Dialogic Learning as First Principle in Communication Ethics

Abstract

This article frames a dialogic learning theory of communication ethics based upon Buber (1955, 1958), Gadamer (1988) Gadamer, H. G. 1988. Truth and method, , 2nd ed. Edited by: Barden, G. and Cumming, J. New York: Crossroad. [Google Scholar], Freire (2000) Freire, P. 2000. “oppressed”. In Pedagogy of the Edited by: Ramos, M. B. New York: Continuum Press. [Google Scholar], and Arendt (1998) Arendt, H. 1998. The human condition Chicago: University of Chicago Press. [Crossref] , [Google Scholar]. This communication ethics theory privileges dialogic learning as first principle, accompanied by attending and listening as one searches for temporal answers emerging among three coordinates: (a) communicative partners (self and Other), (b) communicative content, and (c) the communicative demands of the historical moment. We situate a communication ethic within a philosophical and pragmatic first principle: dialogic learning (Arnett, Fritz, & Bell, 2009 Arnett, R. C., Fritz, J. M. H. and Bell, L. M. 2009. Communication ethics literacy: Dialogue and difference. Thousand Oaks, CA: Sage.. [Google Scholar]), working within the tradition of Levinas (2001) Levinas, E. 2001. Existence and existents Edited by: Berasconi, R. and Lingis, A. Pittsburgh, PA: Duquesne University Press. [Google Scholar] that ethics is first philosophy and first principle (Bergo, 1999 Bergo, B. 1999. Levinas between ethics and politics: For the beauty that adorns the earth. Boston: Kluwer Academic.. [Google Scholar]).

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