DIALOGIC LEARNING
Dialogic learning happens through equal dialogues, in interactions whereby cultural intelligence is recognised in all people. These interactions are aimed at the transformation of previous levels of understanding and of the socio-cultural context in search of success for all. Furthermore, “Dialogic Learning is produced in interactions, it increases instrumental learning, it encourages the creation of personal and social meaning. It is guided by fundamental principles and in those in which equality and difference are compatible values and mutually rewarding” (In Aubert, A.; Flecha, A.; García, C.;Flecha, R.; Racionero, S.; 2008, Pág 167)
The core of Learning Communities and its sIX Successful Educational Actions is Dialogic Learning that is based on seven principles:
1. EGALITARIAN DIALOGUE
In a Learning Community the power is always in the arguments and not in the hierarchical position of the person who is talking. Everyone must have the opportunity to speak and to be heard, regardless of their position in the schools, their age, gender, level of education or social class.
2. CULTURAL INTELLIGENCE
This goes beyond the traditional concept of intelligence and encompasses the comprehension of multiple dimensions of human interaction which include academic intelligence, practical intelligence as well as communicative intelligence. Everybody has cultural intelligence regardless of their educational level, their language, their socio-economical status or the features of their cultural identity.
3. TRANSFORMATION
Education must not focus on adapting the social reality of every student but on the transformation of its context. A schools that is a Learning Community must encourage all sort of interactions that makes changes possible in people’s lives. When these interactions are based on equal dialogue, they help to overcome inequalities.
4. CREATION OF MEANING
It means making possible a type of learning that is based on the requests and needs of the people. Whenever the school respects students’ cultures and differences by guaranteeing their success in learning, students in turn find a new meaning in education. Learning something socially valued also helps to create meaning.
5. SOLIDARITY
Solidarity is to make possible the same learning and results for all students, regardless of their social, economic, or cultural background. Solidarity means the objective of maximum learning for all girls and boys. This implies the introduction of Successful Educational Actions that encourages cooperation rather than competitiveness and mutual consensus rather than enforcement.
6. INSTRUMENTAL DIMENSION
Access to instrumental knowledge obtained from science and schooling is essential in order to encourage transformations. When we speak of instrumental dimension we refer to the learning of those fundamental instruments like dialogue, critical thinking and content and school skills that form the basis for living included in current society.
7. EQUALITY OF DIFFERENCES
Beyond the homogeneous equality and the defence for diversity which does not take into account equity, equality of differences is the real equality in which everyone has the same right to be and to live differently and at the same time be treated with the same respect and dignity.
