Dialogical communication is Characteristics, types and development

2024 Author: Miguel Ramacey | [email protected]. Last modified: 2023-12-17 06:11

Dialogue should be understood as equal communication of the subject-subject plan, the purpose of which is self-development, self-knowledge and mutual knowledge of partners. In our article, we will consider the category of dialogic communication: training, principles, types, characteristics. In addition, we will touch on the issue of development.

Dialogue and monologue communication

Dialogue - nothing more than an attempt to talk, and on an equal footing. This definition was developed by G. S. Pomerants. When the whole does not add up, it is a dialogue of the deaf. So, you can indirectly define a genuine dialogue as communication with an attempt to understand a partner.

Dialogue and monologue communication are opposite categories. The monologue is determined by one-sided character. It contains the inevitability of an untruthful outcome through the absolutization of a particle of truth. Apparently, this is exactly what the medieval monks were talking about in the proverb: “The devil is a logician.” By the devil it is appropriate to understand our desire to impose our own will,desire to dominate, as well as actual passions.

Approximately the same is noted by Krishnamurti in a parable he wrote decades ago: “Once a man found a piece of truth. The devil was upset, but then he said: “It's okay: he will try to make the truth a system and return to me.” Dialogue is a kind of attempt to deprive the devil of his prey through trust and openness of dialogue communication.

Fundamental Principles of Communication

As the basic principles of dialogic communication, K. Rogers identified the following:

• Congruence of interlocutors. Here we are talking about the correspondence of experience, its full awareness and means of dialogical communication of one person to the experience, its full awareness and tools of communication of another. This is a conversation "here and now", tune in to a certain psychological state of the partner and yourself.
• A priori trust in the interlocutor. The acceptance of another person as an unconditional value is “the loving removal of oneself from the life of another” (“Aesthetics of verbal creativity”, M. M. Bakhtin).
• Perception of the interlocutor as an equal, who has the right to his own decision and opinion. In fact, people are somehow unequal: in terms of abilities, capabilities, knowledge, and so on. However, if you look at the situation from the other side, then they are equal, because they are able to express their understanding of this or that issue. Dialogic communication is the construction of an understanding of the situation and the generality of its perception.
• Debatable,problematic nature of communication. It is about talking at the level of positions and points of view. It is worth noting that the "established" opinion can easily turn into a dogma. Folk wisdom is inherently dialogical: on any issue there are statements of the opposite plan.
• Personalized nature of dialogic communication. In other words, this is a conversation on behalf of your "I". Generalized impersonal expressions such as "Long established" or "Everyone knows" can ruin the conversation.

Communication Levels

The three types of communication presented can be called levels in the development of dialogic communication. Ritual communication is considered primary and rather superficial, let's say, formal. Depth in this type of dialogic communication arises only when a person comes into contact with social subjects (societies, communities, groups) at the level of symbolism.

Under role-playing communication, to a large extent, one should understand intra-group and business communication. Its basis is the functional division of common activities. Dialogue communication is, first of all, “pure communication” (G. Simmel), like communication. This is the formation of a single space of meanings, views and the human method of existence.

The essence of the category under consideration becomes extremely clear if we characterize its opposite, that is, monologue communication. This is nothing more than the imposition by one person of another of his own goals, the use of an individual to achieve his intentions. Here we are faced not with communication of the "subject-subject" type, but with "subject-object". It is advisable to distinguish two types of monologue communication: manipulation and imperative.

Imperative

Imperative communication should be considered as an authoritarian, directive form of influence on the interlocutor. The goal in this case is to achieve control over his internal attitudes and behavior, coercion to certain decisions and actions. Often, an imperative form of communication is used to establish control and manage the external behavior of an individual. As a means of influence, instructions, orders, prescriptions, punishments, demands, and also rewards are used here.

The main feature of the imperative is that coercion, being the goal of communication, is not veiled: "You will do exactly as I say." This type is quite common in extreme and non-creative varieties of joint activities. This should include the functioning of "power structures", activities of industrial significance, administration of the state (high) level.

Manipulation

Manipulation is nothing more than the impact on the interlocutor to achieve their own intentions of a hidden nature. The Oxford Dictionary defines this category as an act of influencing a person, controlling him with dexterity, but with especially disparaging overtones. In other words, it is a hidden influence and "processing". Main differencemanipulation from imperative communication lies in the fact that the partner is not informed about the true goals of the contact. They are either trivially hidden from him, or replaced by others. The manipulator uses the individual's vulnerabilities psychologically. Among them are character traits, desires, habits or virtues, in other words, everything that can work automatically, without conscious analysis, capable of destroying the manipulation or turning it into ineffective.

Creative process

Dialogue communication is a constant creative process associated with mutual disclosure, understanding, as well as the adoption of a different view of certain things. The interlocutors take such a position in life, which Bakhtin interpreted as "being outside". This is a position of lack of pragmatic interest and disinterestedness in relation to the interlocutor.

Dialogue should be considered as a kind of communication, where the spirit of the whole appears and begins to make its way through the differences of the replicas. In a conversation, agreement can be reached without the explicit hegemony of a single voice. Dialogic text is to be understood as a polyphonic text, in other words, a “choir of voices”. It is interesting to know that Bakhtin noted the work of F. Dostoevsky as the closest to the ideal form of a polyphonic text in Russian literature.

