Creating Cosmopolitan Thinkers and Communicators Using the Dialogical Approach
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The document discusses using the dialogical approach to create cosmopolitan thinkers and communicators. It describes the dialogical approach as active, organic, and focused on guided activities and dialogue to construct new knowledge. Examples are given of how to infuse values into business discipline content and create a cosmopolitan classroom using this approach. Evidence is presented of its effectiveness through student work samples and reflections showing development of character traits like respect, responsibility and citizenship.
Creating Cosmopolitan Thinkers and Communicators Using the Dialogical Approach
- 1. Creating Cosmopolitan Thinkers and Communicators Using the Dialogical Approach Julia Underwood and Becky Havens @ACBSPAccredited #ACBSP2016
- 2. Overview of Presentation • The Dialogical Approach • Cosmopolitan Communicators • Mini-Dialogical Experience • Evidence of Learning • Conclusion @ACBSPAccredited #ACBSP2016
- 3. The Dialogical Approach Background What is the Dialogical Approach? Applications The Business Disciplines Infusing Values Into Content @ACBSPAccredited #ACBSP2016
- 4. Background • Co-authors created, developed & facilitated five CBFA Dialogical Conferences in the last four years, 2012-2016 References: • Underwood & Havens (2016). Pathways to Integration: The Dialogical Approach, Christian Business Academy Review (CBAR). http://cbfa.org/html/christian_business_academy_review.html • Underwood & Abigail (2015). The Vocation of Management. @ACBSPAccredited #ACBSP2016
- 5. What is the Dialogical Approach? • Upside-down: active, organic & synergistic • Pre-work: prepare by reading & reflecting on key questions • Participation: sequence of guided activities & a focused dialogue resulting in new knowledge construction • “Hot” learning environment: fast-paced & free-flowing • Cosmopolitan communicators: embrace & incorporate difference (Pearce; Lulofs) @ACBSPAccredited #ACBSP2016
- 6. Applications Faculty development Vocation Creating new knowledge Teaching pedagogy Infuse values into discipline content . Dialogical Approach @ACBSPAccredited #ACBSP2016
- 7. The Business Disciplines Accounting Economics Finance Management Marketing Accuracy Assets Liabilities Income statement Balance sheet GAAP Scarcity Market exchange Competition Efficiency Distribution Money management Time value of money Investments Risk & return Business valuation Capital budgeting Planning Leading Organizing Controlling Buying behavior Value proposition 4 P’s: product, price, promotion & place Customer relationship management Possible content areas in the disciplines @ACBSPAccredited #ACBSP2016
- 8. Infusing Values Into Content Dialogical Approach @ACBSPAccredited #ACBSP2016 Cosmopolitan communicators Accounting Economics Finance Management Marketing
- 9. Cosmopolitan Communicators Thinking & Communicating from a Cosmopolitan Context Work with First & Second Year Students Creating a Cosmopolitan Classroom Constructing Knowledge in the Classroom Using the Dialogical Approach: Distinctives @ACBSPAccredited #ACBSP2016
- 10. Thinking & Communicating from a Cosmopolitan Context • “Competent communication” linked to values and attitudes • Pearce’s terminology value and attitudinal communication processes: “Cosmopolitan” (Pearce, 1989) • Supposition: • Different opinions are not attempted to be measured against or lined up with each other • Reaching “agreement” is not a value • Rather, different opinions are to be coordinated amongst each other (Lulofs, 1994) @ACBSPAccredited #ACBSP2016
- 11. Work with First & Second Year Students Observations: • Insecurity • Generational gaps of knowledge and work • Learning as transaction • Desires for employability • Compartmentalization of faith and work @ACBSPAccredited #ACBSP2016
- 12. Creating a Cosmopolitan Classroom Current Issues Dialogical Approach: “Cosmopolitan Classroom” Linear thinkers Cosmopolitan practice Learning as transaction Learning becomes transformational Social networking and an altered community dynamic Class discussions and small group reflections “force” meaningful dialogue Change in creative experiences from which to draw Space, place & purpose for creativity is given Application of the dialogical approach with first & second year students @ACBSPAccredited #ACBSP2016
- 13. Constructing Knowledge in the Classroom Traditional Dialogical Approach Reading of course material before class (textbook) Reading of vocational concepts in tandem with textbook Possible assignment prior to class (paper, quiz, etc.) Individual Reflection assignment loosely adapted from Kolb Values Literature (biblical passage or famous quote) Lecture Individual workbook “closet” filled in Possible class discussion Small group discussion Sharing of reflection insights Sharing of “closet” content and needs Possible active or experiential learning Group discussion workbook closet Items and resources not considered individually Comparison of the traditional and dialogical approach in the classroom
- 14. Using the Dialogical Approach: Distinctives • Opportunity for students to decompartmentalize their personal value system (faith) • Development of cosmopolitan communicators (those who have the skill to take the perspective of others and see the world they way that person sees it without necessarily giving up on their own perspectives (Pearce, 1989; Lulofs, 1994, Tagg, 2003) • An appreciation of others’ worldviews through self-reflection and liberating engagement • Moving from decompartmentalization to cosmopolitan @ACBSPAccredited #ACBSP2016
- 15. Mini-Dialogical Experience Dinomite! @ACBSPAccredited #ACBSP2016
- 16. Evidence of Learning The Six Pillars of Character Evidence: Student Work The Dialogical Approach to Learning @ACBSPAccredited #ACBSP2016
- 17. The Six Pillars of Character • Trustworthiness • Respect • Responsibility • Fairness • Caring • Citizenship Reference: M.S. Josephson @ACBSPAccredited #ACBSP2016
- 18. Evidence: Case 1 & Group Discussion Martin Luther King, Jr. Steve Jobs Roosevelt Sheryl Sandberg respect citizen responsibility
- 19. Evidence: Case 2 & Group Discussion
- 20. Evidence: Case 3 & Student notes and Discussion Introduction comments
- 21. Evidence: Case 3 Vocation Chapter: Student notes
- 22. Evidence: Case 3 Vocation Chapter: Student Reflection
- 24. References • Josephson, M.S. (1996). Making ethical decisions. • Lulofs, R.S. (1994). Cosmopolitan communication and the evangelical impulse: Transcending a paradox. • Pearce, W.B. (1989). Communication and the Human Condition. Southern Illinois Press. • Tagg, J. (2003). The Learning Paradigm College. Jossey-Bass. • Underwood, J. & Havens, R. (2016). Pathways to Integration: The Dialogical Approach, Christian Business Academy Review. http://cbfa.org/html/christian_business_academy_review.html • Underwood, J. & Abigail, R.A. (2015). The Vocation of Management. @ACBSPAccredited #ACBSP2016