Why does Donah Zohar call dialogue a quantum process?
Dialogue is really aimed at going into the whole thought process and changing the way the thought process occurs collectively. Donah Zohar calls dialogue a quantum process, the means of doing quantum thinking.
Using Quantum Thinking, you can connect to the answer to any question. You can even connect to multiple right answers and pick what appeals to you. Quantum-thinking is the ability of the mind to function at a higher level of creativity and innovation. This level of thinking allows one to accurately envision the next generation products, services, and modes of operation.
Since dialogue is a very important tools that helps teachers to get along with their students and to make the students bring out the best of them, teachers should take into account twelve principles.
1. Needs Assesment: This principle deals with the students´s expectations, and what teachers can offers to them. As we know adults students and students in general like to have a very clear idea about what the course that they will take is about, and what the teachers can offer them. Students may register for the same program they all come with different experience and expectations.
2. Safety is a principle linked to respect for learners as decision makers of their own learning. This principle guides the teacher´s hand throughout the planning, during the learning needs and resources assesment, in the first moments of the course. It also enables the teacher to create an inviting setting for adult learners.
3. Sound relationships for learning involve respect, safety, open communication, listening, and humility. Dialogue is an important tool in quantum thinking. Why is it important? It is beacause through quantum thinking offers additional benefits for problem solving, developing new inventions, planning for the unknown.
4. Sequence and Reinforcement. Sequence means the programming of knowledge, skills, and attitudes in an order that goes from simple to complex and from group supported to solo efforts. Reinforcement means the repetition of facts, skill, and attitudes in diverse, engaging, and interesting ways until they are learned.
5. Praxis means action with reflection. As we adults students have to re-create the content through participation. They redesign the skills, knowledge, attitudes they are learning as they see them fit their contexts.
6. Respect for Learnes as Decision Makers. Respecting learners as decions makers of their own learning is a principle that involves the recognition that adults are in fact decions makers in a large part of their lives. So, adults students make decions and have clear what they want to learn. Engaging adults in their own learning means engaging them as subjects of that learning.
7. Ideas, Feelings, Actions. It is not a matter just of learning a topic. Some adults are afraid of being threaten. And it is because teachers do not take about their emotions. When adults students are in the learning process they use three aspects of learning: ideas (cognitive), feelings (affective), and actions (psycomotor).
8. Inmediacy. The principle of immediacy helps the teacher decide how to organize the sessions in a course. As we know adults students want to see results very soon, but if they do not see results, they give up and quite the course.
9. Clear Roles. A teacher can be intent upon a DIALOGUE with an adult learner, but if the learner sees the teacher as the professor with whom there is no possibility of disagreement, no questioning, no challenge, the dialogue is dead in water.
10. Teamwork is itself both a process and a principle. Teams provide, in the adult learning experience a quality of safety that is effective and helpful. As adults eduactor we must remember that feelings are never simulated. If an adult feels overwhelmed and excluded in a small group of people, those feelings are real. So, the teacher has to hellp the adult, and the teacher must design for the inclusion of all adults. Team invite the welcome energy of competition. I really like this: nothing in the universe grows or develops alone.
11. Engagement. Throgh learning task we invite learners to engage themselves actively in the strategic issues or their organizations and of the community. This is a good quote of Zohar, "When we do not use dialogue and instead ask learners to be passive, they indeed learn. They learn who to be passive, to be good employees (students). They learn that they have no power, except to obey. This is not the goal of adult learning in my perspective. When learners are deeply engaged, working in small groups or teams, it is often difficult to exticate them fron the delight of that learning.
10. Accountability is the result of ussing all the other principles.
Teachers should taken into account those principles while making a lesson plan. It is beacuse this whole process will help the teacher to put into practice the dialogue as a quantum process since we know that Quantum-thinking is the ability of the mind to function at a higher level of creativity and innovation. Working with adults is not easy but through dialogue we can easier make the adults students to bring out the best of them. Since Danah Zohar call dialogue a quantum process, teachers should apply some techniques in order to motivate adults students, engage them in the activities, and make them learn the language. Dialogue helps teacher to reach several objectives such as get along with the students, enhance the students to participate in the activities. Throug dialogue the teacher offers a new perception of the world and the learning process.