Dialogic skills in RE: recontextualising the dialogue school

Luby, Antony (2019) Dialogic skills in RE: recontextualising the dialogue school. Journal of Religious Education, 67 (2). pp. 127-142. ISSN 1442-018X

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Official URL: https://doi.org/10.1007/s40839-019-00079-1


As the Catholic Church encounters secularism and pluralism, one of her main responses has been dialogue. Some of the prime manifestations have been the political initiative of the Courtyard of the Gentiles and the plea from the Congregation for Catholic Education for a grammar of dialogue as envisaged in the recent document Educating for fraternal humanism. Arguably, the most developed response is to be found in the Australian Dialogue School model mooted by theologians from the Catholic University of Leuven, Belgium. This paper outlines some of the findings from a recent PhD thesis that examines the dialogic skills of building consensus through cumulative talk and constructive criticism through exploratory talk. It is advocated that teachers use the medium of paired conversations between students in the secondary stage of schooling in order to develop such dialogic skills.

Item Type: Article
Uncontrolled Keywords: Dialogue, cumulative talk, exploratory talk, paired conversations
Subjects: V600 Theology and Religious studies
X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: John Coen
Date Deposited: 26 Mar 2020 11:49
Last Modified: 31 Jul 2021 18:47
URI: http://nrl.northumbria.ac.uk/id/eprint/42581

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