Dialogue in the Educational Process

Understanding dialogue from the perspective of education in the current context requires a perception of reality that is revealed with a marked tendency for personal egocentrism, social inequality, and religious proselytism. This can be perceived by different experiences that reveal, in part, an individual encapsulation, a political polarization, and a religious division—aspects that express the need to promote dialogue between and among people, social groups, and religious denominations. Hence, it is proposed to return to the concept and practice of dialogue based on a relational dynamic, guided by the proposal of Martin Buber. To illuminate social reality, the theory of Jürgen Habermas will be revisited, and, to deepen the disposition of the dialogue with the purpose of building an educational project, the suggestion of Hans Küng will be accepted. Such assumptions, among others, are recognized as elements of an educational project in which dialogue should be exercised as a lifestyle, a way of living, and a possibility to transcend—through the experience of significant relationships, promotion of social equality, or universal communal experience. Abstract: Understanding the dialogue from the perspective of fraternity, in the current context, requires a perception of reality that is revealed, with a marked tendency, by personal egocentrism, social inequality, and religious proselytism. This can be perceived by different experiences that reveal, in part, an individual encapsulation, a political polarization and a religious division, aspects that express the need to promote dialogue between people, social groups, and religious denominations. For this reason, it is proposed to return to the concept and practice of dialogue based on a relational dynamic, guided by the proposal of Martin Buber (1878-1965); and, to illuminate social reality, the theory of Jürgen Habermas (1929-) will be revisited; and, to deepen the disposition of the dialogue, with the purpose of building a communal project, the suggestion of Hans Küng (1928-2021) will be accepted. Such assumptions are recognized, among others, as elements of an educational project, in which dialogue should be exercised as a lifestyle, a way of living and a possibility to transcend, either through experience of significant relationships, promotion of social equality or universal communal experience

Epistemology · Inequality · Pedagogy · Perception · Political science · Politics · Sociology · Critical Theory and Philosophy · Diverse Education Studies and Reforms · Law · Psychology · Social Psychology