First, go back to the educational dialogue itself.
The life world is given to us, and we created it on our own initiative. Phenomenological reflection on it may provide us with various possibilities of individual and group self-understanding and wisdom practice. Putting "back to the thing itself" in the context of educational dialogue is to return to itself, restore its diversity, richness and vitality, and let educational dialogue directly show its essential character in its own existence.
1, educational dialogue is a relationship.
"Today, it is generally believed that the real world is not determined by mechanisms; The universe is not like a big machine, but more like a living body. " For many scientists, relationship is everything in reality. "People's life comes from relationships, and growth is related to the uterus and others. Correspondingly, our existence also takes place in a close and meaningful relationship with the world. The relationship of educational dialogue is complex and multifaceted, and its most fundamental feature is not words, but the meaning expressed by participants. First of all, maintaining a "I-you" relationship between educational subjects is the starting point of dialogue. The "I-it" relationship is instrumental, focusing only on the effectiveness of the object to meet our goals, while the "I-you" relationship is different. It is more advanced and can make us truly human. Secondly, I-you are both close and far away, which requires keeping a certain distance between educational subjects. Finally, if the subject in the field of education wants to form a dialogue relationship with others, the most important thing is not to start from himself, but from others. We should communicate with people with full respect, and we can't take it for granted to solve "other people's problems". When others are honest with us, there is a * * * sound, and a dialogue relationship arises.
2. Educational dialogue is understanding.
Gadamer pointed out that when we know others, everyone will have their own ideas, which will significantly affect how others are understood and form the basis for us to understand everything. Through dialogue, educational subjects will gradually realize the overall relationship between them. In this way, there will be no prejudice, but with the progress of the dialogue, we will constantly adjust our understanding of others and the overall environment around us, and try our best to understand our own prejudice and situation. In the process of educational dialogue, if the educational subject wants to be open and understand others, he must devote himself wholeheartedly, not only paying attention to his own thinking and consciousness, but also paying the necessary time, energy and space to know and understand others wholeheartedly. Of course, there is another level of requirement to be committed to understanding others, that is, in the process of dialogue, we must confirm the original intention of others and constantly look for suitable words. Gadamer pointed out: "Any dialogue needs the same language, or it can create the same language.". Dialogue should have a core around which interlocutors should participate in the dialogue and exchange views with each other. " Simply put, in a successful conversation, the educational subjects are attracted by the truth and unite to form a new community with understanding as the core. This is the charm of educational dialogue.
3. Educational dialogue is integration.
In the process of understanding others, educational subjects will unconsciously keep their promises, devote themselves wholeheartedly, meet others, listen carefully to their different voices, and wait patiently for others to affirm and confirm their understanding. For example, in classroom dialogue, students ask sincere questions according to their existing knowledge, and guide teachers and students into the space of exploration and discovery, so that understanding arises at the historic moment. This process of understanding is Gadamer's "fusion of horizons". Of course, this does not mean that the two sides will eliminate their differences and lose themselves because of the integration of horizons, the educational subject will not be perfectly understood, and the horizons will not be fully integrated. This integration means that in the process of cultivating understanding, the subject must fully communicate and integrate the complex vision formed by his own prejudice and situation with the complex vision of others. Just as "people's thoughts can become real thoughts, such as an idea, which can only be realized through confrontation with other people's different thoughts, and reflected in other people's voices, expressed in other people's words and expressed in other people's consciousness". When members come together to explore the collective vision, they will find new directions sprouting and growing like seeds; When we understand each other, we can see the direction thoroughly.
Second, the art of "life" in educational dialogue: the manifestation of integrated character
1, judgment and assumption
Shelving judgment refers to "cultivating the ability to observe the judgment process of yourself and others, remaining neutral and being able to stay out of it". In most cases, people tend to hide their own judgment, because people will worry that telling the truth is too risky. In fact, this "secretive strategy" will eventually be punished. 100% honesty can help us transcend the conflicts between individuals, understand each other and form the same idea. In the dialogue, the subject of education will gradually transcend the imprisonment of mechanical methodological judgment, broaden their horizons, and truly learn to think creatively, rather than subconsciously. They will consciously slow down the speed of judgment, collect more information, discover new possibilities and understand things more comprehensively. In fact, when participants make quick judgments, they are usually based on personal thinking assumptions. Everyone has different assumptions about the world and insists that he is right. When the assumptions are contradictory, people will unconsciously feel confused, depressed, angry, distrustful and so on. With the deepening of educational dialogue, people begin to pay attention to their own ontological feelings, recognize and agree with the assumptions and concepts hidden behind their choices and behaviors, examine them from different angles, and suspend them.
