The judicial dialogue

A variety of theoretical positions are emerging to explain the judicial process from such perspectives as hermeneutics, semiotics, critical theory and argumentation/rhetoric. They ask such questions as these: What is the source of judicial authority? How do judges arrive at their decisions? By what logic are decisions to be tested? In this essay I argue that a focus on decisions and their justifications alone masks the broader process in which judges, along with all the other relevant groups, engage in a continuing and evolving dialogue to structure their normative universe through the complementary processes of dialectic and rhetoric. Contemporary concepts of argumentation can serve to analyze this process critically.     

冲突世界中的和谐对话——老子和谐观给世人的提示

我们来到老子晚年定居讲学地区的西安,参加此次以"和谐世界,以道相通"为主题的"国际道德经论坛",其重要意义之一,便是会聚东西方学者,借老子的智慧来为我们当前扰攘不安的世界进行一次盛大的文化与哲学对话。我曾多次出席西安举办的老子学术讨论会,此次论坛国际学者的对话,要比以往更具有时代性意义。下面我想对老子思想的现代意义略作论述。     

The many publics of the counselor: a dialogue

The following is a condensed and edited version of a dialogue that took place in December 1973 in the format of a guest panel discussion for the benefit of a class in “Guidance in the Secondary School.” The panelists were selected as being representative of the various publics served by school counselors; the participants were a junior high school student, a high school student, a teacher, a beginning counselor, an experienced counselor, a superintendent of schools, and a counselor educator. By way of introduction, the dialogue begins with a sketch of the participants. (Pseudonyms are used for the students.)     

The nature of science. A dialogue

In this dialogue the view of Paul Hoyningen-Huene as defended in Systematicity. The Nature of Science is presented and criticized. The approach is developed dialectically by the two interlocutors, a series of critical points are debated and an alternative view is introduced. The dialogical form is intended to honor the general philosophical approach of the author summarized in the last sentence of the book, where he states that he sees philosophy as an ongoing, open-ended dialogue.

     

涉空对话中表征对齐的产生机制

人类如何处理并交换空间信息是现有空间认知领域的热点问题, 这一过程主要是通过涉空对话实现的。在涉空对话中存在着表征对齐现象, 互动双方在对话中会实现空间术语、空间参照系及空间视角等表征的对齐。空间场景物理特征和人与人的协作都会影响表征对齐的程度, 而实现表征对齐的生理基础是对话双方神经活动的一致性。未来可继续探究表征对齐的作用机制, 如与个体空间偏好的关系, 以及合作伙伴特征如何影响表征对齐的程度等。     

The ecclesial dimension in the dialogue between theology and science

This article discusses the role of the science–religion dialogue in reaction to modern secularism, atheism and nihilism. It is argued that the only viable way for such a dialogue is along the lines of radical theological commitment implying the ecclesial dimension. It is carefully discussed as to how the ecclesial dimension can enter the dialogue. Ultimately it is concluded that the dialogue between science and theology explicates the para-eucharistic essence of science, thus reconciling it with theology in the sense of the commonality of their experiential origin in humanity made in the image of God.     

The international financial crisis and the north‐south dialogue

The author describes several origins of current international financial problems. Shortcomings of current solutions are analyzed, and solutions which the author thinks are more appropriate are presented.     

The teacher's role in promoting collaborative dialogue in the classroom

Background Research on student‐led small‐group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. Aims This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small‐group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small‐group dialogue. Method Studies selected for review focused on student‐led small‐group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. Results and conclusions This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group‐work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.