Navigating Curiosity: Dialogic Practices and the Learning Cycle

Abstract

This paper presents a reflective exploration of my eight-year journey studying philosophy at a central university in India. I have found philosophy intriguing, challenging, and profound, though my interest has been inconsistent. This experiential account is not only about experiences I could identify but also about those that are more difficult to pinpoint and delineate. As a learner, I have always asked questions; however, school discouraged dialogue and inquiry, leading me to question my learning style. This tension between curiosity and conformity persisted until I encountered the Dialogic Method during my Master of Education (MEd) course, which provided a framework for curiosity and wonder, making dialogic practices fundamental to my understanding of dialogue, learning, and philosophy.