it. This is not surprising, given the applicability of design thinking in several main areas: teachers, students, parents, administration. In education, it follows certain stages and methods: understanding needs, forming teams, dialogue, generating solutions, using a structured and facilitated learning process. On a global scale, numerous effective practices have been amassed for the implementation of design thinking in the realm of education. The incorporation of design thinking principles extends to Bulgaria as well. Our country primarily focuses on formulating programs for the advancement of design thinking within the framework of international and regional projects, primarily in the field of ICT, which are directed towards secondary education. In this regard, the present study proposes that the selection of didactic resources in a geography lesson is an expression of the teacher's design thinking. The research is grounded in the understanding that presenting the interrelationships between natural features and social activities in the various spaces of the Earth is a significant challenge in geography. Therefore, the subject equally demands a multitude of didactic resources. To fulfill the objectives of the study, three categories of didactic resources are presented, their functions in the lesson are outlined, their features are delineated, and the competence of the teacher for their appropriate application in lesson planning is emphasized. The comprehensive didactic-methodical description of didactic resources in geography education is based on the constructive framework for planning the geography lesson proposed by Schaal in 2012. The fundamental categorization of didactic resources by Fuchs in 1980 has been supplemented and modified.
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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 real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (Cepol, 2012) where drawing plays a major role as a tool to communicate the operation of visual imaginery, we suggest a prominent role of drawing in the shaping process of the client´s inner topology. We introduce a preliminar analyitical framework –drawn from studies and theories like dual-coding theory (Pavios,1971), rhethoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– for understanding how this visual agreement denote and connote unstated viewing conventions and prioritize particular interpretations that can significantly affect the final solution. Finally we identify areas of future inquiry of new approaches on identity construction from a synthetic representation point of view.DOI: http://dx.doi.org/10.4995/IFDP.2016.3376
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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 for developing the co-creation of 3DPS. Method- First, this research distinguished ambiguous-type and definite-type of 3DPS co-creation. The latter was taken as the current research object, because it presents the services scope more clearly. Furthermore, in order to solve the research question, that is, how to organize the service innovation for 3DPS co-creation, evidence needed to be collected by observing the mentioned cases. Therefore, holistic multiple-case study of 3DPS co-creation samples was designed and conducted, as it was herein employed as the research method. This research is divided into three sections. The first section presents the preparation for data collection, involving case selection and the formulation of evidence collection. The second section analyzes the collected evidences. Based on the evidence analysis, the third section concludes the knowledge of 3DPS co-creation. In order to collect adequate evidences, a pair of models was employed to build a framework. The first one is the Den Hertog's service innovation model, which presents four dimensions including new service concept, new client interface, new service delivery system, and technological options. Another model refers to the building blocks of interactions for value co-creation: dialogue, access, risk-benefits, and transparency, presenting the components in basis construction, which are necessary for the interaction between consumer and service provider. Finding- The findings conclude a systemic design method for 3DPS co-creation, which is divided into the following steps: embedding 3DPS co-creation in current product customization, developing a WebGL-based interface for service processes, preparing 3D printing technology for customized results, evaluating and optimizing the co-creation structure according to the standard including clear dialogues, complete customization access, reasonable understanding of risk-benefits, and ideal transparency.Conclusion- This research proposes a systemic design method for co-creation of 3DPS, which promises benefits to enterprises engaged in the 3D printing service, and will contribute to promoting co-creation in the context of service design and other related fields.DOI: http://dx.doi.org/10.4995/IFDP.2016.3144
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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 common points”. Gülen holds that the tendency toward factionalism exists within human nature. A meaningful and nonetheless necessary goal, he says, should be to make this tendency non-threatening and even beneficial. To fully appreciate the significance of Gülen’s accomplishments, one must understand the perspec- tive from which he approaches the subject of interfaith dialogue. Based on his thinking as noted above, the purpose of this paper is to set out in some detail the way in which this re- nowned Islamic thinker limits the “domain” of the Otherness (Homi Bhabha, The Location of Culture, 2004; Nation and Narration, 1990) to make dialogue possible through overcom- ing both Orientalism (Edward Said, Orientalism, 1978) and Occidentalism (Ian Buruma and Avishai Margalit, Occidentalism: the West in the Eyes of its Enemies, 2004). Challenging the discourse of conflict and focusing on common points may be an important strategy when mutual suspicions are still prevalent and when the field of postcolonial studies stand witness to conflicting processes of refraction (Patricia Crone, Medieval Islamic Political Thought, 2005; Amin Maalouf, Les Croisades vues par les Arabes, 1986). Those who act according to what they have seen are not as successful as those who act according to what they know. Those who act according to what they know are not as successful as those who act according to their conscience. (Gülen 2005:106) This article aims to explore Fethullah Gülen’s teaching on interfaith encounters highlight- ing his dialogic methodology proposed to a globalized world in which models and theories of clashes are still prominent. These theories, concludes Gülen, stem from the lack of trust in the religion of the “Other” and, rather often than not, from easily passing over the com- mon 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 common points”. Gülen holds that the tendency toward factionalism exists within human nature. A meaningful and nonetheless necessary goal, he says, should be to make this tendency non-threatening and even beneficial. To fully appreciate the significance of Gülen’s accomplishments and the challenges he is facing, one must understand the perspective from which he approaches the subject of interfaith dialogue. Based on the above-mentioned landmarks of his viewpoints regarding the representation constructs, the purpose of my paper is to investigate the way in which this renowned Islamic thinker limits the “domain” of the Otherness or dilutes many of the apparently instituted boundaries. My paper starts from the assumption that recognizing the Other on common grounds is a prerequisite of dialogue. The first section of the essay focuses on conceptual frameworks of defining the “relevant” alterity (Orientalism, Balkanism, Occidentalism) and theories of con- flict (models of clashes, competing meta-narratives). The second section looks into identity markers expressed or implied by Sufi thinkers (Al-Ghazali, Rumi, Nursi). The third section discusses Gülen’s awareness with the Other and, consequently (as detailed in the fourth sec- tion) his identification of common grounds for dialogue. To achieve the aim of my study, throughout all the four sections, Gülen will be presented in a textual exchange of ideas with other thinkers and authors.
