Relevant bibliographies by topics / The Dialogical Word

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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 'The Dialogical Word'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "The Dialogical Word"

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Toska, Bledar. "Dialogizing Communication through Pragmatic Markers." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 89–98. http://dx.doi.org/10.4312/elope.5.1-2.89-98.

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The paper discusses the meta-communicative features of pragmatic markers. Communication is approached from the Bakhtinian concept of dialogism, which is seen as a two-way process between interlocutors in speech. In this view, the word is seen as a dialogical item that exists and gains meaning only in the context in which it is used. Pragmatic markers are dialogically fecund in their use. They play an important role in the communicative process thanks not only to their dialogical value but also to their meta-status. They are meta-communicative, meta-linguistic and meta-pragmatic linking words that express our divergent viewpoints and positions in communication.
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Yaguri, Tami, and Edward F. Mooney. "Extending the Dialogical Array." Religions 12, no. 9 (August 25, 2021): 677. http://dx.doi.org/10.3390/rel12090677.

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The I-You dialogue of mutually reciprocal engagement makes a difference of heaven and hell. In the first out of four suggested types of I-You dialogue discussed in this article, all the I’s—of the primary word I-You—own a dialogical perspective. In the other three, it is the I who has an experience of creating and engaging in a dialogue that shortly achieves some kind of mutuality with You. Epistemologically, the four suggested types differ by the qualities of the I who engages in dialogue. The second stance is an I-You dialogue of sympathy. A third possibility is an I-You dialogue of empathy. A fourth possibility aims higher to a dialogue that transcends human mutuality by compassion and reaches a heavenly dialogue.
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Macagno, Fabrizio. "The Presumptions of Meaning. Hamblin and Equivocation." Informal Logic 31, no. 4 (November 29, 2011): 367. http://dx.doi.org/10.22329/il.v31i4.3326.

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When we use a word, we face a crucial epistemic gap: we ground our move on the fact that our interlocutor knows the meaning of the word we used, and therefore he can interpret our dialogical intention. However, how is it possible to know the other’s mind? Hamblin explained this dialogical problem advancing the idea of dialectical meaning: on his view, the use of a word is based on a set of presumptions. Building on this approach, the use of a word in a dialogue can be analyzed in terms of presumptive reasoning, while the manipulative strategies based on slanted or loaded terms or redefinitions can be conceived as forms of conflicts of presumptions. A presumptive approach to meaning can also ground different dialectical strategies to solve misunderstanding or definitional disagreements, or tactics to undermine the interlocutor’s arguments by advancing charges of equivocation.
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Helin, Jenny. "Dialogical writing: Co-inquiring between the written and the spoken word." Culture and Organization 25, no. 1 (June 21, 2016): 1–15. http://dx.doi.org/10.1080/14759551.2016.1197923.

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Kunszt, György. "The Word as Ultimate Reality: The Christian dialogical personalism of Ferdinand Ebner." Ultimate Reality and Meaning 20, no. 2-3 (June 1997): 93–98. http://dx.doi.org/10.3138/uram.20.2-3.93.

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Beller, Mara. "The Word with a Loophole and the Word with a Sideward Glance: Dialogical Approach in Science and Literature." Partial Answers: Journal of Literature and the History of Ideas 1, no. 2 (2003): 27–43. http://dx.doi.org/10.1353/pan.0.0029.

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Garrett, Graeme. "Scripture, Inspiration and the Word of God." Pacifica: Australasian Theological Studies 6, no. 1 (February 1993): 81–99. http://dx.doi.org/10.1177/1030570x9300600105.

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This article seeks to restate the idea of the inspiration of scripture in the context of contemporary debates about authority. It is argued that an adequate theory of scripture must be constructed as part of a comprehensive theology of the “word of God”, on the one hand, and a dynamic theology of the Spirit, on the other. In short, the doctrine of the inspiration of scripture cannot be stated in isolation, as if the Bible could be treated as an isolated object, whole and complete in itself. Only as the word of God empowered by the Spirit of God is comprehended in all its dimensions, and as the reception and interpretation of each dimension is apprehended in dialogical relation to the others, can we grasp what is the unique and irreplaceable part that biblical literature plays in the economy of God's self-declaration in human history.
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Makkonen-Craig, Henna. "The forbidden first word: Discourse functions and rhetorical patterns of and-prefacing in student essays." Text & Talk 37, no. 6 (September 13, 2017): 713–34. http://dx.doi.org/10.1515/text-2017-0024.