Step 2: Listen.
Some researchers have pointed out that listening may be the most creative simple action of a person, and the way, content, object and assumptions hidden behind listening will affect our view of the real world to some extent. If we really want to hear it, we should abandon or put aside our own prejudices, accept it humbly and understand it sincerely. However, in reality, many educational subjects unconsciously resist listening. They can only listen to their own noise and words, not what others want to say. In group dialogue, because all the educational subjects are listening and gradually forming their own knowledge, the power of listening will increase geometrically, and gradually integrated educators will learn to listen from three aspects at the same time: first, listen to others openly and find out what they think is important to expand and improve their understanding; Second, they will listen to their inner voice and what they say; Third, they will pay attention to the collective concerns, everyone's knowledge and new ideas being brewed. This multi-angle listening increases the depth of people's view of things, promotes the establishment and maintenance of cooperative relations among educational subjects, taps the potential of systematic thinking based on collective listening, and stimulates the generation of collective wisdom and belief.
3. Questioning and thinking
Questioning means that the educational subject keeps a curious attitude in the process of dialogue, asks questions and tries to "see through" the essence of things or events, thus discovering new insights. This spirit of questioning stems from the individual's strong will to explore the unknown and look at everything with a brand-new eye. Under the action of this will, people can expand their horizons to some unknown fields by asking questions, thus introducing dialogue into a brand-new space. "Whether asking questions can make the whole conversation deeper and richer depends fundamentally on the individual's intention to ask questions", for example, educators can ask others' opinions objectively and actively, or meet others' questions with an open attitude. However, the inquiry between managers and teachers, and between teachers and students often cannot promote the leap-forward development of the school alone, and the collectives who are good at learning can organize themselves and transform themselves, thus achieving new achievements with each passing day. This requires all members to examine what they have heard and its influence on themselves when listening to others or asking questions, and to reflect on the topics, viewpoints, questions, new ideas or the whole process of the conversation. In addition, in order to open the source of collective wisdom, educational subjects need to learn to listen. Temporary silence and loneliness make our minds clearer, more objective and more insightful.
Step 4 achieve mastery through a comprehensive study
The survival of a pluralistic society requires people to adhere to the belief that "mutual understanding between or within social groups must be carried out through real dialogue, and all citizens must participate in this dialogue in good faith". Educational dialogue is a powerful force for understanding. No matter what differences exist between educational subjects, they can promote good relations and mutual understanding. In the process of educational dialogue, participants will not only put aside judgments and assumptions, listen carefully, ask questions and reflect, but also gradually accept and agree with the norms or principles within the group, abandon the original exclusion and conflict, and regard them as an incentive tool to assist collective dialogue. This makes an atmosphere of "deep democracy" pervade the whole school, and teachers will hold a respectful, open-minded and cooperative attitude towards those who have different values but are not absolutely hostile. Of course, in this process, the seemingly discordant confusion and discomfort between different educational subjects will also make the cooperative relationship full of uncertainty and tension, but the dialogue skills that have been integrated into the individual's daily life will make them stop insisting on their own opinions, start to understand everyone's thoughts and try their best to cooperate with others.
Thirdly, the transformative power of educational dialogue: the implication of integrated character.
1. Experience collective synchronization and interdependence.
Everything in the world is inextricably linked. Although complexity can be divided into different levels and parts, they all belong to a larger whole. "Synchronization is the external manifestation of the internal connection of things, and it is a perceptible sign of change produced by the internal connection of all life, which means closer continuity of reality. Behind the confusing and beneficial synchronous events, there are hidden concerns that we should dig deep into: the change of people's consciousness, the relationship it produces and the whole system, the cooperative spirit and the leadership sought by the organization depend on this concern. " Moreover, dialogue can stimulate "the change of ideas", and make people realize the unexpected effect brought by this kind of * * * action and * * * thinking, so as to adapt to synchronous action and thinking more and experience the subtle feeling that collective wisdom works. In educational dialogue, the purpose of our listening is to establish contacts and develop relationships. In this process, educators will let go of their desire to pursue any concrete results, reach an unprecedented new level of understanding by asking questions, expand the scope of listening, learn what they may have missed before, and make new connections. This will help educators to cooperate with others more effectively, listen to the collective ideas more actively and consciously, and help everyone understand the collective ideas.
