Student name: Liu Le
Student number: 12507893 Tutorial C, FB1
Dialogue is not simply the means that informal educators use, but are also what educators should seek to cultivate in local life. They may be approach as relationships to enter rather than simply as methods. Dialogue is not merely a set of techniques for improving organizations, enhancing communications, building consensus, or solving problems. It is based on the principle that conception and implementation are intimated linked, with a core of common meaning. As we know, dialogue’s purpose would be to create a setting where conscious collective mindfulness could be maintained. Fragmentation of thought is like a virus that has infected every field of human endeavor. There are several stages and levels of dialogue: 1.instability of the container; 2. instability in the container; 3. inquiry in the container; 4.creativity in the container. We need the techniques of dialogue to help us build a container—an environment that promotes collective inquiry—and to learn to pay careful attention to what is happening within in and within ourselves. Passing from one phase to the next seems to entail meeting different types of individual and collective crises. Once one moves through a period, one can return to it. To a certain degree, all the periods are always currently, though one may seem more dominant at any moment.
The setup and facilitation of dialogue is discipline in itself, which requires respect and humility to be understood. It may take more than one year to develop these competencies, depending on where we start. Mastery is a lifetime’s work. Lots of people argue that the essential tactics, when faced with difficulties, is not to think about action, nor to talk, but to act. In dialogue, however, we do not think about what we are doing; we