Dialogic learning: principles, precedents and benefits

Just as society advances and changes over time, the way of educating, as well as learning, also transforms and advances. Dialogic learning is a great example of this type of transformation.

The growth and popularization of the learning community has favored that this type of currents of teaching prosper and demonstrate their benefits compared to other types of teaching more traditional.

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What is dialogical learning?

Dialogic learning constitutes the practical framework in which these learning communities develop. It encourages people to learn by interacting with other people, communication being the main source of teaching.

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

In addition, another characteristic of dialogical learning is that all those who participate in it do so on an equal basis. This implies that the contributions of each and every one of the participants are important and are based on criteria of validity and not power.

In its beginnings, the idea of ​​dialogical learning was developed based on the observation of how people are capable of learning not only within schools or educational centers of any kind, but also outside are have the opportunity to assimilate large amounts of information freely and with the possibility of participating in said learning.

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

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The 7 principles of dialogic learning

In order for dialogical learning to be carried out as founded, 7 fundamental principles must be given. They are next.

1. equal dialogue

By dialogue we understand 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, that is, under equal conditions, we get break the hierarchical and authoritarian relationships of traditional education.

This means that each idea, opinion or thought is accepted based on a criterion of validity of the arguments, instead of imposing itself through power or the simple fact of possessing a title supporting.

2. 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 the intelligence quotient and they have a certain cultural and class bias.

The advantage of cultural intelligence, compared to traditional notions of intelligence, is that This includes both academic intelligence and practical intelligence and intelligence communicative.

3. Transformation

As mentioned above, dialogic learning seeks to transform the socio-cultural environment in order to also transform learning. In this way, the transformation of the contexts prior to the exchange of knowledge occurs through the interaction of all the people from whom you learn, including yourself.

4. instrumental dimension

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

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

5. meaning making

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 problem solving together.

Dialogic 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 routines and educational experiences based on equality, it is necessary to assimilate an egalitarian conception of education, in which educational welfare 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 which, far from fostering competition among them, promotes collaboration and the sharing of learning mechanisms and techniques.

This implies that both the teaching staff, as well as the students, as well as the rest of the people in the community, commit themselves when it comes to ensure that all students can enjoy satisfactory academic results.

7. difference equality

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

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

Advantages and contributions

Once you know what they are the theoretical and practical foundations of dialogic learning, as well as the fundamental principles on which it is based, we can reach a series of conclusions about its advantages and contributions to the field of current education.

These benefits are specified in the following points:

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