Development of critical thinking through dialogue

AuthorIrena Alimerko
PositionUniversity 'Ismail Qemali' of Vlora
Pages60-65
60
Vol. 5 No.2
September, 2019
Balkan Journal of Interdisciplinary Research
IIPCCL Publishing, Graz-Austria
ISSN 2410-759X
Acces online at www.iipccl.org
Development of critical thinking through dialogue
PhD Irena Alimerko
University "Ismail Qemali" of Vlora
Abstract
Dialogue is considered as one of the key points of teaching, it promotes critical thinking.
The dialogue method is more advantageous than other methods as it completes and enables
students to develop in every aspect the critical thinking, wont, pa er, listening and writing
skills.
The purpose of this study is to show and analyze that the application of this method
in the teaching process helps in the be er realization of teaching content as well as in the
development of critical thinking. Dialogue as a form of communication and method in the
learning process enables to share the thoughts, ideas, experiences and a itudes among the
principal participators in the classroom (teachers and students).
Dialogue is important not only in terms of learning but also in social terms as it creates a
healthy personality in children. Dialogue is developed with questions and answers that
make the children a entive during the lesson and encourage them to think. The research was
conducted with 100 teachers from the ninth grades schools and 20 teachers from the Vlora’s
high schools.
Keywords: dialogue method, teacher, critical thinking, conversation.
Introduction
Dialogue as a form of communication is at the core of teamwork, a precondition for
productive educational activity. To dialogue means to respect the opinions of others,
a discussion in the interest of all. A good dialogue does not need a mediator that puts
the parties far apart. Dialogue does not only mean speaking quietly, but also listening
to the other's opinion and through dialogue we try to go toward the truth and not
toward the triumph.
Dialogue gives the opportunity to think di erently, to estimate the other and to
maintain a critical a itude towards the issue on which we are discussing. Through
dialogue we change our mentalities and create mutual trust. Careful conversation,
in order to reach the truth only through questions and sub-questions, is generally
successful. The essence of the method is to construct questions thereupon questions
in a logical way (h p://Pedagogjiama.Com/Wp-Content/Uploads/2011/). From the
aspect of learning organization, dialogue is the rst step in stimulating student
activity. Dialogue has a special place in teaching, both in its methodological value
and in its frequency of use. Therefore, we say that the democratization of school life
and teaching creates optimal conditions for more sophisticated variants of dialogue
implementation to stimulate students' self-activity (N azi Zyl u 2011, p. 288).
A common conversation is not the same as dialogue as a teaching method. Dialogue
encourages students to think, it is spontaneous, dynamic, exible while avoiding
detailed conversation planning. Dialogue is used in situations where new truth is

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