dialogue

The aim of the current study was to investigate whether L2 dialogue shadowing practice would have an effect on Iranian intermediate EFL learners’ conversation ability. For this purpose, 30 Iranian intermediate EFL learners at Padideh language center participated in the experiment of the study. The participants were divided into two groups of 15 who were assigned to the experimental and control group of the study randomly. A pretest of conversation ability was administered to both groups, the experimental group received 10 sessions of teaching L2 conversation as well as dialogue shadowing technique (DST) while the control group received a placebo, in other words, teaching L2 conversation via existing method. After the treatment, the same test was administered as posttest to both groups of study. The data obtained from the tests in this study were analyzed via independent sample T-test between performance of the groups, and the paired-sample T-test was used between the pretest and posttest of each group to show the progress. The results revealed that Iranian EFL learners in the experimental group performed better and received higher score in conversation test after 10 sessions of treatment.

Interfaith dialogue in the contemporary world is one of the mostly advocated issues by moderate religious people. Ecumenical activities are being carried out worldwide either between people of the same faith; like Muslim to Muslim or Christian to Christian dialogue; or among people of different faith; like Muslim to Christian to Jewish dialogue. To achieve this goal, various mediums are being employed by different people at suitable time and place. Mediums such as conferences, workshops, debates and exchange of messages and letters are good examples employed for interfaith dialogue. Currently, the cyberspace is another medium employed and viewed by some people as the best for interfaith dialogue. The cyberspace on its own is used in different ways in this regard. It is an all-encompassing medium which can be used for conferences, workshops, debates and exchange of letters. This brief survey looks at the role of cyberspace in interfaith dialogue.

As human beings do we at all have a common ground for dialogue and mutual understanding? Yes: what we as human beings have in common, is that we can use and understand arguments. In other words: that we are rational beings. 2. Is our capability for argumentation the only ground we have in common as the basis for dialogue and mutual understanding? There is no argumentation against argumentation. Argumentation can´t be transcended. Thus argumentation, more precisely: the capability of argumentation – i.e. reason - is the only ground we have in common as human beings. 3. Does religion play a role in this respect? Isn´t religion superfluous for a rational human being? No, not in the sense Kant has ascribed to it. To know about the boundaries of knowledge (of reason) and to humbly marvel about the miraculous existence of world, life and reason can rightly be seen as the form of religion - as the form of attitude towards the "beyond" - which is adequate (and unavoidable) for a rational being. Religion is the source of truth and ethics if it means: humble acknowledgment of the un-knowable and hence of the fact that in our search for orientation we are relegated to ourselves as fellow human beings, as brothers and sisters.

After the collapse of bipolar system in the world, different views and theories expressed by the scholars and thinkers about the future of the world and international system. One of them is the theory of “ The Clash of Civilizations” which was propounded in 1993 by the Samuel Huntington, the director of J.M.Olin Institute for Strategic Studies in Harvard Uni-versity. This theory caused some anxieties in the world. In reaction to this theory, Mohammad Khatami, president of the Islamic Republic of Iran, proposed “Dialogue Among Civilizations” as a paradigm in the international relations which was accepted by the 53rd General Assembly of the United Nations on 3 September 1998 and approved a resolution for the purpose of promoting dialogue among cultures and civiliza-tions, and called the year 2001 as “the Year of Dialogue Among Civilizations”. This article based on both mentioned theories, refers to the role of dialogue approach in creation of peaceful relations between nations and states.

Arguments for the recognition of cultural diversity have led to a fundamental question in political theory: On what basis the process of political decision making should be formed to accommodate cultural diversity as a permanent feature of contemporary societies? The aim of this paper is to examine whether 'dialogue' can be employed as a means in such a process. The first section of this paper is concerned with the nature and sources of cultural diversity. It is also important to see in what way cultural diversity implies problems which concern political theory. This is the concern of the second section. Next, I shall examine ways in which dialogue can be employed to aid the formation of political decision making process to accommodate cultural differences. In particular, I shall suggest that interpretations of dialogue such as Brenda Dervin's and David J. Schaefer's interesting discussion, which aims to transfer the burden of dialogue as a discipline from participants to procedures, may be useful so far as dialogue among cultures and civilizations is concerned.

It is widely accepted that the freedom to practice one's religion, and to live according to one's religious beliefs, is a basic human right, and the key to peaceful coexistence among religious communities and among nations. In my paper I will focus on the problems that arise when sincerely held religious beliefs come into conflict with the rights of others. Recently in the United States, two such situations have received widespread attention. One case involves pharmacists who refuse to fill prescriptions for birth control pills, because they believe that the use of certain kinds of contraception violates their Christian religious beliefs. The other case involves Muslim taxicab drivers who refuse to transport passengers carrying alcohol for similar reasons. In response to such conflicts, religious tolerance is often embraced as a solution. In western society, the ideal of religious tolerance can be traced back at least to John Locke, and received considerable attention in the work of political philosopher John Rawls. In recent years, tolerance has been embraced as a public value through programs that teach tolerance in public schools. But the ideal of tolerance has also come under criticism from theorists such as Wendy Brown, professor of political science at the University of California at Berkeley, and author of <em>Regulating Aversion: Tolerance in the Age of Identity and Empire</em> (Princeton University Press).  Brown argues that tolerance is “an impoverished and impoverishing framework through which domestic, civil and international conflicts and events (are) formulated... The experience of being tolerated is inevitably one of being condescended to, of being forborne. The object of tolerance is constructed as marginal, inferior, other, outside the community, in some relation of enmity with the community.” Moreover, as the legal scholar Stanley Fish has noted, the doctrine of tolerance “legitimizes, and even demands, the exercise of <em>in</em>tolerance, when the objects of intolerance are persons who, because of their over-attachment to culture, are deemed incapable of being tolerant.”  What implications do these critiques of tolerance have for how we should address real-life cases of conflict between religious beliefs and the rights of others? “Obviously” as Wendy Brown points out, “it is always better to be tolerated than not, if those are the choices.” But I believe that there are possibilities that go beyond tolerance, that are based on dialogue. The importance of dialogue has been stressed by thinkers including Mohammed Khatami, and philosopher Kwame Anthony Appiah of Princeton University, author of <em>Cosmopolitanism: Ethics in a World of Strangers </em>(W.W. Norton).  I will argue that productive dialogue between different cultures, or even between different segments of a culturally diverse society, requires more than just reasoned argument. Rather, it requires a deeper conversation that develops an understanding of each other’s history and everyday life and strives for a level of mutual trust and respect. In my conclusion, I will discuss the ways in which this kind of dialogue between faiths can contribute to the cause of peace.