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Abstract This article investigates and-prefacing and its environments in student essays. Specifically, the focus is on those instances when a writer uses the Finnish ja ‘and’ as an opening element (“preface”) to the sentence. While and-prefacing is most commonly a single-usage feature employed by a small minority of writers in the essay genre analyzed here, the detailed functional-rhetorical analysis reveals a rich picture of these usages and the respective discourse norm that emerges and evolves in practice. This paper identifies eight micro-level discourse functions for and-prefacing in the essays: (i) rhetorical, accumulative listing; (ii) emphasizing continuity of argument; (iii) dialogical aligning; (iv) unconventional intertextual linking; (v) evaluating a narrative turn; (vi) resolution; (vii) fantasy as coda; and (viii) plain cohesive linking. Significantly, and-prefacing is not limited to the failed essays, nor to the low-graded essays more generally. The differences found in high- and low-graded (failed) essays may, however, suggest that some discourse functions and rhetorical patterns are associated with a higher institutional value than others. Methodologically, this study highlights the benefits of Rich Feature Analysis and dialogically oriented linguistic discourse analysis for exploring a relatively infrequent and yet distinctive rhetorical resource that has a complex form-function relationship in student essays.
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Chapel, Joseph. "The Word in the Sacrament of Confession." Teologia i Moralność 10, no. 2(18) (December 5, 2015): 100–116. http://dx.doi.org/10.14746/tim.2015.18.2.7.

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The work of the Austrian dialogical thinker, Ferdinand Ebner, had both a direct and an indirect influence on the development of the Sacrament of Penance after Vatican Council II. Ebner's notion that humans are given the "word" by God, who is the "Eternal Thou," informed Vatican II's deepening theology of the word. Sin is understood as a rejection of dialogue, a closing of oneself to the Thou, for which authentic sacramental Confession offers the remedy, in and through the miracle of God's gift of speaking to humans. Ebner's influence on Vatican II is direct, especially in the elaboration of the "Dogmatic Constitution on Divine Revelation," Dei Verbum, while his influence on the New Rite of Penance is indirect - reflected in a deeper theology of the word that had already been "absorbed" by the Council. There are implications for further study of Ebner's thought as a prism through which to apply other language philosophies to better understand the Sacrament of Confession.
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Medvedeva, Evgeniya E. "L. Wittgenstein’s dialogical method as a way to develop critical thinking." Tambov University Review. Series: Humanities, no. 188 (2020): 15–25. http://dx.doi.org/10.20310/1810-0201-2020-25-188-15-25.

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The research is devoted to the analysis of the positive possibilities of L. Wittgenstein’s dialogical method for the development of critical thinking. We define the role and functions of dialogue in L. Wittgenstein’s philosophy, reveal the critical orientation and didactic potential of his dialogical “grammar”. L. Wittgenstein’s discourse is compared with the philosophizing of Socrates, the similarities and differences in the approaches of both thinkers are revealed. Wittgenstein’s attitude to analyze philosophical problems by comparing different models of language games is used in research as an effective methodological principle. It is explained that the regulatory aspect of L. Wittgenstein’s philosophical grammar makes it possible to clarify the mechanism of the origin and functioning of human thinking. It is shown that L. Wittgenstein was able to develop a special model of understanding based on dialogue, interpersonal agreement regarding the meaning of the words and expressions used. It is revealed that participation in philosophical dialogue, according to L. Wittgenstein, presupposes the ability and readiness of individuals to critically assess their beliefs and be guided in behavior by reasonable arguments. It is emphasized that L. Wittgenstein’s style of thinking is aimed at developing not only critical, but also creative think-ing. The scientific novelty of the research lies in substantiating the pedagogical significance of L. Wittgenstein’s dialogical method, aimed at educating a critically thinking person. As a result, it is concluded that dialogue provides communicative consent due to the correct use of words in speech. L. Wittgenstein’s method excludes the possibility of achieving an unambiguous, universal definition of the meaning of a word, assumes a description of various cases of its use in the context of language games. Through dialogue, L. Wittgenstein in his later works instills in the reader the ability to constructively interact with another point of view, forms a willingness to discover and create new things, teaches how to overcome the dogmatic view of the world.
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Dissertations / Theses on the topic "The Dialogical Word"

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Collins, Christopher. "Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2564.

