Dialogic learning: principles, precedents and advantages

Just as society evolves and changes over time, the ways in which we educate and learn transform and advance as well. Dialogic learning is a prime example of this type of transformation.

The growth and popularization of learning communities has encouraged this type of education to flourish and demonstrate its advantages over other more traditional types of education.

    What is dialogic learning?

    Learning through dialogue is a practical framework in which these learning communities develop. It encourages people to learn through interaction with other people, communication being the main source of education.

    From the point of view of dialogic learning, interaction with third parties is essential for the establishment of a learning process or mechanism. Through this process of dialogue we have developed a series of knowledge from an initially social and intersubjective plan, To then assimilate it as proper or intrasubjective knowledge.

    In addition, another characteristic of dialogic learning is that all the people who participate in it do so in an equal relationship. This implies that the contributions of each and every participant are important and are based on criteria of validity and not of power.

    In its early days, the idea of ​​dialogic learning was developed on the basis of observing how people are able to learn not only in schools or educational centers of any kind, but outside of these. they have the possibility to freely assimilate large amounts of information and with the possibility of participating in this learning.

    As a result, the first learning communities as we understand them today began to develop. Which aim to give more importance to the egalitarian dialogue within the learning group and to revolutionize the teaching methods practiced to this day.

      The 7 principles of dialogic learning

      For dialogic learning to be carried out in an anchored manner, 7 fundamental principles must be defined. They are as follows.

      1. Egalitarian dialogue

      By dialogue we mean an exchange of information between two or more people who express their ideas and comments in an alternative way. If we add to this the qualification of egalitarian, that is to say under equal conditions, we obtain break the hierarchical and authoritarian relationships of traditional education.

      This means that every idea, opinion or thought is accepted on the basis of a criterion of validity of the arguments, instead of imposing it by means of the power or the mere fact of possessing a credential.

      2. Cultural intelligence

      The concept of cultural intelligence is one of the most important in the dynamics of dialogic learning. This type of intelligence overcomes the limitations of traditional conceptions of intelligence, which are almost entirely IQ based and have a certain cultural and class bias.

      The advantage of cultural intelligence over traditional notions of intelligence is that it includes both academic intelligence and practical intelligence and communicative intelligence.

      3. Transformation

      As mentioned above, dialogic learning aims at transforming the socio-cultural environment in order to transform learning as well. In this way, the transformation of contexts before the exchange of knowledge is done through the interaction of all people from whom it is learned, Including oneself.

      4. Instrumental dimension

      In dialogic learning, the instrumental dimension is understood as means or tools that form the basis for carrying out the rest of the learning, Being an essential principle to ensure quality education.

      The aim of this dimension is to avoid social exclusion through the intervention and participation of all people belonging to learning communities.

      5. Create meaning

      The creation of meaning refers to the creation of a vital orientation of our existence. The involvement of families in communities and in the education of children; as well as the creation of spaces for interaction and dialogue problem solving as a whole.

      Dialogic learning aims to shape a whole learning universe with a social and ethical context that goes beyond the simple administration and assimilation of knowledge.

      6. Solidarity

      In order to be able to develop educational routines and experiences on the basis of equality, it is necessary to assimilate an egalitarian conception of education, in which educational well-being is sought of all students.

      In this way, the principle of solidarity promotes an inclusive education which offers equal opportunities to all pupils and which, far from promoting competitiveness between them, strengthens collaboration and the sharing of learning mechanisms and techniques.

      This implies that teachers and students, as well as others in the community, are committed to ensure that all students can benefit from satisfactory academic results.

      7. Equality of differences

      It is traditionally accepted that diversity within the classroom tends to hamper teaching processes, hence the supposed need for create specific classrooms and classes for students with special needs and promote segregation and educational inequalities.

      On the contrary, in dialogic learning this diversity is recognized and accepted with the difference that this diversity is used for its own benefit as a learning engine. Finally, this principle supports the right of children to benefit from an education of the highest quality regardless of their characteristics or personal situation.

      Benefits and contributions

      Once known what they are the theoretical and practical foundations of dialogic learningIn addition to the fundamental principles on which it is based, we can draw a number of conclusions about its benefits and contributions to the field of education today.

      These advantages are specified in the following points:

      • Create a common language which promotes the functioning of the group and the inclusion of all members.
      • Empowerment of individual thinking and knowledge building.
      • Promotion of values ​​such as communication, collaboration and responsibility.
      • Improve skills for teamwork.
      • Support and inclusion in a working group promotes motivation to learn.
      • Generation of a positive interdependence in which group members need each other to improve and learn.
      • Positive assessment of collaborations and individual contributions.
      • Empowerment of a context of discussion and constructive communication.
      • Generation of synergies within learning groups.
      • It offers opportunities to all students regardless of their skills and personal circumstances.
      • It encourages the involvement and active participation of students and other members of the community.

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