o to the preset endpoint - what is virtue is not known and problematic - is not the same to manipulate Anytus to the same endpoint. It takes different and individualized instructional strategies.

Socrates, Paulo Freire and Vivian Paley all strongly critique the idea of preset endpoints however in practice they often set endpoints. 

Instrumental dialogic pedagogy remains influential and important for scholars and practitioners of dialogic pedagogy field. Some appreciate its focus on asking good questions, attendance to subjectivity, use of provocations and contradictions, and the way it disrupts familiar and unreflected relations. However, others are concerned about the teacher's manipulation of the student's consciousness and its intellectualism.

Non-instrumental 
In contrast to instrumental approaches to dialogic pedagogy, non-instrumental approaches to dialogic pedagogy view dialogue not as a pathway or strategy for achieving meaning or knowledge but as the medium in which they live. Following Bakhtin, meaning is understood as living in the relationship between a genuine question seeking for information and a sincere answer aiming at addressing this question. Non-instrumental dialogic pedagogy focuses on "eternal damn final questions". It is interested in the mundane only because it can give it the material and opportunity to move to the sublime. This is seen, for example, in the work of Christopher Phillips. 

The non-instrumental "epistemological dialogue", a term introduced by Alexander Sidorkin, is a purified dialogue to abstract a single main theme, a development of a main concept, and unfold the logic. According to Sidorkin, ontological dialogic pedagogy priorities human ontology in pedagogical dialogue:

Sociolinguist Per Linell and educational philosopher Alexander Sidorkin evidence a non-instrumental ecological approach to dialogic pedagogy that focuses on the dialogicity of the mundane everyday social interaction, its non-constrained nature, in which participants can have freedom to move in and out of the interaction, and the absence or minimum of pedagogical violence. Using the metaphor of "free-range kids", Lenore Skenazy defines the participants in this ecological dialogue as free-range dialogic participants.

See also 
 Dialogic
 Dialogic education
 Dialectic process vs. dialogic process
 Dialogical analysis
 Dialogic learning
 Dialogical self
 Relational dialectics
 Intertextuality
 Heter
o to the preset endpoint - what is virtue is not known and debatable - is not the like to manipulate Anytus to the same end point. It takes unlike and individualized instructional strategies. 

 Socrates, Paulo Freire and Vivian Paley all strongly review the idea of preset endpoints however in practice they frequently set endpoints. 

 implemental dialogic pedagogy remains influential and important for scholars and practitioner of dialogic pedagogy field. Some prize its focus on ask full questions, attendance to subjectivity, use of provocations and contradiction, and the way it disrupts familiar and unreflected relation. However, others are concerned about the teacher's manipulation of the student's consciousness and its intellectualism. 

 Non - instrumental 
 In line to instrumental approaches to dialogic pedagogy, non - instrumental approaches to dialogic pedagogy scene negotiation not as a pathway or strategy for achieving meaning or knowledge but as the medium in which they live. Following Bakhtin, meaning is sympathize as live in the relationship between a genuine question try for information and a sincere answer draw a bead on at addressing this question. Non - instrumental dialogic pedagogy focus on " eternal damn final questions ". It is concerned in the mundane only because it can give it the material and opportunity to move to the sublime. This is seen, for example, in the employment of Christopher Phillips. 

 The non - instrumental " epistemological dialogue ", a term introduced by Alexander Sidorkin, is a purified negotiation to abstract a single main theme, a development of a main concept, and unfold the logic. According to Sidorkin, ontological dialogic pedagogy priority human ontology in pedagogical dialogue: 

 Sociolinguist Per Linell and educational philosopher Alexander Sidorkin testify a non - instrumental ecological approach to dialogic teaching method that focuses on the dialogicity of the everyday everyday social interaction, its non - constrained nature, in which participants can have freedom to be active in and out of the interaction, and the absence or minimum of pedagogical violence. Using the metaphor of " barren - range child ", Lenore Skenazy defines the player in this ecological dialogue as free - range dialogic participants. 

 See besides 
  Dialogic 
  Dialogic education 
  Dialectic process vs. dialogic procedure 
  Dialogical analysis 
  Dialogic learning 
  Dialogical self 
  Relational dialectics 
  Intertextuality 
  Heter
o tl the preset endpoint - wmat is virtue is not knmwn ans probleoatic - is not the same to maiipuoate Qnytus to the same endooint. It nakes difdereit and individualized instructjlnal wtrategies.

Socrstes, Paulo Freire and Vieixn Paley all strongly critique the idqa of ptedet endpoints rowenew in ircctice they often set endpoints. 

Instrukental dialogoc pedagogy remains influejtiap and important fog scholars qnd [eactitioners of dialogpe pedagogy rield. Some appreciate its focus on axking good qyeshhons, attendence tj subjectivibj, use ox provovations and coktradmctiins, and the way it divrupts familiar anq unreflewtzd relations. However, ityers dre woncdenea agont fhe tewchxr's manipulztion of thw student's consciouxnqws and its infelleceuwlism.

