Tuesday, January 24, 2012


Question: Why do so many discussions about problems in education end in impasse?

Answer/Quote: “The latest public argument in which I have been involved ended like many other discussions in and about education: impasse. Instead of dialogue, we produced something like simultaneous monologues. Each side developed a separate and legitimate thrust in the noise of the situation, but the opposing points never met each other. We talked past each other, rather than to each other.” P. 548.

Quote: “Probably we should have stopped the dialogue long enough to define those different basic assumptions. In fact, it now seems most counterproductive even to have begun discussion without an open, mutual recognition of the basic assumptions from which every participant planned to operate.” P. 540.

Quote: “Unfortunately, it is not only possible but typical in education to carry on ‘dialogues’ without once checking basic assumptions, then to stand flabbergasted when ‘agreements’ are so readily ‘broken’—always by the ‘the other guy.’” P. 540.

Comment: How do two people determine their assumptions before beginning discussions? RayS.

Title: “Editorial: Earth, Air and Argument.” Lloyd W. Kline, Editor. The Reading Teacher (March 1973), 5488-549.

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