Well in my point of view, pedagogy learning is more to studying cases method, therefore the dialogue is driven to problem solving, not normative issue. My suggestion for the best practice should be discussion about global trend. It is better for high school student to do this kind of practice, at least as a teacher you have already prepare them for higher level of learning (university). Hope this will be helpful...Cheers :)

Teaching is an interactive process based on the interaction between the curriculum and the student and the teacher

Johan Lövgren - Thank you for your question. The definition given for the word "Bildung" as per the article "It means the complete moral, emotional, intellectual and civic transformation of the person. It was based on the idea that if people were going to be able to handle and contribute to an emerging industrial society, they would need more complex inner lives." I think the construction of cases with case scenarios reflecting situations/problems and raising moral, emotional and cognitive issues could enhance students learning as per the new system/structure.

As the role of teachers in promoting democracy learning through active, participatory approaches is essential i think that the following work will give you some ideas for your question: https://rm.coe.int/16802f7279

Thank you Yousif, Samy and Konstantinos.

What a privilege to get input from literally all around the globe on a Nordic project!

Though the challenges of today are very different from when the folk high schools were established in the 19th century the pedagogical goal of bildung is still the same.

The use you propose, Samy, of “the construction of cases with case scenarios reflecting situations/problems” will, I think, enhance the teacher’s ability to reach the level of “moral, emotional and cognitive issues”.

I look forward to read more on the Council of Europe’s input on education for democratic citizenship, Konstantinos. It is interesting that the authors, like Samy, propose the use of “value conflicts and dilemmas, ethics and existentialism” (p. 76).

In my experience academic institutions tend to lecture on dialogue while hardly showing any signs of it in their own methods of teaching.

Well in my point of view, pedagogy learning is more to studying cases method, therefore the dialogue is driven to problem solving, not normative issue. My suggestion for the best practice should be discussion about global trend. It is better for high school student to do this kind of practice, at least as a teacher you have already prepare them for higher level of learning (university). Hope this will be helpful...Cheers :)

Thank you, Gloria.

Discussions about global trends is so important in any contemporary education for democracy. The global political trends seem to become more and more alike and the threats to democracy more closely related.

Everything in this world should be base on dialogue but the more important issue is education, and education should be democratic. Dialogue should be the first goal of teacher education, understood as the hability to dialogue with ourself and then be able to dialogue with some one else, in that way democratic schooling will be built.

Let me share you,

https://www.researchgate.net/publication/307909418_Emocionar_de_lo_Tradicional_a_La_Biopedagogia.

Hi Edwin.

My Spanish is limited, but I understand that your article develops the thought of biopedagogy. One of the greatest challenges to democracy today is that of global warming. The idea of widening the concept of dialogue to an individual’s dialogue with his or her environment sounds both provoking and important. Do you have any material in English?

I am about to publish a book : "El diálogo: una propuesta pedagógica para el siglo XXI". It includs that is urgent to change the orientation monological to dialogical methodology.

Buen día doctor Luis Alfonso.

Estaré atento a la lectura de su libro.

Un fuerte abrazo.

How can teacher education reflect the pedagogical ideal of democratic schooling based on dialogue?

The main obstacle to an effective educational action inspired by the democratic ideal must take into account some elements that have been developed by Flecha, R. in the project INCLUED (2010) of Learning Communities (Flecha, Ramón 1997)

First, it is necessary to review the approach with which the problem is observed. I think it is a significant contribution to observe the problem of pedagogical practice from a more open perspective, that is, from the point of view of School Sociology. Installed in that vision, we can incorporate the dialogue not only as an intersubjective action but as part of a collective mode of behavior. That not only includes the school community but the entire educational community. From the theoretical contributions of Freire, P. and Habermas, we can understand that (Aubert, A., Garcia, C., & Racionero, S. 2009) dialogic learning, constitutes the appropriate procedure or in other words, the action communicative dialogic This procedure, developed in the 7 principles of dialogic learning, takes into account the community that surrounds the center and its participation in learning tasks. And not only as external collaborators, but as co-participants of the school organization.

Luis - the urgency in turning towards a dialogical methodology is what lies behind this question. The opposition of dialogue/monologue gives me associations to a whole other field of study. I have been reading MM Bakhtin (1981) and am intrigued by his definitions of monological and internally persuasive discourse.

I can see that it is very fruitful to use a sociological definition of dialogue as a "a collective mode of behaviour", Julio. The seven principles in Aubert, Garcia & Racionoere's article on dialogical learning are thought-provoking. The transformative and instrumental aspects of dialogue are, I think, often undervalued. To see that dialogue will create meaning is decisive in our society where hope for and belief in democratic solutions seems to be dwindling.

Johan. Most of pedagogical view are monological, persuasive and autoritive. In dialogical view is interactive and argumentative discourse. I have considered Bahktine, Freyre, H.Giroux, etc.

African says: "To educate a child it takes an entire tribe", and this is the basis of the learning communities model, where the way of understanding the educational model involves understanding that education is the responsibility of all, and we should

get involved in the process. Starting a learning community is a process of educational and social transformation, changing the way we understand the educational system, and the relationship between the school and the environment.

As you will see, part of some principles, called dialogic, because they are based on scientific research and proven successful experiences.

The philosophical basis is the critical theory of communication (Habermas, Jürgen, 1987).

The pedagogical bases are by Paulo Freire (1970)

Which have in common, communicative learning as the foundation of meaning.

On the other hand, it has the foundation of Vygostsky's constructivist theory. And multiple evidences provided from neurolinguistics.

Overall, I consider the contribution of diversity as a value for democratic education very relevant. And the evidences of this model come to corroborate its effectiveness as a means of social transformation through education and as an educational model in the values ​​of democracy through its practices.

The field you describe, Julio, is very much where I am at. The Nordic educational tradition I work within and seek to develop is the heritage of NFS Grundtvig. I would place his vision of a dialogical education as a 19th century forerunner to the pedagogical model you describe.

If there is a need in the educational field today - as well as in the larger society - it would be to see the responsibility for democratic education as a communal project. To involve, as you say, "the whole tribe" in a process where values of democracy can be revitalised in new generations.