Medicine in the United States is generally fragmented as a profession, as are Academic Medical Centers as institutions. Academic Medical Centers (AMC) typically consist of a College of Medicine with its afliated University Hospital. The University Hospital often has a closed medical staff, meaning that only the faculty members of the medical school are able to care for patients in the hospital. Community physicians who are not faculty members are typically not allowed to mana

From empirical studies on joint conversations in the classroom (e.g. Finlay 2015), it becomes apparent on the one hand that skills such as listening and dialogical speaking to one another are regarded as fundamental, but often presupposed and not developed jointly in class; on the other hand, it also becomes apparent that the conversational behaviour of teachers contributes little to the emergence of dialogues (cf. Lüders 2011; de Boer 2015). In this way, a basic attitude of

Aus empirischen Untersuchungen zu gemeinsamen Gesprächen in der Klasse (z.B. Finlay 2015), wird einerseits sichtbar, dass Fähigkeiten wie das Zuhören und das dialogische Miteinandersprechen als grundlegend betrachtet, doch oft vorausgesetzt und nicht im Unterricht gemeinsam entwickelt werden; andererseits zeigt sich auch, dass das Gesprächsverhalten von Lehrkräften nur wenig zur Entstehung von Dialogen beiträgt (vgl. Lüders 2011; de Boer 2015). So kann eine dialogische Grundh

My opportunity to work with Dialogue began in the 1990s. The German Unification process was a real challenge, especially for citizens of the former German Democratic Republic, or East Germany (GDR). Various East-West projects were developed and implemented to support this process, including dialogic approaches in which I was able to participate. In more recent years I had many opportunities to work with dialogue in the European Union. These included projects helping new membe

Dialogue in Extreme Business Stress Environments, September 25th 2019

Higher education, a context that often promotes open thinking, synthesis of ideas and collaboration as an ideal, is itself rife with fragmentation. This becomes apparent in many ways: through often-conflicting institutionalised habits and practices, mental models, formal and informal relationships (such as between directors, managers, lecturers and students), unevenly distributed participation, a weakened sense of agency and conflicting goals.

With globalisation, workers today face challenges that language educators in higher education cannot ignore. As English is the globally shared language in working life, educators need to pay attention to the fact that interaction skills are one of the most called-for skills in any present-day job. Conventionally, English for working-life courses aim at providing students with such skills as telephoning, emailing, and participating in meetings and negotiations. The topic of so

In order to professionalise future teachers of primary school education at the University of Koblenz, since 2013 my colleague Heike de Boer has been working systematically on how a basic attitude of dialogue can be built up in conversation and how it can be examined by students in the process of research-based teaching and learning (cf. de Boer 2019a2, de Boer 2019b3, de Boer 20184). Since 2018, I have been adapting the seminar concept developed by Heike de Boer for philosoph

The aim of dialogic conversations, in the sense of David Bohm’s practice, is to let the emphasis be put on the process (rather than outcomes) so that the implicit and initially unspeakable can surface in a mutual conversation (Bohm 2005, p. 36). This is exactly what the student-teacher and the children succeeded in doing in the small dialogue described above. The student-teacher broke the pattern of judgement and contradiction established between Ahmed and Fatma, and gave the

I am enthusiastic about explaining how I came to want to give Dialogue a broad place in schools, about the added value Dialogue offers in that setting and how it benefits students and our society.

Proakatemia is a unit in the School of Business & Media in Tampere University of Applied Sciences (TAMK) in Tampere, Finland, that specializes in entrepreneurship and team leadership. Currently there are about 160 team entrepreneur students (TEs) in Bachelor of Business Administration (BBA) and MBA degree programs and 12 team coaches. Last year, Proakatemia started the first bilingual (English and Finnish) international BBA degree program in Entrepreneurship and Team Leadersh

As the Director of Graduate Medical Education (GME) at an academic medical center, I oversee the requirements of the resident physician training programs. Resident physicians (residents) are in the final phase of medical education. They are learners who have graduated from medical school and are training in their selected medical specialty field with supervision. At the completion of residency training, these physicians are eligible to be licensed, board certified, independen

This paper deals with dialogical development in basic education within one Finnish municipality. More specifically, it is development work done together with professionals working with students with special needs. The development has been carried out through the project Renewing Dialogues in Social and Health Care – Leadership, Well-Being and Productivity (European Social Fund Development, 2019–2021). The project aims to promote dialogue and work well-being in Finnish workpla

This paper will explore the basic principles of dialogic team coaching in TAMK Proakatemia, a special unit of entrepreneurship education in Tampere University of Applied Sciences (TAMK) in Finland. Currently the learning community of Proakatemia consists of about 150 students studying in the Bachelor of Business Administration (BBA), Entrepreneurship and Team Leadership, and physical therapist programmes; 11 coaches; about 20 students in the MBA in Entrepreneurship programme;