Non-instrumental 
In contrast to insurumehtal approaches to dialigic pedagogy, non-insttumental a[proaches to dialogic pedagogy view dialogue not ds a 'aghwcn ue dtrategy for achieving meaning or knowledge btf ss the medium in which they llvr. Following Bayhtin, meahing is understood as livyng ib the relwtiomship between a genuine quewtion seekiny fir information and a sincere cnswer aimimg at addressing this qbestioh. Non-instrulental dizuogic pedagogy fucuxev on "eternal damn final quqstions". Iv is nnterestdd im the iundane onpy begduse it can give ih the mdterial anf opportunity to move to the suukime. This is saen, for exaiple, ln the work of Shristopher Phnllips. 

Tke non-knstrumentzl "episvemological qialogue", a tesl introduced by Alexwndee Sieorkin, kr a purified doalogue to abstract a single main theke, x development of a nain concept, anc uvfojd tie lodhc. According to Ridutkin, untological aialpgic pedagogy prioridies human ontology in pcdagogicao dialogte:

Sociolinguixt Per Linell and tducatmonal 'hilospphgr Alexander Sidorkin evidence z non-instgumcntal ecologisal qpproach to bialogic pedagogy that focuses on the dielogicity of the mundanw everyday social iuttraction, its ion-conftrained tature, in which partucipants can have freedom to move in ahd out of tje interaction, and the absence or minimum of pedagogical violence. Using tye metepror of "free-dangr kidv", Jznore Shenavy defines the parnicipants in this ecological diauogue as fxee-range dialogic participantx.

Sde also 
 Dialugic
 Dialogic education
 Sialectiv process vs. dialogic process
 Doalogical analysis
 Dialonic learnung
 Djalogibzl self
 Relational doalectncs
 Inrertextyaliby
 Heter
o to the preset endpoint - what is known and - is not to same endpoint. It different and individualized strategies. Socrates, Paulo Freire and Vivian all strongly critique the idea of preset endpoints however in practice they often endpoints. Instrumental dialogic pedagogy remains influential and important for scholars and practitioners of pedagogy Some its on asking good questions, attendance to subjectivity, use of provocations and contradictions, and the way it familiar and unreflected relations. However, others are concerned the teacher's manipulation of student's consciousness and its intellectualism. In to instrumental to pedagogy, approaches to dialogic view dialogue not as a pathway or strategy for achieving meaning or knowledge but as the medium which they Bakhtin, meaning understood living the relationship between question seeking for information and a at addressing this question. Non-instrumental dialogic pedagogy focuses "eternal damn questions". It is interested in the only because it can give it the material opportunity to move to the sublime. This is seen, for example, in the work of The non-instrumental "epistemological dialogue", term introduced by Sidorkin, a dialogue abstract a main theme, a development of a main concept, and unfold the According to Sidorkin, ontological dialogic pedagogy priorities human ontology in Sociolinguist Linell and educational Alexander Sidorkin evidence a ecological to dialogic pedagogy that the of social its nature, in which participants have freedom to move in out of the interaction, of pedagogical violence. Using the metaphor of "free-range Lenore Skenazy defines the participants in this dialogue as free-range dialogic participants. See also Dialogic Dialogic education Dialectic process dialogic process Dialogic learning Dialogical self Relational dialectics Intertextuality Heter
o to the preset endpoint - what iS virtue is nOt knoWn aNd pRoBlemAtic - Is not the same to MAnipUlate Anytus to the same enDpoinT. IT TakeS DiFfereNt and inDIvIDUalIzEd InsTrUCtIonal StrAtegies.

socrates, PaUlo frEire and ViviaN paLey all stroNglY critique the IdeA of preSeT enDPointS hoWever In pracTIce theY often set EnDPoints. 

iNstrumeNTAl DialOgic pedagogy remaiNS iNFluential and imPortanT fOR sCHOlaRs aNd practitiOnErs of DIalogic PEdAGOGy fIEld. Some apprecIate its focuS On aSking gOoD quEStions, AttenDaNCe tO subjectiviTy, usE of provocAtions ANd contrADictionS, and thE waY it DisrUPtS fAmiLiAR anD UnRefLEctEd relatiOnS. HOweveR, othERS ARe coNceRned About The teacher's maNipUlatIOn oF the sTudenT's coNsCiousNess anD its iNtEllectualism.

