The Healing Power of Dialogos Dialogues: Transformative Learning through Dialogical Philosophizing


To what extent might Dialogos philosophical dialogues conducted over time have therapeutical or healing effect? This is the question explored in this paper. Drawing on the model of Mezirow, transformative learning theory is applied to excerpts of qualitative empirical material from the Gandhi Project, an action research project aimed at trying out the Dialogos approach to practical philosophy in intercultural and interfaith educational contexts. Students claimed to have gained self- knowledge and knowledge of others, and that they had enhanced their social courage as well as their ability to cope with problems, personal or other, both in school and in general life. In general, they reported that they had become more mature through the project. The conclusion is that the approach is promising when transformative learning and psychological healing is made an aim of education.

Share and Cite:

Helskog, G. (2014) The Healing Power of Dialogos Dialogues: Transformative Learning through Dialogical Philosophizing. Open Journal of Social Sciences, 2, 79-83. doi: 10.4236/jss.2014.211011.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Coghlan, D. and Brannick, T. (2001) Doing Action Research in Your Own Organization. Sage, London.
[2] Cranton, P. (2006) Understanding and Promoting Transformative Learning. Jossey-Bass, San Francisco.
[3] Helskog, G.H. and Ribe, A. (2009) Dialogos—Veiledning for L?rere og Samtaleledere. Fagbokforlaget, Bergen.
[4] Helskog, G.H. and Ribe, A. (2008) Dialogos—Praktisk Filosofi i Skolen. Fagbokforlaget, Bergen.
[5] Helskog, G.H. (2014) Moving out of Conflict into Reconciliation. Bildung through Philosophical Dialogue in Intercultural and Interreligious Education. An Action Research Project in Upper Secondary Education. Educational Action Research, Online.
[6] Mezirow, J. (1978) Perspective Transformation. Adult Education Quarterly, 28, 100-110.
[7] Mezirow, J. (1997) Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12.
[8] Stokke, C. and Helskog, G.H. (In Print) Promoting Dialogical Democracy. Dialogos Dialogues in Inter-Cultural and Interfaith Education. Studies in Interreligious Dialogue.
[9] Taylor, E.W. (2008) Transformative Learning Theory. New Directions for Adult and Continuing Education, 2008, 5-15.

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.