Heracleitus Socrates Plato Aristotle St. Augustine Niccolo Machiavelli Baruch Spinoza Thomas Hobbes John Locke Jean-Jacques Rousseau Adam Smith Immanuel Kant G.W.F. Hegel Thomas Jefferson Alexis de Tocqueville Karl Marx Friedrich Nietzsche John Dewey Hannah Arendt Max Horkheimer Michel Foucault John Rawls Ronald Dworkin Noam Chomsky


ico-kursevi 13 – 14: Dialogue and Debate

The aim is that students, through the role play in which they oppose their positions and opinions, perceive the difference between the course and the outcome of two styles of public hearing, dialogue and debate. The students’ tasks are to recognize the courses and aspects of polemics, debate or dialogue, the prediction of the possible outcome of some discussion and practice of communication technics and skills which they studied in the previous class. The focus is not on the point who is guilty, but how to build the respect towards democratic principles, human rights and peaceful solution of conflicts aiming to develop society. Students, in debate or dialogue, should argumentatively express their opinions. They should act in accordance with the goals set and realize the difference between dialogue and debate.

book Literature:

  • The Guidebook for Teachers “Civic Education” for the 1st grade of secondary school, Ministry of Education and Sport, Republic of Serbia;
  • Alfred Adler “The Practise and Theory of Individual Psychology”;
  • Duncan S. J. and Fiske D.W. “Face to Face Interaction”;
  • N. Rot “Signs and Meanings”;
  • B. Schultz “Conflict Resolution in Negotiation Journal”.