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Thesis advisor: Khaled Anatolios
Based upon his role as a peritus at Vatican II in the shaping of the Constitution on Divine Revelation, Dei Verbum, Ratzinger reflected back on the deliberations at the Council soon after its conclusion and indicated that the new development of understanding of Revelation was that Revelation is to be seen "basically as dialogue." In his Introduction to Christianity, he would indicate that because of the experience of Jesus Christ, the Church comes to see that God is not only logos, but dia-logos. Throughout his theological and pastoral career, Ratzinger, now Benedict XVI, consistently relies upon the framework of "dialogue" as the principle of coherence for how he attempts to articulate the one Christian mystery, whether he is speaking of Revelation, Christology, ecclesiology, eschatology or any other area of Christian theology. I attempt in this dissertation, to trace that principle of coherence in his thought and thereby give a hermeneutic for approaching one of the most influential theologians of our time
Thesis (STD) — Boston College, 2012
Submitted to: Boston College. School of Theology and Ministry
Discipline: Sacred Theology
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Cauduro, Flavio Vinicius. "Semiotics and design : for an intertextualized dialogical praxis." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253075.

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Weathers, Stephen Mark. "Liberation ecclesial identity as dialogical social posture." Abilene, TX : Abilene Christian University, 2007. http://www.tren.com.

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Campagnoli, Cesare. "A new evangelization: Toward the dialogical creation of a new culture of global solidarity." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:105004.

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Thesis advisor: David Hollenbach
Thesis advisor: Thomas D. Stegman
Thesis (STL) — Boston College, 2013
Submitted to: Boston College. School of Theology and Ministry
Discipline: Sacred Theology
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Rocha, Issana Nascimento. "Assembleias docentes e praticas dialogicas : um estudo de caso." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252360.

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Orientador: Ulisses Ferreira de Araujo
Dissertação (mestrado) - Universidade Estadual de Campinas. Faculdade de Educação
Made available in DSpace on 2018-08-06T05:51:27Z (GMT). No. of bitstreams: 1 Rocha_IssanaNascimento_M.pdf: 22098557 bytes, checksum: a8ed84c2dd7edc04cab10b80d794dd19 (MD5) Previous issue date: 2006
Mestrado
Ensino, Avaliação e Formação de Professores
Mestre em Educação
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St, John Oliver. "Approaching classroom interaction dialogically : studies of everyday encounters in a 'bilingual' secondary school." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-34591.

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This thesis approaches classroom interaction in association with Bakhtin and conversation analysis (CA). The four studies presented in this thesis seek to highlight different aspects of classroom interactional encounters between the students and teachers of a secondary school class. Through these studies, the thesis addresses the following challenges: How can analysts account for ‘multilingual’ communicative practices in a way which respects the views and orientations of the participants? How may dialogism be relevant for classroom interaction? How can we move beyond the representational (in)sufficiency of an oral language focus on (classroom) communication for analysis of human meaning making practices? The studies arise from ethnographic fieldwork at an independent secondary school with a ‘bilingual’ educational profile where data of everyday instructional life was generated through participant observation and video recordings. Methodologically, the studies have been enabled by Bakhtinian concepts and conversation analytic conventions amplified for analysis of the complex range of modalities composing classroom interaction. Study 1 examines the way participants’ use of two (or more) languages in a ‘foreign’ language classroom throw light on each other in processes of lexical orientation which challenge the privileging or the subordination of any one language in language learning. Study 2 demonstrates the consequences for understanding the participants’ sense-making efforts of making representationally (in)visible integral aspects of their multimodal cooperations. Study 3 focuses on whole-class task instructions as interactionally complex by showing some of the mutual orientations through which teacher and students coordinate each other’s stances and consequently craft instructions collaboratively. Study 4 examines the concept of languaging critically in the light of Bakhtin’s penetrating perception of the utterance and underscores that while we may be able to language when communicating, we are also languaged communicators.

