Dialogue in Dialogic Pedagogy

In line with increasing disapproval and criticism of lecturing or traditional ‘monological’ education and the growing reception of social constructivist frameworks in education, dialogic education has been developed in the last 30 years in reference to various frameworks. in spite of the fact that education is basically a dialogic practice due to the inherently dialogic nature of the process of meaning-making, education as an ideology or project often distorts its inherent dialogicity and becomes anti-dialogical, inhumane and deviant. essentially, dialogue must be the discourse of education, without which genuine education does not survive. this approach to education inevitably demands learners’ engagement and teachers’ constructively intervention through dialogue. regarding the significance of applying dialogue in education systems specifically in iran where lecturing still prevails, this article was an effort to conceptualize dialogue for educators to make a better understanding of the concept to apply it effectively in their educational contexts, to distance from mere lecturing and transference of information, and to move toward transformation of knowledge in the cooperative community of class.