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A frank account of what happens when researchers work with policy makers in lesser developed countries to inform policy changes. Useful reader in graduate courses in policy analysis and reasearch and a helpful reference around the world.
This case study contributes to discussions about religious education and its relation to young people's concerns and to social cohesion in Estonia. However, the book also makes an important contribution to the international debate about religions and education. It brings together empirical studies conducted in Estonia in the framework of a major European project, REDCo (Religion in Education: A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries?) setting the research in the context of wider international debates. The mixed methods research investigates the attitudes of 14-16 years old Estonians towards religion and religious diversity, exploring their views on the role of the school in promoting dialogue and tolerance among representatives of different worldviews, and establishing the ways in which their experience of religious education affects their views on these issues. Dr Schihalejev draws on three of her empirical studies, each utilising a different methodology. The qualitative and the quantitative studies investigate students' attitudes to religion and religious diversity, while two contrasting classroom-based studies of religious education explore patterns of interaction, both using video-ethnography and incident-analysis respectively to collect and interpret the data. Grounded in the findings of the empirical studies, the author explores dialogical pedagogies for non-confessional approaches to religious education and discusses policies for strengthening active tolerance in the school context. Dr. Olga Schihalejev is a researcher and a lecturer in the Faculty of Theology at Tartu University, Estonia. She has worked as a teacher of religious education and has written teaching-learning resources for students in Estonia. She is a board member of the Estonian RE Teachers' Association, actively involved in improving the national syllabus for RE and organising annual conferences for RE teachers in Estonia. She worked on the EC Framework 6 project REDCo (Religion in Education. A contribution to dialogue or a factor of conflict in transforming societies of European Countries). Within the REDCo Project her research was on how religion is perceived by young people in a secular context. Additionally she is interested in the perception of religion and tolerance by different ethnic groups in Estonia. Her current research interest is the study of the competences young teachers of different subjects have for implemeting values education.
The chapters in this edited volume raise important issues of the relation between research and its various external "publics".
In The Absent Dialogue, Anit Mukherjee examines the relations between politicians, bureaucrats, and the military in India and argues that the pattern of civil-military relations in India hampers the effectiveness of the Indian military. Informed by more than a hundred and fifty interviews with high ranking officials, as well as archival material, this book sheds new light on both India's political and military history, as well as democratic civilian control and military effectiveness more generally.
This book examines the Socratic method of elenchus, or refutation. Refutation by its very nature is a conflict, which in the hands of Plato becomes high drama. The continuing conversation in which it occurs is more a test of character than of intellect. Dialogue and Discovery shows that, in his conversations, Socrates seeks to define moral qualities—moral essences—with the goal of improving the soul of the respondent. Ethics underlies epistemology because the discovery of philosophic truth imposes moral demands on the respondent. The recognition that moral qualities such as honesty, humility, and courage are necessary to successful inquiry is the key to the understanding of the Socratic paradox that virtue is knowledge. The dialogues receiving the most emphasis are the Apology, Gorgias, Protagoras, and Meno.
This book explores globally-informed, culturally-rooted approaches to dialogue in the classroom. It seeks to fill gaps in communication and education literature related to decolonizing dialogue and breaking binaries by decentering Eurocentric perspectives and providing space for dialogic practices grounded in cultural wealth of students and teachers. We first describe the book’s genesis, contextualize dialogue within the global impact of the COVID-19 pandemic, and share guiding concepts of inclusion, intersectionality, and authenticity in dialogue and pedagogy. We also distinguish dialogue from other practices and times in which dialogue may not be possible. The book brings fresh and urgent perspectives from authors across different disciplines, including ceramics, religious studies, cultural studies, communication, family therapy, and conflict resolution. The chapters distill the idea of dialogue within contexts like a bible circle, university sculpture studio, trauma and peacebuilding program, and connect dialogue to teaching, learning, and emerging ideas of power disruption, in-betweenness, and relationality.
