Dialogue and Re-Dialogue

Dr. B.K.Passi and Dr. (Ms.) S.Passi

Dialogue is a community of researchers. It is an innovation of collective
learning. The dialogue approach is highly interactive. The authors of these lines have designed this approach for paper-presentation in the
conferences. Dialogue can encompass the processes of exploring, learning,
teaching, researching and collective paper-presentation. Dialogues have
been used for personal mastery, shared vision, team learning, team working
and team researching.
imageThe Dialogue creates a spirit of Wholeness. Dialogue combats the current dominant approach of fragmentation and counter checks the ill effects of explaining what this means, why it matters, and how it relates to every aspect of our lives. Wholeness of Dialogue involves two sub-processes: (a) Progressive Differentiation and (b) Integrative Reconciliation. Many modes like cycled-mode and non-cycled-mode can be followed. The Dialogue mode is informal, open, and safe. The Delegates create a collective, meaningful environment of wholeness. It addresses the problem caused by isolated specialization. Dialogue implies an enhanced honor to the totality of existence.

Our results are very encouraging. We know when “isolated parts” are
overemphasized with little or no regard for the wholeness of the system;
there is loss of unity and cohesion. The utility of the fragmented papers gets
reflected in the decline of our personal satisfaction, societal utility, and
environmental effectiveness. On the other hand we have seen very good
outcomes of using dialogue in many situations of national and international
events.
Dialogue is one of the three approaches of paper presentation, others being
poster presentation and oral presentation. The third alternative is called as
dialogue and re-dialogue approach.
It is characterized as:-
• In Dialogue approach, the actions of listening and reflection are
preferred to that of speaking and advocacy
• The delegates play all the roles of presenters, audience and
chairpersons. The delegates accept the responsibility of leadership that
can create a collective environment of ‘we-ness’
• In all, there are six sequential cycles. The first cycle is of general
readiness and the next five are academic cycles.
• Individual delegates are allowed to play their roles before the group
decides to move on to the next cycle
• Two general tools called IQ, CCC are used by all the delegates
through all the cycles

#1. Readiness Cycle

The Readiness Cycle enables the delegates to discard their hesitations and
inhibitions, if any. By mixing informally, the delegates, coming from
different backgrounds, quickly bond for a great start. The importance of a
well-designed and well-facilitated great start lies in knowing each other and
expressing freely; thus, they succeed in engaging for better outcomes. At the
end of the Readiness Cycle, there must be an informal emergence of the
theme. In this first cycle, the Dialogue group uses the following steps:
• Seating arrangement is circular and looks like a closed flower
• Full papers, if available are distributed by each paper presenter
• White boards can be used for visuals, only if necessary
• Delegates introduce themselves by giving their own names,
institutional addresses, hobbies, and so on
• Each delegate must ensure an active attention and involvement of all
the members of the group
• Instant Questions, comparisons, contrasts, and soft comments, and
even gentle clarifications are entertained

#2. Title Cycle

The Title Cycle allows the delegates to describe their paper titles
individually. After the titles, the delegates will describe the objectives,
hypothesis, and research questions. The delegates will use the tools of IQ
and CCC. The IQ stands for asking instant questions. If the co-group
members do not understand any of the concepts, terms or phrases used, then
any one can immediately ask the instant question for clarifications. It may
look like a necessary evil. But one must, however, be careful not to
purposely tease any one. The CCC stands for compare, contrast, and
create. Each delegate is required to compare and contrast his/her title with
that of the paper titles of other member(s). During this process of comparing
and contrasting one may get a new insight based on group deliberations and
may create a fresh title. A similar process will be followed for the objectives,
the hypothesis, and the research questions. The steps are:
• Each delegate individually presents and explains the title of his/her
paper
• This is followed by IQ, CCC by all the delegates

#3. Methodology Cycle

The Methodology Cycle emphasizes the reporting of procedure followed
while conducting the study. The following points are kept in mind.
• Each delegate in turn describes the methodology used in terms of
design, sample, tools, and analysis
• If a paper is historical, philosophical, conceptual or qualitative then
the delegate describes the respective steps of the relevant
methodology; or steps of proposed action plan of projects
• Group clarifications are sought through IQ, CCC

#4. Findings / Conclusions / Expected Outcomes Cycle

The Findings and Conclusions Cycle is the third stage of paper presentation.
The delegates tag along the following steps:
• Each delegate in turn describes the findings and the conclusions of
his/her study which is called ‘I findings’ / ‘I conclusions’
• After the ‘I findings’, other findings of other papers are carefully
pooled and scrutinized into ‘we findings’
• Group clarifications are sought through IQ, CCC. Now the group has
a pooled list of ‘we findings’