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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, a framework for participation-based design guidelines (PBDGs). The method makes a practical contribution to architecture and urban design processes in which participation occurs in the early stages. It focus on the generation of design guidelines. It investigates the process of group planning and develops a computational model for further the realization of computer-based information systems to support that process.
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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 anchored by three foundational pillars: creativity, community, and mastery. In education, it emphasizes the cultivation of creativity as a core skill, the fostering of collaborative learning communities, and the pursuit of mastery through an interactive dialogue between human learners and AI systems. In the business context, these same pillars translate into fostering innovative thinking, building cohesive teams that leverage collective intelligence, and achieving excellence through a synergistic relationship between human expertise and AI-driven insights. It guides educators to recalibrate pedagogical approaches, recognizing the interconnectedness of creativity, community, and mastery as crucial for navigating the challenges of technological transformation. For business leaders, it offers strategies to cultivate an organizational culture that embraces creativity, fosters collaboration, and achieves mastery in leveraging AI for strategic advantages. Ultimately, the framework equips individuals with the tools they need to engage meaningfully with AI, ensuring preparedness for the present, and capable of shaping the future of education and business.
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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 engineers capable of developing innovative products and services. The exploratory research, based on a bibliographic and documentary review, built a theoretical framework that relates the ideas of great educators - such as Dewey, Montessori, Piaget, Papert and Perrenoud - to current trends in higher education. These trends include the teaching of STEM (Science, Technology, Engineering and Maths) and STEAM (with the inclusion of the Arts), active learning strategies based on projects and maker education, which encourages creative practice. Two case studies were carried out to analyse the integration of design in engineering education. The first study took place at the Mauá Institute of Technology in São Paulo and analysed the application of Design Thinking in introductory engineering subjects. The second was conducted at the University of Porto, in Portugal, and examined the interaction between Environmental Engineering and Product Design students. In both cases, a great potential for collaboration between the areas was observed, as well as the students' positive receptiveness to the new model.
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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 a three-lens analytical pipeline to foster deeper understanding and resilience against manipulation.As users interact, each input is segmented into atomic claims and stored, alongside the evolving dialogue history, in a contextual memory to ensure consistency. Each claim is then evaluated in parallel by three specialized LLM arbiters: the Empirical Arbiter, which verifies data against curated repositories and assesses observational consistency; the Logical Arbiter, which uncovers hidden fallacies and assesses argument coherence; and the Pragmatic Arbiter, which weighs potential outcomes, utility, and situational fit. An Analysis Integrator synthesizes these into interpretable metrics: Verifact Score (evidence strength), Model Diversity Quotient (inter-arbiter agreement), Contextual Sensitivity Index (scenario appropriateness) and Reflective Index (exposed assumptions). Additionally, a Perspective Generator crafts counter-arguments and alternative viewpoints, encouraging users to consider different interpretations and promoting epistemic humility.We hypothesize (H₁) that our arbiters' feedback will reduce user endorsement of unsupported claims more effectively than conventional fact-checking while mitigating backfire effects through Socratic dialogue. Our research questions ask how Empirical, Logical and Pragmatic scores influence confidence revision (RQ₁); whether MDQ reliably signals claim controversy and predicts evidence volatility (RQ₂); how users perceive transparency, fairness and cognitive load when receiving multi-perspective feedback versus a simple true/false label (RQ₃); and to what extent the persistent contextual memory system improves belief updating by maintaining coherent reasoning chains across extended dialogues (RQ₄).By providing a multi-faceted presentation that moves beyond simple verification, the system is designed to encourage engagement in higher-order critical thinking. The proposed framework represents a significant advancement over traditional fact-checking by integrating empirical validation, logical scrutiny, and pragmatic assessment through an AI-driven system. The full paper will detail the system architecture, formal metric definitions, experimental protocol, and proposed evaluation methodology to assess its efficacy in educational settings, media literacy programs, and as a personal tool for navigating the complexities of the modern information ecosystem.
