Analysis of " Inquiry-based Dialogue" pattern in human communications (The study of dialogue and education expert's point of view regarding utilization of Inquiry-based Dialogue)

The purpose of this research is to study the quiddity of inquiry-based dialogue pattern and to survey the educational function of this kind of dialogue to children in both individual and the social aspects. The conceptual framework of this thesis is mainly based on the combination of the concepts of “multi-dimensional and Reflective thinking” in teaching “philosophy for children” and the dialogue theories in interpersonal domain and Habermas “communicative action” theory which are both shaped in the context of “zone of proximal development” . For this reason and for studying the function of this model, some focused interviews were conducted with the expert of dialogue domain in the field of communication, sociology and pedagogy.
Eventually according to the research results, the communities of inquiry in philosophy for children class can be a zone of proximal development, and with the assistance of a facilitator as a person who is the most knowledgeable, children manage to achieve a higher-order thinking level and reflective dialogue (i.e. caring, critical, creative). Inquiry-based dialogue education to children can get reflective, responsible, critical and creative attitudes in them by making them sensitive about the peripheral problems and promoting polyphony in the class. The interactions in these communities of inquiry through communicative procedures in which speaking plays the most important role, takes place as a sample of communicative actions.