Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics

Dialogue-based learning is an inclusive pedagogy that leverages epistemological pluralism in the classroom to enhance cross-cultural education, encourage critical thinking across modes of inquiry, and promote novel contributions in applied ethics. The framework emerged from the Buddhism-science dial...

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Autores principales:	Michael R. Romano, Erika Díaz-Almeyda, Tenzin Namdul, Yeshi Lhundup
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	science education inclusive pedagogy applied ethics cross-cultural education epistemology Tibetan Buddhism Communication. Mass media P87-96
Acceso en línea:	https://doaj.org/article/2fb7f63f28d848bcaccfe40387a4054d
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id	oai:doaj.org-article:2fb7f63f28d848bcaccfe40387a4054d
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spelling	oai:doaj.org-article:2fb7f63f28d848bcaccfe40387a4054d2021-11-19T04:26:14ZDialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics2297-900X10.3389/fcomm.2021.731839https://doaj.org/article/2fb7f63f28d848bcaccfe40387a4054d2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fcomm.2021.731839/fullhttps://doaj.org/toc/2297-900XDialogue-based learning is an inclusive pedagogy that leverages epistemological pluralism in the classroom to enhance cross-cultural education, encourage critical thinking across modes of inquiry, and promote novel contributions in applied ethics. The framework emerged from the Buddhism-science dialogue and our experiences teaching science courses for Tibetan Buddhists in India through the Emory-Tibet Science Initiative. Buddhism and science are two modes of inquiry that emphasize critical inquiry and empiricism, yet navigating complementarities and points of friction is challenging. Our proposed framework aims to raise awareness of onto-epistemological assumptions to convert them from obstacles into assets in dialogue. In drawing attention to epistemological orientations, our framework demonstrates that receptivity to other ways of knowing fosters clarity in one’s own views while creating space for new and enriching perspectives. In this article, we contextualize the Buddhism-science dialogue, explore the development of our dialogue-based learning framework, and demonstrate its application to a novel exchange about the COVID-19 pandemic. Broader aims of the framework include increasing scientific literacy and advancing transdisciplinary research.Michael R. RomanoErika Díaz-AlmeydaTenzin NamdulYeshi LhundupFrontiers Media S.A.articlescience educationinclusive pedagogyapplied ethicscross-cultural educationepistemologyTibetan BuddhismCommunication. Mass mediaP87-96ENFrontiers in Communication, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	science education inclusive pedagogy applied ethics cross-cultural education epistemology Tibetan Buddhism Communication. Mass media P87-96
spellingShingle	science education inclusive pedagogy applied ethics cross-cultural education epistemology Tibetan Buddhism Communication. Mass media P87-96 Michael R. Romano Erika Díaz-Almeyda Tenzin Namdul Yeshi Lhundup Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics
description	Dialogue-based learning is an inclusive pedagogy that leverages epistemological pluralism in the classroom to enhance cross-cultural education, encourage critical thinking across modes of inquiry, and promote novel contributions in applied ethics. The framework emerged from the Buddhism-science dialogue and our experiences teaching science courses for Tibetan Buddhists in India through the Emory-Tibet Science Initiative. Buddhism and science are two modes of inquiry that emphasize critical inquiry and empiricism, yet navigating complementarities and points of friction is challenging. Our proposed framework aims to raise awareness of onto-epistemological assumptions to convert them from obstacles into assets in dialogue. In drawing attention to epistemological orientations, our framework demonstrates that receptivity to other ways of knowing fosters clarity in one’s own views while creating space for new and enriching perspectives. In this article, we contextualize the Buddhism-science dialogue, explore the development of our dialogue-based learning framework, and demonstrate its application to a novel exchange about the COVID-19 pandemic. Broader aims of the framework include increasing scientific literacy and advancing transdisciplinary research.
format	article
author	Michael R. Romano Erika Díaz-Almeyda Tenzin Namdul Yeshi Lhundup
author_facet	Michael R. Romano Erika Díaz-Almeyda Tenzin Namdul Yeshi Lhundup
author_sort	Michael R. Romano
title	Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics
title_short	Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics
title_full	Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics
title_fullStr	Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics
title_full_unstemmed	Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics
title_sort	dialogue-based learning: a framework for inclusive science education and applied ethics
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/2fb7f63f28d848bcaccfe40387a4054d
work_keys_str_mv	AT michaelrromano dialoguebasedlearningaframeworkforinclusivescienceeducationandappliedethics AT erikadiazalmeyda dialoguebasedlearningaframeworkforinclusivescienceeducationandappliedethics AT tenzinnamdul dialoguebasedlearningaframeworkforinclusivescienceeducationandappliedethics AT yeshilhundup dialoguebasedlearningaframeworkforinclusivescienceeducationandappliedethics
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Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics

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