Develop communication

Let's consider the development of dialogic communication between children and adults. Under the development of dialogue, one should consider, first of all, the development of self-awareness on a personal level and onthe basis of this is the ability not only to listen, but also to hear the interlocutor.

The development of a preschooler in relation to speech includes such a term as the ability to conduct a dialogue, in other words, to communicate with others. When communicating, the initial and main function of speech is realized - communicative.

The formation and subsequent development of a dialogic form of communication is considered one of the current tasks of a child's growth in personal terms. This direction in pedagogical interaction takes place within the framework of mutual complementation of the following educational areas: "Speech development", "Cognitive development", "Social and communicative development".

Purpose of communication

The key goals of dialogic communication are the support of social contacts, the influence on the behavior and emotional component of the partner, as well as the exchange of intellectual information.

Among the tasks of the category, it is advisable to note the following:

• Mastering the language, which is a means of communication.
• The establishment and further maintenance of social contacts by children and adults, subject to the use of all available, that is, speech and non-verbal, tools.
• Mastering the methods and means of formulating a detailed text in a productive creative speech.
• Preservation of interactive interaction (this is the ability to listen and hear a partner, ask questions, speak out proactively, and also show a fairly active attitude in response).

Dialogue among preschoolers

Within the framework of speech and socialcommunicative development communication in dialogical speech is the main form of the category. It is characterized by inconsistent activity of preschoolers. Here, one cannot call the task of exchanging complex intellectual data or coordinating joint actions, achieving a common result. First of all, the need associated with establishing an emotional connection and social contact with peers is satisfied.

The child has an extremely expressed need for the presentation of his own "I", in the attention of others. He has a genuine desire to convey to his interlocutors the content and goals of his own actions. Every child feels the need to tell others about his impressions in relation to personal experience. He readily responds if an offer is made to describe his trips to the forest, favorite toys, mother, sister or brother.

Stages of development

The development of a culture of dialogical communication goes through the following stages:

• Pre-dialogue stage ("collective monologue", "duet").
• The stage of actions coordinated in the speech plan, which are aimed at maintaining a conversation (social contact).
• Stage of practical interaction (personally colored contact, meaningful dialogue).

As a result, a dialogic position is created, the ability to hear and listen to a partner develops.

response type. The teacher needs to pay attention to the fact that children master non-verbal means of communication (gestures, facial expressions, pantomime), the correct grammatical and lexical orientation in communication. Preschoolers should develop a sound culture of speech (clear diction, clear pronunciation, intonational expressiveness).

Teaching to communicate the dialogic plan is carried out in the process of various games, conversations, dramatizations, dramatizations, and productive work. It is in these forms of interaction that the tasks that are considered traditional for the method of speech development are overcome:

• Education of speech culture in connection with sound.
• Activation and enrichment of the dictionary.
• Creating the grammatical structure of a preschooler's language.

It is necessary to select certain game tasks, language material, problem situations in such a way as to activate communication between the guys, their initiative statements, stories from personal experience, questions, as well as initiate creativity related to speech activity.

Actual speech stimulation techniques

The most important characteristic of dialogic communication is the use of certain techniques that stimulate speech. Among them, it is important to note the following:

• Surprise occurrence of objects, toys.
• Examination of objects, as well as properties related to them.
• Dramatizations, dramatizations.
• Conversations on topics formulated from personal experience.
• Free use of materials (pictures, colored paper, paints,cubes), interesting costumes, scenery elements and so on.

Conclusion

So, we have fully considered the category of dialogic communication. In conclusion, it is worth noting that dialogue is the basis of the balance that was achieved after the two world wars. Economic efficiency is considered impossible if there is no sustainable order. The latter, in turn, is not relevant without social protection, which does not exist in the absence of an understanding of social life-worlds.

Dialogue is nothing more than the choice by the interlocutors of a joint way of interaction (DV Maiboroda). It is necessary to distinguish between dialogue in the standard, traditional sense, that is, logical, and in the modern - phenomenological. In the first variety, communication is carried out through speech (logos). Phenomenological dialogue is a direct exchange between personal worlds. The possibility associated with mutual understanding is based on parallels of the sense type, on similar intentional structures and, of course, on the similarity of human organizations of consciousness. The fullness of understanding can only be ensured by knowing the language of the interlocutor, and in all its specifics.

Direct interpersonal communication takes place when individuals perceive each other's appearance, that is, they rely precisely on the senses. Based on knowledge (experience), as well as what he saw, ideas about the personality of the interlocutor are formed. They are specified by information about the actions (behavior) of a person. Next, an "explanation" of those facts that are observed, theirinterpretation.

To get rich in a mutual way, people must give everyone the opportunity to speak. You should learn to listen to the interlocutor. Today, it is considered relevant to move away from the notion of modern society as solely the result of state activity, where power is almost the only source of changes in the social plan. It is important to note that attention is shifted to everyday social life, to an ordinary participant in the processes taking place in society, considered as an actor. In various fields of humanitarian and social knowledge, there is a need to understand human experience, taking into account the position of those people who act, their cognitive structures, patterns of experiencing and feeling, the loading of activities in a semantic key, bodily and verbal practices of identity.