2. Control the dilemma and construct the collective energy field.
In the process of educational dialogue, seemingly irreconcilable contradictions will always appear between educational subjects, which may lead to collective division or dilemma. However, with the deepening of the collective synchronous experience, individuals will change their ideas, stop clinging to their personal views and positions, sit down and face the paradox, and integrate their own ideas to accept each other. The subject of education will gradually realize that the agreement in the collective is the product of interpersonal relationship and the same concept, which has the function of cohesion and encouragement to the organization. Therefore, the whole collective will regard the formulation of internal agreements as a continuous process, and each agreement is an instantaneous reflection of the local specific situation at that time, and try to integrate the core values and goals in action and decision-making into the changing environment and world around. As physicists have described it, "there has always been such an energy field in a certain time and space, and people will re-enter this energy field after a long time." In the process of educational dialogue, the stable communication mode, familiar communication topics, mutual division of labor and preference for adjacent seats among educational subjects are fixed and constantly strengthened, which will become a part of the collective energy field. By dealing with paradoxes and vague agreements, individuals can flexibly control dilemmas, which makes the collective energy field stronger and stronger. On the other hand, the collective energy field has its own life and consciousness, which can change the established assumptions that have been formed for a long time and rooted in the hearts of every educational subject, thus creating a culture of collective cooperation and leadership.
3. Facing the shadow, build a democratic heterogeneous community.
Some researchers pointed out: "Light broadens people's eyes, which not only means that it makes people see the bright world clearly, but also makes people realize the existence of darkness." In the field of education, some shadows have not been recognized by people and have never been mentioned. Some shadows are formed by overemphasizing a certain value in the collective. The result of this is to force everyone to agree on opinions and knowledge. If there are important issues that are difficult to reach agreement, people will even remain silent. Behind the apparent agreement, there are still potential differences and conflicts. Through educational dialogue, the educational subject will gradually realize the existence of shadow. When judgment is shelved, the rejected part of thinking will be regarded as a part of the whole. Each individual comes together as a person with complete meaning, with different thoughts, customs, cultures, beliefs, values and traditions, and blends into the big "space" of the community. This heterogeneous community will not ignore, despise or even marginalize any different views and opinions. It is the knowledge and understanding of educational dialogue that promotes the transformation of school leadership style and cultivates such a community. When faced with differences, confusion, setbacks and misunderstandings, the educational subjects are still willing to maintain the spirit of partnership and cooperation, which is a successful dialogue. In essence, this interpersonal relationship is far more profound and lasting than any other specific form of communication.
4. Seize the moment of dialogue, create and re-create.
Based on Bakhtin's carnival concept, some researchers pointed out that carnival is polyphonic and dialogic, which can promote the development of educational dialogue, create a certain space for those who are usually marginalized to take the center stage, and provide opportunities for each participant to experience and learn personally, so that they can really learn to combine relationship with understanding, concept with action, cognition with emotion. In educational dialogue, the main result of meeting different educational subjects is understanding. They reflect and clarify the reality through dialogue. They actively participate in dialogue, show and practice dialogue, live in dialogue and work together to find ways to promote, encourage, cultivate and create dialogue. They can find their own voice and hear others' voices at the same time. This carnival makes the heterogeneous community formed among educational subjects more attractive, interesting and charming, and also brings liberation, ability, freedom, understanding and relationship to teachers. In addition, carnival, as the most authentic embodiment of educational dialogue, is a unique leadership style, which will urge the educational leaders in the group to give up a single monologue, grasp the moment of dialogue, lead the collective members to understand the complexity and fuzziness of polyphony, make great strides in polyphony, and constantly re-create in endless dialogue.
In the educational dialogue, the educational subjects can gradually realize that it is more important to maintain the friendship atmosphere of the group than to insist on their own opinions. At this time, all educational subjects will have a positive mentality of establishing and sharing the same meaning, and this flowing same meaning will sprout and transform in people's dialogue. In this way, the educational subjects have entered a new dynamic relationship. They actively express their views, listen carefully to others' views, and will not refuse or reject any specific dialogue content, thus constructing an ideal rationalization situation for their own liberation and collective development.
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