Associate Professor of Dramatic Literature Shahid Bahonar University of Kerman
10.29252/kavosh.2004.2300
Abstract
This article is an attempt to discuss the value of “dialogue” as a crucial method in teaching (literature). The “warp” of Plato’s wisdom is fortified with the “weft” of his presentation, something that is academically called “dialogue”. The “ironic Socrates”, one who pretends not to know, is an outstanding model for a teacher to encourage students to ask. Having this procedure in view, this essay will try to establish the fact that students, at least in subjects like humanities, cannot be given “absolute” but “concrete” answers. In other words, our answers should show “what is right and wrong in a given situation”. The article will further discuss the role of the teacher in a conflicting dialectical class where spontaneity, genuineness, and indirection will eventually help the student to arrive at an answer for him-/herself.
Ghaderi, B. (2004). The Role of Dialogue in Teaching Literature. Journal of Kavoshnameh in Persian Language and Literature, 5(9), 91-111. doi: 10.29252/kavosh.2004.2300
MLA
Behzad Ghaderi. "The Role of Dialogue in Teaching Literature". Journal of Kavoshnameh in Persian Language and Literature, 5, 9, 2004, 91-111. doi: 10.29252/kavosh.2004.2300
HARVARD
Ghaderi, B. (2004). 'The Role of Dialogue in Teaching Literature', Journal of Kavoshnameh in Persian Language and Literature, 5(9), pp. 91-111. doi: 10.29252/kavosh.2004.2300
VANCOUVER
Ghaderi, B. The Role of Dialogue in Teaching Literature. Journal of Kavoshnameh in Persian Language and Literature, 2004; 5(9): 91-111. doi: 10.29252/kavosh.2004.2300
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