The research is a part of Swedish Research Council project LISA-21

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Holt, Jenny. "Caught in the fabric of world landscape and documentary : a dialogic practice." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/620069/.

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This practice-led research investigates the artistic practice of documentary filmmaking as a means to explore tensions of place and visuality in landscapes of the South Pennines in the north of England. Created through an iterative process of practice-led and theoretical research, the thesis comprises four films: The North Wind (2013, 6’), Uplands (2014, 11’), Archipelago (2016, 19’), and Crossing (2017, 7’), and a written exegesis. The research addresses the dialectic between landscape’s visual epistemology and dynamic human-centred senses of place. Tensions between the ‘frame’ as a ‘bounded’ world of vision and place as dynamic and mobile engenders, and is developed through, an artistic documentary film practice that is processual and emergent (Hongisto 2015, MacDougall 2014), bringing pictorial and phenomenological concepts of landscape into a new relationship. The research is critically underpinned by Merleau-Ponty’s concept of ‘flesh’ (1968) as a means through which a ‘chiasm’ or ‘crossing over’ between concepts and experiences of place in the research location, and methods of artistic practice which explore and mediate themes of place, is created. An approach to film practice as ‘process’ has engendered a methodology of filmmaking as ‘weaving’ as a generative ontology of ‘making’, in which form ‘unfurls from within’ (Ingold 2005). This concept of weaving analogises the overarching filmmaking process, as well as becoming a means to navigate tensions of place in the landscape as a dynamic ‘play of forces’. Meanings of place in the South Pennines, a region of gritstone moorland straddling the Yorkshire-Lancashire border in the north of England, are central to the research. I argue that distinct tensions of landscape in the South Pennines - a pastoral ‘wilderness’ tied to northern England’s industrial histories - are pivotal to its ‘specific ambience’ (Ingold 1993) as a site of dwelling. Entangled senses of place generating themes of place and landscape in each of the films, interact with a development of practice methods, producing an approach to ‘form’ and ‘content’ that is reciprocal and interdependent. I argue that this triangulation of documentary filmmaking and landscape via theories of embodiment advances a critical understanding of filmic tensions of place and landscape. Valuable insights are also gained into processual and material approaches to documentary film, and film practice as a form of knowledge creation about experiences and senses of place and landscape.
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Fan, Xing. "A crossing of waters : a dialogical study of contemporary indigenous women's poetry : portfolio consisting of creative work and dissertation." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2456341.

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MacGill, Fiona. "Making sense of sustained part-time working through stories of mothering and paid work." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665384.

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The overall aim of the research was to understand the potential impact of sustained part-time working on women’s identities with regards to motherhood and work. Despite an implicit assumption in public discourse, policy and research that mothers will resume full-time careers once their children are ‘older’, half of working mothers with their youngest child at secondary school are working part-time (ONS, Q3, 2011). Often in the literature ‘good’ part-time working has been framed as short-term (see for example Tilly, 1996). The part-time ‘hidden brain drain’ (Equal Opportunities Commission, 2005) has been described as a waste of education and skills (Connolly and Gregory, 2010) and contributing to gender inequality (Walby, 2007). This PhD explored the life stories of twenty university educated, partnered mothers of older children (youngest at secondary school), who had mostly worked part-time since becoming mothers. Dialogic narrative analysis (Frank, 2010) was used to explore how these women made sense of where they had ended up through their story telling. A key finding is that for these women ‘becoming’ a part-time working mother was neither an informed ‘choice’, nor a fixed orientation, but was an ongoing process of negotiation, within a matrix of inter-related, constantly shifting and interacting tensions. Compromises to their jobs often became more extensive than expected and a continuing need to ‘be there’ for teenagers was unanticipated. Damage to ‘career’ is conceptualised as a ‘creeping trauma’. This is considered in light of the mothering stories indicating this was a price worth paying. The majority of women were engaging in a narrative of reorientation, using various strategies to reframe standards of ‘good’ working and the meaning of work within life. Success in reorientation differed according to individual experiences of constraints and opportunities.
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Froelich, Carey D. "Equipping Christians at University Baptist Church to use a dialogical model to foster spiritual growth among persons alienated from God." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Books on the topic "The Dialogical Word"

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Flecha, Ramon. Sharing words: Theory and practice of dialogic learning. Lanham, Md: Rowman & Littlefield, 2000.