"Although Restorative Justice Dialogue is not a long text, it is an impressive achievement. Each chapter is rich in content, as Umbreit and Armour blend theory, practice, empirical research, and case studies to discuss a range of topics from specific models of restorative justice to the role of facilitators in restorative justice dialogue." --PsycCRITIQUES "Restorative Justice Dialogue presents a thorough and comprehensive explanation and assessment of the current state of restorative justice in the world." --Journal of Social Work Values and Ethics "[A]n evidence-based description of the history, practices, and future of restorative dialogue that is informed by the values and principles of law, social work, and spirituality. This is an impressive achievement." --Daniel W. Van NessPrison Fellowship International, Washington, DC "I know of no other book that provides such a complete review of the various and emerging restorative practices and the phenomenal growth of this movement worldwide." --David Karp, PhDSkidmore College "The combination of two outstanding and widely recognized restorative justice researchers, practitioners, and authors has produced a text that is destined to be a major resource." --Katherine Van Wormer, PhDUniversity of Northern Iowa This book provides a comprehensive foundation for understanding restorative justice and its application worldwide to numerous social issues. Backed by reviews of empirical research and case examples, the authors describe the core restorative justice practices, including victim-offender mediation, family group conferencing, and peacemaking circles, as well as cultural considerations, emerging variations in a wide variety of settings, and the crucial role of the facilitator. Together, authors Umbreit and Armour bring the latest empirical research and clinical wisdom to those invested in the research and practice of restorative justice. Key topics: Spiritual components of restorative justice Victim-offender mediation Family group conferencing Peacemaking circles Victim-offender dialogue in crimes of severe violence Dimensions of culture in restorative justice Humanistic mediation Application to domestic violence, higher education, and incarceration
Ecumenical dialogue is not an end in itself. It serves as an indispensable instrument to overcome the divisive, mutual misinterpretations of the past. Ecumenical encounters pave the way toward healing painful memories and lead to a deeper understanding of the church's given unity, thus becoming a more credible witness of that truth. Mennonites in Dialogue is a collection of all conversation texts involving Mennonites on international and national levels, covering forty years of encounters with Roman Catholics, Lutherans, Reformed, Baptists, and Seventh-Day Adventists, among others. The texts illustrate growth in agreement as well as identify the remaining convictions that still divide. Several texts appear here for the first time in English. An introductory essay provides an overview of the motivations for dialogue, the challenges faced--both in the processes of dialogue and in their substance--as these conversations evolved, the achievements gained, and the prospects for the future. A detailed index enables a more effective comparison of the topics and issues throughout the collection. Mennonites in Dialogue is an indispensable resource for anyone seeking to understand the process of identity formation within the Christian tradition through encounter with the other, as well as a rich introduction to the theology of that global peace church--the Mennonites.
This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires, showing that change requires new learning and new learning is hard.
A clear, cogent, and comprehensive account of the rationale and methods of Dialogue Therapy and Real Dialogue, this volume introduces models of facilitated dialogue designed specifically to end polarization. This book offers a straightforward and comprehensive encounter with some of the most effective theories and methods to facilitate dialogue and disrupt deadening power struggles between life partners, grown children and parents, siblings, co-workers, and others whose conflicts have led to harmful polarizations. The book is based on ideas and relational models from mindfulness and psychoanalysis that have not been applied in this unique way before. This melding of mindfulness (containment, concentration, equanimity, maintaining a "mindful gap") with the psychoanalytic understanding of projection and projective identification (the "hijacking" of our subjective experiences) creates much more than light at the end of the tunnel. It engenders the acceptance of another that leads to love and insight, based on the recognition and acknowledgement of our autonomy and our common humanity in the midst of conflict. This book introduces a new, revolutionary model for couple therapists, life coaches, group facilitators, and leaders to open a mindful space that increases witnessing capacities in the midst of emotional conflict without imposing goals of agreement, reconciliation or compromise.