Nathalie Sarraute rassemble, dans Enfance, des souvenirs de ses onze premières années dont le dialogisme, comme l’une des originalités du récit, est l’aboutissement des mouvements intérieurs qui glissent très rapidement aux limites de sa conscience. Il importe de savoir comment Enfance s’inscrit dans les canons d’un genre littéraire en rêvant un caractère neuf par un geste d’écriture poétique qui permet à un surmoi d’ouvrir le texte sur un dialogue théâtral. Dans cet article, on étudie comment cet écrivain vieilli avec une méfiance se penche sur son passé en faisant résonner une voix double narrative d’ami imprudent et pour étudier les procédés utilisés dans l’élaboration de cette œuvre nous aurons recours aux théories de Philippe Lejeune et aux commentaires de Monique Gosselin. On va aussi découvrir par la méthode de lecture analytique vers la psychanalytique, en référer à Freud, les techniques et les motifs correspondant à écrire ce livre. Nous voudrions montrer quelle est l’importance de l’écrit dialogique musical par lequel Sarraute assemble les souvenirs en fragments comme un collage d’images autonomes par des chapitres discontinus.

The word dialogue comes from the Greek word ‘dialogos’ and is commonly used in the meaning of conversation between two people, two groups and/or communities or organizations. Dialogue is not a debate to win or lose or to convince the other of a particular way of thinking. Dialogue is communicative conversation that involves intensely creative process with a goal to create peaceful and respectful relations among participants and in a community. When religious communities or organizations nominate a representative to participate in the intra or interfaith dialogue, they make sure that their nominees are trained in the art of dialogue. First, that he/she represents the community and second, that if he/she is not trained in the art of dialogue they understand that there may be a negative impact on the intra-faith or interfaith dialogue. For a healthy intra-faith and interfaith dialogue, the organization or community representatives must be trained in rights, responsibilities and skills of dialogue. This paper will discuss some of those rights, responsibilities and skills essential for a successful dialogue in the light of those principles and guidelines initiated in the Qur’an and Sunnah.

India is home to a remarkable variety of religions, and a major challenge that the country faces today is that of conflict between various religious communities. This has taken on menacing forms in recent decades. Incidents of violence between Hindus and Muslims, in which often agencies of the state play a central role in directing anti-Muslim violence, have now become endemic in some parts of the country. This form of communal violence, generally instigated by right-wing Hindu forces, is sought to be given religious sanction and is also projected as a crusade to save the Indian “nation”, which is described and portrayed in Hindu terms. Communal violence and anti-Muslim pogroms in various parts of the country have resulted in mounting human rights violations, particularly of marginalised communities such as the country’s Muslims, who number more than 150 million.

The use of ICT to support activities in the policymaking process is on the increase. At the inception of the COVID-19 pandemic, Government agencies around the world relied on ICTs to either remotely support and/or enable policy-making activities. Policy-making activities occur via collaborative processes between interested parties by means of dialogue. Some extant ICTs utilized by government agencies support and enable collaboration and dialogue. However, the decision on what ICT to adopt is not always easy as a result of the failure of some ICTs to support the task they were designed for. As a result due diligence is needed by public service administrators to decide on which ICT to adopt. This implies a decision process required to decide if the public agency will mobilize resources to acquire and implement the ICT. But as most government agencies around the world have adopted ICT to support dialogue and collaborative activities in their policy making decision. This paper provides the result of a study where the mobilization-decision theory was used to analyse and explain reasons why government agencies around the world, aside the pressure from COVID-19, made the decision to mobilize resources to acquire, implement and utilize ICTs for policy dialogue and collaboration.

This article aims to analyze Patrick McCabe’s The Butcher Boy (1993) in light of Mikhail Bakhtin’s theory of dialogism. The present study explores the significance of dialogism in the given novel which tells the story of a marginalized young boy living in neo-colonized Ireland in the 1960s. Bakhtin believes that the development of signification between the “self” and the “other” is called dialogue through which human beings define their existence as individuals in polyphonic societies. The protagonist of The Butcher Boy is a non-conformist, unwilling to follow social rules. He creates his very own way of dialogism with his surroundings and ends up in a mental hospital and finally a prison, showing the author’s approval of Bakhtin’s viewpoint towards the importance of dialogue in shaping human beings’ consciousness and existence in the world. Moreover, this article attempts to clarify the resistance of the main character before his society’s hierarchical structure that makes him a perfect example of a marginalized hero disobeying rules and regulations imposed by the authorities to gain an independent resolution.