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Flecha, Ramón. Sharing words: Theory and practice of dialogic learning. Lanham, Md: Rowman & Littlefield Publishers, 1999.

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Rethinking language, mind, and world dialogically: Interactional and contextual theories of human sense-making. Charlotte, NC: Information Age Pub., 2009.

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The Word Made Love: The Dialogical Theology of Joseph Ratzinger/Benedict XVI: The Dialogical Theology of Joseph Ratzinger / Benedict XVI. Michael Glazier, 2013.

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Hermans, Hubert J. M. Dialogical Democracy in a Boundary-Crossing World. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190687793.003.0009.

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The democratic and dialogical self is placed in the broader context of three views on democracy—cosmopolitan, deliberative, and agonistic conceptions—relevant to a boundary-crossing world in which individuals and groups are faced with differences and oppositions. A model is presented including three fields of tension: between self and other, between three levels of inclusiveness (individual, social, and human), and between dialogue and social power. Meta-positions and promoter positions are included in the model. Its practical implications focuses on stimulating a dialogical relationship between reason and emotion, increasing tolerance of uncertainty, and including shadow positions as integrative parts of a democratic self. Finally, a definition of health is proposed that considers health of the self as a learning process in a democratic society.
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Meretoja, Hanna. Transforming the Narrative In-Between. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190649364.003.0007.

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Chapter 7 explores the ethical potential of dialogic storytelling, in dialogue with David Grossman’s To the End of the Land (2008) and Falling Out of Time (2011). It analyzes how storytelling animated by an ethos of dialogue—involving receptivity, responsivity, and openness—functions as a mode of non-subsumptive understanding, whereas subsumptive narratives, examined here against the backdrop of the Israel-Palestine conflict, tend to reinforce harmful cultural stereotyping. In relation to theories of the dialogical self and Bracha Ettinger’s and Judith Butler’s work on trans-subjectivity and vulnerability, the chapter contributes to an ethics of relationality that articulates the primacy of the dialogic space with respect to individual subjects, our implicatedness in violent histories, our fundamental dependency on one another, as beings capable of and vulnerable to violence, and the potential of dialogic storytelling to create trans-subjective narrative in-betweens that make possible new modes of experience and transformative, agency-enhancing encounter-events.
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Mara, Gerald. Political Philosophy in an Unstable World. Edited by Sara Forsdyke, Edith Foster, and Ryan Balot. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199340385.013.39.

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For many readers, the perspectives of Plato and Thucydides are fundamentally incompatible. Plato’s authentic philosophers allegedly occupy an unchanging world of intellectual forms or ideas. Thucydides’ world is passionate and disrupted. If we agree with these assessments, we find two authors speaking such different languages that prospects for dialogue between them seem impossible. I want to challenge that conclusion by suggesting that we can read Thucydides and Plato more dialogically. I try to show how each author opens possibilities for dialogic engagement with his own text and then indicate areas of plausible exchange between them. This interactive reading avoids the binary frames of reference of abstract and illusory peace or ongoing and inescapable war, drawing attention to experiences in need of continued intellectual negotiation and opening spaces for practical improvement. Beyond expanding our understanding of these authors, such mutual readings help us to appreciate their contributions to conversational political theory.
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McLean, Kate C., and Andrea Breen. Selves in a World of Stories During Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.29.

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In this chapter, the authors review research on self-esteem and self-concept in emerging adulthood. Drawing from traditional cognitive-developmental theories of self-development, as well as dialogical theories, they take a narrative approach to argue that emerging adults story their selves by engaging with cultural processes that emerge via media (e.g., television, movies, books, Facebook). The authors offer some suggestions for bridging cognitive-developmental and dialogical theories in the context of narrative construction of personal selves as they intersect with larger cultural stories.
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Matusov, Eugene. Envisioning Education in a Post-Work Leisure-Based Society: A Dialogical Approach. Palgrave Macmillan, 2020.

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Tomlinson, Matt, and Julian Millie, eds. The Monologic Imagination. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.001.0001.

