Dialogic learning: principles, precedents and benefits.

A different way of understanding education, focusing on dialogue.

Just as society advances and changes with time, the way we educate and learn also transforms and advances. Dialogic learning is a great example of this type of transformation.

The growth and popularization of the learning communities has favored that this type of teaching currents prosper and demonstrate their benefits in front of other more traditional types of teaching.

What is dialogic learning?

Dialogic learning is the practical framework in which these learning communities are developed. In it, people are encouraged to learn through interaction with other people, with communication being the main source of teaching.

From the dialogic learning point of view, interaction with third parties is essential for a learning process or mechanism to be established. Through this process of dialogue we elaborate a series of knowledge from an initially social and intersubjective level, to later assimilate it as our own or intrasubjective knowledge.This knowledge is then assimilated as our own or intrasubjective knowledge.

In addition, another characteristic of dialogic learning is that all those who participate in it do so on an equal footing. 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 beginnings, the idea of dialogic learning was developed based on the observation of how people are able to learn not only within schools or educational centers of any kind, but also outside them. have the opportunity to assimilate large amounts of information in a free manner and with the and with the possibility of participating in that learning.

As a consequence, the first learning communities as we understand them today began to develop. The aim of these communities is to give greater importance to egalitarian dialogue within the learning group and to revolutionize the teaching methods practiced to date.

The 7 principles of dialogic learning

In order for dialogic learning to take place as he founded it, 7 fundamental principles must be present. They are as follows.

1. Equal 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, i.e. on equal terms, we manage to break the hierarchical and authoritarian relations of traditional education. break the hierarchical and authoritarian relations of traditional education..

This means that each idea, opinion or thought is accepted on the basis of a criterion of validity of the arguments, instead of being imposed by means of power or the simple fact of possessing an accrediting title.

Cultural intelligence

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

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

Transformation

As mentioned above, dialogic learning seeks the transformation of the socio-cultural environment in order to transform learning as well. In this way, the transformation of the contexts prior to the exchange of knowledge is produced by the interaction of all the people from whom the learning process takes place. interaction of all the people from whom one learns, including oneself.including oneself.

4. Instrumental dimension

In dialogic learning, the instrumental dimension is understood as those means or tools that form the basis for means or tools that form the basis for achieving the rest of learning, being an essential principle to ensure quality education.It is an essential principle to ensure quality education.

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

5. Creation of meaning

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

Dialogical learning aims to shape a whole universe of learning with a social and ethical background that goes beyond the mere administration and assimilation of knowledge.

6. Solidarity

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

In this way, the principle of solidarity promotes an inclusive education that offers the same opportunities to all students and that, far from encouraging competition among them, promotes collaboration and the sharing of learning mechanisms and techniques.

This implies that both teachers, students and the rest of the community are committed to ensuring that all students can enjoy the benefits of learning. to ensure that all students can enjoy satisfactory academic results..

7. Equality of differences

Traditionally, it has been understood that diversity in the classroom tends to hinder the teaching process, hence the supposed need to create specific classrooms and classes for students with disabilities. the supposed need to create specific classrooms and classes for students with special needs and favoring segregation and educational inequalities.

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

Advantages and contributions

Once the theoretical and practical the theoretical and practical foundations of dialogical learningand the fundamental principles on which it is based, we can reach a series of conclusions about its advantages and contributions to the current field of education.

These benefits are specified in the following points:

• Creation of a common language Creation of a common language that favors the functioning of the group and the inclusion of all members.
• Enhancement of individual thinking and knowledge construction.
• Promotion of values such as communication, collaboration and responsibility.
• Enhancement of teamwork skills.
• The accompaniment and inclusion in a work group favors the promotes motivation for learning.
• Generation of a positive interdependence in which the members of the group need each other to improve and learn.
• Positive valuation of individual collaborations and individual contributions..
• Promotion of a context of discussion and constructive communication.
• Generation of synergies within the learning groups.
• Provides opportunities to all students regardless of their abilities and personal situation.
• Encourages the involvement and active participation of both students and the rest of the community.