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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 research, an exploratory survey was undertaken through a voluntary questionnaire with the twofold aim of knowing the most common teaching style among primary school teachers in the region and selecting the experimental classes. The analysis of the questionnaire data showed that the use of traditional methods is still prevalent among teachers. Italian schools have a tradition of using content-based approaches and, since these are considered ineffective in promoting CT competence, one of the research questions of the study, and the focus of this paper, was how teachers deal with the implementation of a new learning framework and whether it enables them to change their teaching towards more student-centered approaches. For this purpose, the 13 teachers in the experimental group were first trained about the “Thinking Actively in a Social Context” (TASC; Wallace, 2001) learning framework. After its implementation in the experimental classes for nine months, data were collected through logbooks, lesson plans, and a final questionnaire. Furthermore, data collected from those sources were analyzed and the words of teachers from formal and informal communications were considered. Throughout the implementation period, quantitative (e.g., number of TASC learning plans implemented) and qualitative (e.g., ways in which teachers had applied the learning framework) differences in the TASC use were observed among teachers. One group stayed with traditional approaches, keeping a more teacher-centered focus, another small group used TASC from a student-centered perspective, and a smaller group accommodated their usual learning plans within the TASC framework. Although some teachers had difficulty applying the new approach, most of them found it valuable in challenging their teaching style. The costs for changing teaching methods include extended times to fully develop the school curriculum with student-centered approaches and teachers’ efforts to re-frame practices and explore strategies within new learning perspectives. Both aspects should be taken into account when rethinking school system reforms and the training of future teachers."
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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 insights. By leveraging generative capabilities, organizations can more comprehensively identify threats and opportunities, thus enhancing resilience and adaptability in volatile markets.The methods involve a multistage process that begins with identifying a focal strategic challenge, such as confronting new technologies, shifting consumer preferences, or unforeseen regulatory changes. Managers then collect relevant contextual information, including historical data, consumer trends, and market reports, which they feed into the AI system. Next, iterative prompts guide the AI to generate plausible future scenarios, each reflecting distinct combinations of factors such as economic shifts, competitor innovations, and policy alterations. Throughout this process, human expertise remains critical: managers filter AI outputs by applying domain knowledge, refining scenarios, and validating or discarding speculative elements. This dialogue between human judgment and AI generation ensures that the resulting scenarios balance creative exploration with practical relevance. The final stage involves deriving strategic options that are robust across multiple plausible futures. Teams examine these options by testing whether they can withstand differing assumptions about regulation, resource constraints, or consumer behaviors. By adopting a cyclical approach, the organization revisits scenarios regularly, updating them with new data and insights to ensure that strategic planning remains dynamic and responsive.Early results from pilot applications indicate that participants benefit from an expanded perspective, uncovering hidden interdependencies and second-order effects that traditional methods often overlook. In particular, managers report that when AI surfaces unconventional predictions, it prompts more nuanced discussions about risk mitigation and opportunity exploitation. This enriched strategic discourse can foster greater alignment among cross-functional teams, as it encourages them to reflect on the broader business ecosystem rather than focus solely on short-term, department-specific metrics. Over time, organizations that embed this AI-based scenario process show signs of enhanced agility: they can pivot more rapidly when external signals suggest a particular scenario is becoming more likely. While not a definitive forecast tool, generative AI serves as a stimulus for collective sense-making, helping decision-makers continuously probe their underlying assumptions and embrace a wider range of strategic possibilities. By adopting this method, firms can refine their readiness for disruptive forces, position themselves proactively against emerging challenges, and cultivate a culture of adaptive learning that is essential for long-term competitiveness.
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 reflects the most common ideas and thinking of the time. This said, SIGS also emphasizes areas of work that had not been central to the Bank before, such as work with transparency and work in formalizing firms. The Strategy document itself has strengths but also a number of deficiencies. SIGS is more specific than prior strategies, although it still proposes quite a broad spectrum of activities. It contains a good diagnostic of the needs facing small and medium-sized enterprises and of innovation, although diagnostics in most other areas are relatively weak. Although SIGS maintains the IDB-9's focus on the Bank's comparative advantage, it does not analytically assess that comparative advantage, and it presents no evidence that the sectors prioritized reflect any particular operational or structural advantage of the Bank--except that they mostly represent sectors in which the Bank already works. SIGS's results framework is very poor, largely reflecting the inadequacies of the IDB-9 results framework, as applied to institutions. SIGS was not designed as an operational strategy, so it does not assess the Bank's operational capabilities to respond to the Region's needs in priority areas. SIGS has had little impact on the way the Bank works. Bank staff is generally unaware of the Strategy, and those who are aware of it do not report using it as a main input in country dialogue or project preparation. The Institutions for Development Department (IFD) is an exception: its staff do report using SIGS. However, the review of IFD's portfolio does not show clear evidence that project selection has changed in favor of SIGS priorities. IFD has produced a significant body of analytical work, which in some cases addresses institutional issues. Nonetheless, IFD's approach to implementing 'intersector alliances' has not included directly working across Bank departments to strengthen institutions broadly in the Bank's work. However, SIGS has served a useful purpose as a mechanism to reemphasize the importance of the issue of institutions for the IDB, and, to some degree, to consolidate and demarcate the areas of work within IFD.