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 consider the category of dialogic communication: training, principles, types, characteristics. In addition, we touch on the issue of development.
Dialogue and monologue communication
Dialogue is nothing more than an attempt to talk on equal terms. This definition was developed by G.S. Pomerants. When the whole does not add up, it is a dialogue of the deaf. So, one can indirectly define a genuine dialogue as communication with an attempt to understand a partner.
Dialogic and monologic communication are opposite categories. The monologue is determined by a one-sided character. He embodies the inevitability of an untruthful result through the absolutization of a piece of truth. Apparently, this is what medieval monks spoke of in the proverb: “The Devil is a Logician”. By the devil it is advisable to understand our desire to impose our own will, desire to dominate, as well as actual passions.
About the same thing Krishnamurti notes in a parable that he wrote dozens of years ago: “Once a man found a piece of truth. The devil was upset, but then said: “It's okay: he will try to make the truth a system and will 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 dialogue communication, C. Rogers singled out the following:
- Congruence of interlocutors. Here we are talking about the correspondence of experience, its full awareness and the means of dialogic communication of one person to experience, his full awareness and communication tools of another. This is a “here and now” conversation, a mood for a certain psychological state of a partner and himself.
- A priori confidence in the interlocutor. The acceptance of another person as an unconditional value is “the loving elimination 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 one way or another 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 a particular issue. Dialogue communication is the construction of an understanding of the situation and the generality of its perception.
- The debatable, problematic nature of communication. This is a conversation at the level of positions and points of view. It is worth noting that the “established” opinion can easily turn into a dogma. Popular wisdom is essentially dialogical: statements of the opposite plan exist for any problem.
- The personified nature of dialogic communication. In other words, this is a conversation on behalf of your "I". Generalized impersonal expressions, such as “It has long been established” or “Everyone knows”, can destroy the dialogue.
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. The 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.
To a large extent, role communication should be understood as intra-group and business communication. Its basis is the functional division of the overall activity. Dialogue communication is primarily “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, monologic communication. This is nothing but the imposition by one person of one’s own goals on another, the use of the individual to achieve his intentions. Here we are faced not with the communication of the "subject-subject" type, but with the "subject-object". It is advisable to distinguish two types of monological 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, to enforce one or another decision and action. Often, an imperative form of communication is used to establish control and management of the external behavior of the individual. As means of influence, instructions, orders, prescriptions, punishments, requirements, as well as rewards are used here.
The main feature of the imperative is that coercion, as the goal of communication, is not veiled: "You will do exactly as I say." This species is quite common in extreme and non-creative varieties of joint activities. This should include the functioning of "power structures", activities of industrial significance, and administration of a state (high) level.
Manipulation
Manipulation is nothing but an impact on the interlocutor to achieve his own intentions of a hidden nature. In the Oxford Dictionary, this category is defined as an act of influencing a person, managing him with dexterity, but with a particularly dismissive subtext. In other words, it is a hidden effect and "processing." The main difference between manipulation and imperative communication is that the partner is not informed about the true goals of the contact. They either hide in a banal way from him, or are replaced by others. The manipulator uses the vulnerabilities of the individual psychologically. Among them are features of character, desire, habit or dignity, in other words, everything that can work automatically, without conscious analysis that can destroy the manipulation or turn it into ineffective.
Creative process
Dialogue communication is a constant creative process associated with mutual disclosure, understanding, and the adoption of a different view of certain things. The interlocutors take such a position in life that Bakhtin interpreted as “out-of-place”. This is the position of the 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 work its way through the differences in replicas. In a conversation, agreement can be reached without the explicit hegemony of a single voice. Dialogic text should be understood as a polyphonic text, in other words, a “chorus of voices”. It is interesting to know that Bakhtin noted the works of F. Dostoevsky closest to the ideal form of a polyphonic text in Russian literature.