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The pioneering and hugely influential work of Mikhail Bakhtin has led scholars in recent decades to see all discourse and social life as inherently “dialogical.” No speaker speaks alone because our words are always partly shaped by our interactions with others, past and future. Moreover, we never fashion ourselves entirely by ourselves but always do so in concert with others. Bakhtin thus decisively reshaped modern understandings of language and subjectivity. And yet, the contributors to this volume argue that something is potentially overlooked with too close a focus on dialogism: many speakers, especially in charged political and religious contexts, work energetically at crafting monologues, single-voiced statements to which the only expected response is agreement or faithful replication. Drawing on ethnographic case studies from the United States, Iran, Cuba, Indonesia, Algeria, and Papua New Guinea, the authors argue that a focus on “the monologic imagination” gives us new insights into languages’ political design and religious force, and deepens our understandings of the necessary interplay between monological and dialogical tendencies.
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Book chapters on the topic "The Dialogical Word"

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Levine, Donald N. "The Sociology of Morality in the Work of Parsons, Simmel, and Merton." In Dialogical Social Theory, edited by Howard G. Schneiderman, 84–95. .Description: Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351294928-7.

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Jackson, Robert. "Dialogical Justice in World Affairs." In Classical and Modern Thought on International Relations, 139–56. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979520_8.

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Yama, Megumi. "Listening to the Narratives of a Pre-Modern World: Beyond the World of Dichotomy." In Jungian and Dialogical Self Perspectives, 30–42. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307490_3.

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Lorino, Philippe. "Learning as Transforming Collective Activity Through Dialogical Inquiries." In Francophone Perspectives of Learning Through Work, 145–68. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18669-6_7.

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Meretoja, Hanna. "Reengagement with the World: Towards an Aesthetics of Dialogical Intertextuality." In The Narrative Turn in Fiction and Theory, 121–44. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137401069_5.

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Alexander, Robin. "Dialogic pedagogy in a post-truth world." In The Routledge International Handbook of Research on Dialogic Education, 672–86. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429441677-55.

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Olsson, Ann-margreth E. "Dialogical Participatory Action Research in Social Work Using Delta-Reflecting Teams." In Promoting Change through Action Research, 163–72. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-803-9_14.

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Michael, Michális S. "Ottoman Diasporas in Australia: Conflicting Discourses, Reconciling Divides, and Dialogical Engagement." In Reconciling Cultural and Political Identities in a Globalized World, 157–84. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-49315-6_8.

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Rahman, Shahid. "Non-Normal Dialogics for a Wonderful World and More." In The Age of Alternative Logics, 311–34. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-5012-7_20.

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Lipovaya, Viktoriya, Francisco Duarte, Francisco Lima, and Pascal Béguin. "Building a Dialogical Interface: A Contribution of Ergonomic Work Analysis to the Design Process." In Advances in Intelligent Systems and Computing, 1773–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96071-5_183.

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Conference papers on the topic "The Dialogical Word"

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Grigorieva, Valentina S. "The Cognitive Approach To The Problem Of Comprehension In Dialogical Discourse." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.35.

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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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Katermina, Veronika. "Digitalization Of The Neological Picture Of The World: A Discourse-Dialogical Perspective." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.87.

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Johri, Aditya. "Work in progress - reorganizing engineering pedagogy: Preventing student disengagement by increasing dialogic learning." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350602.

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Attri, Shalini, and Yogesh Chander. "Reproducing Meaning: A Dialogic Approach to Sports and Semiotics." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.11-3.

