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Discourse on Discourse Within the Teaching Process

Ćiril Čoh


Discourse, especially the one in the teaching process, is not good or bad by itself, but by what its content is. It should be constantly re-examined in order not to make it a source of frustration, dissatisfaction and other effects which are not desirable in the teaching process. A possible model of re-examination can be found in the books "Das reflektierende Team" by Tom Andersen and "Umijeće razgovora" by Pavao Brajša. Both authors analyse the way we usually talk with others and suggest how to talk in order to achieve a feeling of togetherness which will result in the happiness and success of the participants. The author of this paper has adapted discourse to the needs of the teaching process and offers materials with suggestions how to use them. All this can encourage a reshaping of contents and materials for different usage. It is his aim to point out the importance of critical reassessment of the content of our conversations: do we listen and speak with the same zeal; do we reflect on what we say and on what we hear from others; do we keep those reflections to ourselves or do we communicate with others – and can we find the right measure; can our conversation be classified as an »either – or« type – where only one opinion is right, or, is it a »both – and2« type of conversation, in which different opinions complement each other, expand and include each other – and, through this, they illuminate, purify and enrich one another; do we know how to ask circular questions, which reveal the interrelation of facts, and not just the facts themselves, the context of events, and not just the events themselves; do we make conversations in which the other party is equal; do we appreciate students or do we only evaluate them; are we sensitive to positive opinions and attitudes, or do we hunt for the unacceptable in others; are our opinions and suggestions too common, and hence tiresome, or too unusual, and thus causing distrust?

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