The modern dialogue movement has gained worldwide significance. Based upon genuine archival work, the authors of the present book reconstruct the history of the movement from 1900 to 2000. Looking at ...central episodes in the history of 11 international dialogue organizations, they identify 3 distinct groups that are shaping the movement: individual religious virtuosi, countercultural activists, and representatives of religious institutions.
For addressees to respond in a timely fashion, they cannot simply process the speaker's utterance as it occurs and wait till it finishes. Instead, they predict both when the speaker will conclude and ...what linguistic forms will be used. While doing this, they must also prepare their own response. To explain this, we draw on the account proposed by Pickering and Garrod (2013a), in which addressees covertly imitate the speaker's utterance and use this to determine the intention that underlies their upcoming utterance. They use this intention to predict when and how the utterance will end, and also to drive their own production mechanisms for preparing their response. Following Arnal and Giraud (2012), we distinguish between mechanisms that predict timing and content. In particular, we propose that the timing mechanism relies on entrainment of low-frequency oscillations between speech envelope and brain. This constrains the context that feeds into the determination of the speaker's intention and hence the timing and form of the upcoming utterance. This approach typically leads to well-timed contributions, but also provides a mechanism for resolving conflicts, for example when there is unintended speaker overlap.
The concept of character formation (Danish: dannelse; German: Bildung) is contested. This paper firstly outlines (quite briefly) a theory of ’dannelse’, dannelse as humanity/being humane, by ...introducing the ideal of impartiality. This implies that the concept of ’dannelse’ is derived from the philosophy of culture/philosophical anthropology, and then moved into pedagogical philosophy, thereby shifting position from something to be achieved towards a guidance. Secondly, it will be presented why and how this is meaningful for pedagogic, education and teaching, including how it helps and guides teaching, understanding, choice, and defense of subject matters. This includes, thirdly, presenting in which way thinking along a notion of ’dannelse’ gives meaning to the concept of truth, and assists in handling the ideals of enlightenment (reason, freedom, and knowledge), without ignoring the complexity and darker sides of human being.
Conversational recommendation systems are crucial for making recommendations agreeable to the user. To reach an agreeable recommendation, this study proposes a dialog strategy that represents a ...reasonable order of items and elicits the current estimation by the wording of utterances based on the subjective preference estimation. We developed two dialog functions for the topic and word choice based on the history of preference estimations. The human impression of a robot's diligence, understanding capability, and satisfaction were evaluated through a conversation with a virtual robot using a crowdsourcing platform. We compared six conditions that differed based on two topics and three wording patterns. The experimental results indicated that the main effect of the wording patterns, whereas one of the topic choices was not found to be significant. Further analysis showed that accurate estimation improves the robot's impression when demonstrating its diligence.
The concept of character formation (Danish: dannelse; German: Bildung) is contested. This paper firstly outlines (quite briefly) a theory of ’dannelse’, dannelse as humanity/being humane, by ...introducing the ideal of impartiality. This implies that the concept of ’dannelse’ is derived from the philosophy of culture/philosophical anthropology, and then moved into pedagogical philosophy, thereby shifting position from something to be achieved towards a guidance. Secondly, it will be presented why and how this is meaningful for pedagogic, education and teaching, including how it helps and guides teaching, understanding, choice, and defense of subject matters. This includes, thirdly, presenting in which way thinking along a notion of ’dannelse’ gives meaning to the concept of truth, and assists in handling the ideals of enlightenment (reason, freedom, and knowledge), without ignoring the complexity and darker sides of human being.
Hensikten med denne studien er å belyse informasjonsflyt i overføring av pasient fra spesialisthelsetjenesten til kommunale helsetjenester, gjennom å fortolke erfaringer fra saksbehandlere i ...forvaltningsnivået TK. Studien er basert på kvalitative intervjuer med 11 informanter. Dataanalysen er inspirert av Granheim og Lundmans kvalitative innholdsanalyse. Tre temaer ble identifisert; 1. ulike perspektiver i rapportering, 2. frustrasjon og kontroll og 3. gjensidighet i samhandling. Temaene diskuteres i lys av informasjonskvalitet, konsekvenser av ulike perspektivvalg, gjensidighet og anerkjennelse. Studien finner et tydelig behov for anerkjennelse av perspektiv, ansvar og kompetanse hos TK ansatte, samt et ønske om formell dialog rundt utfordringene.
This volume takes us back to the roots of Christianity and exemplifies the significance of Syriac Theology for our time. Bringing together articles by scholars from diverse disciplines, this volume ...aims at a deeper understanding of the legacy, importance, and challenges of Syriac Theology. The articles in the first part of the volume focus on the biblical, exegetical, and christological tradition of the Syriac Orthodox Church. The articles in the second part of the volume explore the dialogical intertextuality between Syriac Christianity, Rabbinic Judaism, and the Quran.
I denne artikkelen søker vi å gi svar på følgende spørsmål: Hvilke muntlige dialogiske rom finnes i klasseromshverdagen på mellomtrinnet? Det gjøres ved å studere mulighetene elevene får til å bruke ...stemmen sin og språket sitt i læringsarbeidet. Studien er basert på observasjoner i fire klasser på mellomtrinnet på én skole. Hver av klassene har blitt observert i én uke. Fyldige feltnotater samt lydopptak i én av klassene utgjør datamaterialet. I analysen identifiseres først hvilke organiseringsformer som er nyttet i alle de observerte timene (helklasse, individuelt arbeid, par- og gruppearbeid). Videre identifiseres og undersøkes den muntlige interaksjonen i helklasseundervisningen, og da spesielt sekvenser med dialogisk potensial. Drøftingen indikerer at elevene på mellomtrinnet, selv i et fellesskap preget av relasjonell anerkjennelse, i liten grad inviteres inn i utforskende dialoger der de får bruke sitt språk og sine idéer i møte med faglige problemstillinger. Med henspill på de siste tiårs nasjonale satsinger rettet mot fornyelse av skolens praksis i retning av mer elevaktive arbeidsformer, er dette tankevekkende. Studiens bidrag er å tilby realistiske bilder fra klasseromshverdagen som utgangspunkt for å peke på vilkår for å skape dialogiske rom der elevene får bruke sitt språk og sine idéer i faglig utforsking.
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