This-essay is a7810251.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %ASKING SAME QUESTION 781025 Dialogue becomes frustrated if participants are not asking the same questions. The difficulties are particularly great if the participants' questions differ not only in detail, but in kind. The science teacher may be trying to explain to a student the theoretical implications of an abstract insight---but use language which make the student think that the beginning point is a practical problem. The student may then be trying to get a clear statement of what practical problem is to be solved. The teacher then talks about an illustrative problem which is incidental to the theoretical implications of the abstract insight---leaving the student confused because the problem is treated so lightly and the relevance of the problem to the dialogue is not made clear. While the teacher is trying to focus the student's attention on abstract theoretical considerations---the student is trying to lay the foundations for coping with a practical problem; not understanding that the theory is to be developed first, and that only later will the possible relevance of the theory to practical problems to be considered, if at all. In a lecture a professor may make assertions "A", "B", and "C". It may appear to the student that assertion "B" is a step by which you show that "A" implies "C". Yet, assertion "C" may be an arbitrary choice made by the professor in order to have a concrete example to talk about, to illustrate the meaning of assertions "A" and "B". Needless to say, the student will be very frustrated in trying to see how "A" implies "C" by virtue of "B". In confusion the student may be able to formulate a question which reveals the confusion, and may in fear not wish to reveal the confusion. In trying to show the student how "C" is an illustration of "A" and "B" the professor may speak in ways which do not undermine the student's assumption that "B" connects "A" and "C", and the student will continue to be frustrated in attempts to make sense of the professor's statements as explaining how "B" connects "A" and "C". These considerations indicate the importance of participants in dialogue seeking to achieve a mutual awareness and mutual understanding of what questions are foremost in each other's consideration---and try to clearly articulate them for each other's consideration. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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