Communication development
Consider the development of dialogue dialogue between children and adults. Under the development of dialogue, it is necessary to consider primarily the development of self-awareness in a personal plan and, on the basis of this, 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 dialogical form of communication is considered one of the current tasks of the child’s growth in personal terms. This direction in pedagogical interaction takes place within the framework of the mutual complementation of the following educational areas: “Speech development”, “Cognitive development”, “Social and communicative development”.
Purpose of communication
The key goals of dialogical communication are the support of social contacts, 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.
- Establishment and further maintenance of social contacts by children and adults, provided that all available, that is, speech and non-speech, tools are used.
- 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 up initiatively, and also show a fairly active attitude in response).
Dialogue among preschoolers
Within the framework of speech and socio-communicative development, dialogue in dialogic speech is the main form of category. It is characterized by inconsistent activity of preschoolers. Here one cannot call the task the exchange of complex intellectual data or the coordination of joint actions, the achievement of a common result. First of all, the need is satisfied, connected with the establishment of emotional connection and social contact with peers.
The child has the utmost expressed need for the presentation of his own "I", in the attention of others. He has a genuine desire to bring to the interlocutors the content and goals of his own actions. Each child has a need to tell others about their impressions of their personal experiences. He willingly responds if there is a proposal to describe his campaigns in the forest, his favorite toys, mom, sister or brother.
Stages of development
The development of a culture of dialogic communication goes through such stages:
- Stage of pre-dialogue (“collective monologue”, “duet”).
- 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 dialogue position is created, the ability to hear and listen to a partner develops.
Extremely important is a holistic approach to creating dialogic speech, as well as the inadmissibility of the option associated with reducing the tasks of teaching dialogic communication only to the development of a question-answer type. The teacher must 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 cultivate a sound culture of speech (clear diction, pure pronunciation, intonational expressiveness).
Learning to communicate a dialogical plan is carried out in the process of various games, conversations, dramatizations, dramatizations, and productive work. It is in such forms of interaction that tasks that are considered traditional for the method of speech development are overcome:
- The education of speech culture in conjunction with sound.
- Revitalization and enrichment of the dictionary.
- Creating the grammatical structure of the language of the preschooler.
It is necessary to select certain game tasks, language material, problem situations in such a way as to intensify communication between the guys, their initiative statements, stories from personal experience, questions, as well as initiate creativity related to speech activity.
Actual techniques for stimulating speech
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 appearance of objects, toys.
- Inspection of objects, as well as properties related to them.
- Dramatization, dramatization.
- Conversations on topics formulated from personal experience.
- Free use of materials (pictures, colored paper, paints, cubes), interesting costumes, decoration elements and so on.
Conclusion
So, we fully examined the category of dialogic communication. In conclusion, it is worth noting that dialogue is the basis of the balance that was achieved after 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 if there is a lack of understanding of the social life worlds.
Dialogue is nothing but a choice by the interlocutors of a joint path of interaction (D.V. Mayboroda). 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 (logo). Phenomenological dialogue is a direct exchange between personal worlds. The opportunity associated with mutual understanding is based on parallels of the semantic type, on similar intentional structures, and, of course, on the likeness of human consciousness organizations. The fullness of understanding can be provided only by knowledge of the language of the interlocutor, and in all its specificity.
Direct interpersonal communication takes place when individuals perceive each other's external appearance, that is, rely precisely on the sensory organs. Based on knowledge (experience), as well as what is seen, 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 the facts that are observed, their interpretation is carried out.
To enrich themselves in a mutual way, people must give everyone the opportunity to speak out. You should learn to hear the interlocutor. Today, it is considered relevant to move away from ideas about modern society as exclusively the result of state activity, where the government acts as the only source of changes in social terms. It is important to note that attention is shifted to everyday social life, to the ordinary participant in the processes taking place in society, regarded as an actor. In various areas 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 experience and feelings, the load of activity in a semantic vein, bodily and verbal practices of identity.