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The wide variety of the components of signs stems from verbal communication to visual gestures, ciphers, images, music, and Morse code. Barthes’ Semiotic Theory restructured the theory of analyzing signs and allowed for a new understanding and interpretation of signs through seeing diverse cultures and societies. Saussure’s definition of the sign as a combination of signifier and signified led Barthes to further elucidate sign as connotative (cultural) and denotative (literal) processes. Semiotics can be applied to all aspects of life, as meaning is produced not in isolation but in totality, establishing multiple connotations and denotations. In the article “The World of Wrestling” published in Mythologies (1957), Barthes focused on images portrayed by the wrestler resulting in understanding of the wrestler’s image and the image of spectator. In Morse code, gestures can make any sport a spectacle of suffering, defeat and justice, representation of morality, symbols, anger, smile, passion etc., from which derive denotative and connotative meanings. Similarly, Thomas Sebeok identifies sign as one of six factors in communication, and which makes up the rich domain of semiotic research. These are message, source, destination, channel, code, and context. The present paper will focus on a dialogic relation between semiotics and sports, thus making it a text that reproduces meaning and represents certain groups. It focuses on various aspects of semiotics and their relation to sports. The paper also contemplates the versions and meanings of signs in sports that establish sport as an act of representation.
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Zeng, Zhiwei, Zhiqi Shen, Benny Toh Hsiang Tan, Jing Jih Chin, Cyril Leung, Yu Wang, Ying Chi, and Chunyan Miao. "Explainable and Argumentation-based Decision Making with Qualitative Preferences for Diagnostics and Prognostics of Alzheimer's Disease." In 17th International Conference on Principles of Knowledge Representation and Reasoning {KR-2020}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/kr.2020/84.

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Argumentation has gained traction as a formalism to make more transparent decisions and provide formal explanations recently. In this paper, we present an argumentation-based approach to decision making that can support modelling and automated reasoning about complex qualitative preferences and offer dialogical explanations for the decisions made. We first propose Qualitative Preference Decision Frameworks (QPDFs). In a QPDF, we use contextual priority to represent the relative importance of combinations of goals in different contexts and define associated strategies for deriving decision preferences based on prioritized goal combinations. To automate the decision computation, we map QPDFs to Assumption-based Argumentation (ABA) frameworks so that we can utilize existing ABA argumentative engines for our implementation. We implemented our approach for two tasks, diagnostics and prognostics of Alzheimer's Disease (AD), and evaluated it with real-world datasets. For each task, one of our models achieves the highest accuracy and good precision and recall for all classes compared to common machine learning models. Moreover, we study how to formalize argumentation dialogues that give contrastive, focused and selected explanations for the most preferred decisions selected in given contexts.
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Prieto Sanz, Helena. "Impact of Text Discussions on the Professional Identity of Higher Education Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12983.

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Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.
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Lei, Jing, and Yufang Rao. "Language, Identity and Ideology: Media-Induced Linguistic Innovations in Contemporary China." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-2.

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As we enter the 21PstP century, we often find ourselves living in an increasingly globalized world, a world which is characterized by the global cultural flows of people, technologies, capital, media, and ideologies (Appadurai 2015). Language, as a part of culture, is always evolving in response to socio-cultural changes. Thus, linguistic innovations via social media offer a particularly interesting locus to track such global flows. This paper aims to study how popular lexicons have emerged out of digital communication and have been widely used and interpreted by different groups of individuals involved in social media in contemporary China. As China is increasingly becoming integrated into the global economy, the widespread movement media networks, such as WeChat, QQ and Microblogs, has provided Chinese citizens with easy access to new words and new ways of using old forms. When did these linguistic innovations appear? What linguistic resources are used to bring about such changes? Why are new lexicons and new meaning created? And how do Chinese citizens respond to these media-induced language changes? By addressing these questions, this paper is oriented toward exploring the role of social media in language change as well as the relationship between language, identity and ideology in the context of globalization. Our findings suggest that these media-induced language innovations are not simple responses to the broader socio-cultural changes occurring inside and outside China. Instead, Chinese citizens, through creating, using or spreading new popular lexicons, are able to construct, negotiate, and make sense of multiple selves across those digital spaces. Therefore, social media has generated a network of ‘imagined communities’ that allow individuals of various social backgrounds to have practical images, expectations and self-actualizations that extend beyond temporal spatial limits (Anderson 1983; Boyd 2014). As such, linguistic innovations in those virtual spaces have created multiple figured worlds, within which, individuals’ identities and agencies are formed dialectically and dialogically in global cultural processes (Holland etal. 1998).
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Reports on the topic "The Dialogical Word"

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Echevarría, Mirta-Clara. Media and their world views. The meaning anchored in dialogic discursive strategies. Revista Latina de Comunicación Social, 2011. http://dx.doi.org/10.4185/rlcs-66-2011-935-314-325-en.

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