#5. Recommendations Cycle

The Recommendations Cycle is the next in the process of Dialogue mode of
paper presentation. The recommendations are based on: (i) ‘we findings’,
(ii) past literature or experiences, (iii) current socio-economic-cultural
conditions and (iv) future dreams/visions. In a nutshell the following steps
are taken care of:
• Make group recommendations based upon the ‘we findings’ of all the
papers
• Make recommendations based upon related literature, insight, and the
experiences of the members of the group- ‘past experiences’
• Make recommendations based on ‘future dreams and vision’
• Think of the situational conditions before we finalize
recommendations
• Find best points for implementation in your individual institution/
situation- such as, think globally act locally
• Later on, get ready to share your experiences with other sub-groups, if
any.

#6. Reflections Cycle

The Reflections Cycle provides a structured opportunity for individuals and
groups to consider the scientific and ethical implications of their roles in the
larger community. Reflections Cycle also makes a connection between you
and the world as a whole. It is also a time for personal growth for new
knowledge, spiritual attitudes and relevant skills. In this cycle the following
steps are taken care of:
• Reflections Cycle- link your title with the theme and the reality
• Create linkers between individual presentations with those of others
and finally, create a composite whole (theme)
• Examining one’s own mental models by un-surfacing, analyzing and
reformulating of one’s views, assumptions and belief systems
• One more kind of reflection is about exploring the possibilities and the
consequences of using innovative Dialogue as a mode of paper
presentation in the conferences

Requirements
  1. Dialogue Room should be able to accommodate a large number
    of participants who will be divided into smaller groups of 6 to 8
    participants/observers. The chairs should be movable. NO other
    things, like tables, LCD projector or a computer are required.
    Collar mike for the facilitator is ok.
  2. Time slot of a minimum of 3 to 4 hours without a break is
    desirable, if possible.
  3. Two Sessions are optional. On the first day the dialogue session
    will run through 6 cycle-modes. On the second day (redialogue)
    sessions could be through non-cycled mode. The redialogue/
    re-teach kind of presentation could be with new or old peer participants.
  4. The participants/observers from any sub-themes can join any
    session/day of the Dialogue presentation. In fact, it is more
    desirable to avoid sub-themes.

    —————-
    Dr. BK Passi and Dr. (Ms.) S. Passi
    Dr. BK Passi has 40 years of experience in research, training and consultancy in government institutions, UNESCO, UNDP, OECD, International Universities, and corporate bodies. Prof. Passi has been the Rector of DAV University, and then Vice-chairman of NCTE India. He has worked as UNESCO CHAIR of distance teacher education, and Consultant in APEID Bangkok. He was also Consultant to IITE, Moscow.
    Professor Passi has received the recognition for the Life Time Achievement Award in Teacher Education, Best-Social-Scientist Award, World Award of Education – citations for Illustrious Scientific Career and Valuable Work for the Benefit of Mankind – World Council, and the Fulbright Scholar. He has been a creator of innovations, founder of institutions and implementer of programs. His original contributions have won him the nick-name “Father of Microteaching”. He has authored many books and Passi Creativity Tests. He has researched in Futures Studies, Models of Teaching, Research Surveys, Distance Education, ICT, Learning Organizations and Dialogue for Learning Community. He is the Patron of All India Association for Educational Research and Advisor to Learning Community.
    He worked as an expert in Thinking Skills and Technology in Asia, Europe, and America. He is the member of the Governing Board of dozens of institutions, organizations, and associations.
    Dr. (Ms.) Subhashini Passi works as an Expert in Creative and Critical Thinking. She is an erudite scholar, an accomplished dramatist, a charismatic speaker, and an experienced management consultant in behavioral sciences. Having provided wide consultancy to diverse organizations for nearly three decades she has attained international excellence. Her selflessness and spontaneous outpouring of concern has brought appreciation. As the Director of the Institute of Creative Thinking, she has displayed dedication and leadership in organizing more than 750+ programs in various fields in many countries. Dr. (Ms.) Subhashini Passi helps many other institutions in different capacities. Apart from this, she is a Reiki master, yoga practitioner and a meditator. She was educated in Allahabad, Hyderabad, Indore and Athens-USA. Currently, she is running the Samanvaya group for youth development.

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1 Comment

Filed under Now

One response to “Dialogue and Re-Dialogue

  1. balkrishan

    nice innovation

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