How are the capacities of reflection and judgement developed through dialogic instruction?

Abstract

The purpose of this article is to discuss how the capacities of reflection and judgement are developed through dialogic instruction. We begin this study with discussing the concepts of critical reflection and political judgement. Then, building on relevant literature and contributions by Mezirow, Arendt, Englund, Pappas and others, we explore approaches to democracy and citizenship. Based on this, we argue that the teacher plays an important role in facilitating constructive dialogues that contribute to the development of students’ ability for reflection and judgement.