Date of Completion

9-1995

Document Type

Open Access Capstone

Degree Name

Master of Arts (MA)

First Advisor

Lynn Dhority

Second Advisor

Rosalind Cochrane

Third Advisor

John Murray

Abstract

The purpose of this thesis is to examine the theoretical and conceptual elements of the Dial ogue process in the context of our present and pressing need for dynamic educational organization and reform. The Dialogue process provides an approach for shifting consciousness. Dialogue is thus reviewed as a vehicle for creating learning and transformation in individuals and groups by cultivating individual capacities to shift from a Newtonian-objective reality to a post-modem Systems world-view. Such a paradigm shift is relevant for understanding the underlying theory fundamental to constructivist practices, for integrating transformational thinking skills into curricula, and for creating the kind of collaborative environment and leadership necessary for cultural changes that improve teaching and learning. Learning and practicing new ways of speaking, listening and thinking develops. Thus, Dialogue provides a practicing context useful uncovering the underlying assumptions and presuppositions that serve as barriers to our individual and collective learning. Dialogue is a process by which individuals can develop a capacity to be in "learning space" an internal orientation toward learning and generative thinking as opposed to reacting mindlessly from assumed (previously learned) position of "certainty." This thesis also explores the scientific underpinnings for Dialogue found in quantum theory and the philosophy of the Dialogue process as proposed by quantum physicist David Bohm. The current Dialogue literature is reviewed and together with the writer's own Dialogue experience provides an overview for those interested in the application of Dialogue's holistic, systemic and relational principles to educational reform.

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