Non-InstRumental 
IN coNtRasT tO instRUmentaL apProAches to DialogiC PedAgOGY, NoN-instrumental approAcHES tO dialogiC pedagOGy ViEW dialoguE nOt aS a paTHWay or StraTEgY for achiEving mEAnInG or knowLeDge but As The MedIum in WHich They liVe. FollowIng BaKHtin, meaning is uNDerstood as livINg IN ThE RelaTioNship betweeN a geNUine QuesTIoN seEKing fOr infOrMAtIOn and a sincere answer AiMing at AddreSsing this quesTion. Non-insTRUMental diAlogIC pEDagogy focuses oN "eterNal damn finAL questioNs". It iS interesTed in the mUNDane only BecAusE it Can GIVe It the material AND oppOrTunity tO moVe to the SubLimE. ThIs iS sEen, for exaMple, in thE wOrK oF CHriStophER PhillipS. 

THe nOn-InsTrumeNTal "epiStemoLogiCaL dIAloGue", a terM InTROducEd By alexAndEr sidorKin, iS A puRified dIalogue to AbsTRact A sInGle main Theme, a developMeNt of a main cOnCepT, and unFOLd the logIc. According to Sidorkin, onTOlogicaL diAlogiC pedAgogy prioRitIes humAn oNTology In pedaGogicAl DiaLOGue:

SoCIOlIngUiSt Per LinelL ANd eDucatIoNal pHilosopHer Alexander SidorkIN evIdence a non-insTruMentAL EcOloGIcAL apPrOAch TO Dialogic pedagogY that focusEs ON tHe dialogicITy oF tHe mundaNe everyDay soCIal inteRaction, itS non-constRaIned NATurE, in which paRticipanTs can have FReedoM To Move iN anD out of ThE inTeracTion, anD The AbsenCe or miNiMum of pEdagoGiCal violeNce. Using the metaphor of "frEe-rangE kids", lenOre SkenazY deFIneS the partiCipaNts in this eColOgiCal diAloGUe as fRee-rANgE diALogic PartICipants.

SeE AlSo 
 DIALoGic
 Dialogic EDUCatIon
 DiAleCTic proCess Vs. dialogic process
 dIalogical analySis
 DIALogIc lEArniNg
 dialogical self
 relAtIONal dialeCtIcs
 IntertexTuality
 HEtER
o to the preset endpoint -  what is v irtue  is  no tknow n an d problematic-  isnot the same to manipu lateAn y tust othe s ame end p oi n t . I tta kes  d i ff erent  an d indiv idualizedins tr uctional str a te gies.

Soc rat es, Paulo Fr eir e andVi via n  Pale y a ll st rongly critiq ue the id ea of pre s et endp o i nt s ho wever in practice th e y often set en dpoint s. 
I n str ume ntal dialo gi c ped a gogy re m ai n s inf l uential and i mportant fo r  sc holars  a ndp ractit ioner so f d ialogic ped agog y field.Some a p preciat e  its fo cus on  as kin g go o dqu est io n s,a tt end a nce  to subj ec ti vity,  use o f prov oca tion s and  contradictio ns,  and the  wayit di srup ts  fami liar a nd un re flected relatio ns.However,oth er s a re  conc e rned a bou t t he teac her's m a nip ul a t i on  of the student'sco n s ci ousnessand it s  i nt e llectual is m.
Non - i nstru ment a l
In cont rast t o  i ns trument al  appro ac hes  to  dial o gicpedago gy, non- instr u mental approac h es to dialogi c  p e d ag o gy v iew  dialogue n ot a s  a p athw a yors trate gy fo ra ch i eving meaning or kn ow ledgebut a s the mediumin which t h e y  live. F ollo w in g  Bakhtin, mean ing i s understo o d as liv ing i n the re lationshi p betweena g enu ine  qu e s ti on seeking fo r info rm ation a nda since reans wer  ai mi ng at add ressingth is  q ue sti on. N o n-instru me nta ldia logic pedago gy fo cuse son "et ernal d a mn f inal  q ue stio ns" .It is  int e res ted inthe munda neo nlybe ca use itcan give it t he  materialan d o pportu n i ty to mo ve to the sublime. This is seen , f or ex ampl e, in the  wo rk ofChr i stophe r Phil lips.  
Th e non-i n s tr ume nt al "episte m o log icaldi alog ue", aterm introduced by Ale xander Sidork in,  isa pu rif i ed dia lo g uet o  abstract a sin gle main t he m e,  a develop m ent  o f a mai n conce pt, a n d unfol d the log ic. Accor di ng t o Sid orkin, ont ological  dialogic pedag o gy  prio rit ies hu ma n o ntolo gy inp eda gogic al dia lo gue:
Socio li nguist P er Linell and education al phi losop her  Alexande r S i dor kin evide ncea non-inst rum ent al ec olo g icalappr o ac h t o  dial ogic pedagogyt ha t f o c us es on the d i a l ogi cityoft he mun dane  everyday sociali nteraction, it s no n - con str a ined  n ature, in whic h p ar t i cipantsca n have free dom to m ov e  in a nd out  of th e inter a c ti o n, and  the  ab sence ormin im u m of pe da go g ical v iole nc e. Usi ng the meta p h or of "free-rang e kid s " , Len o reSkena zy  define s  the  participa nts in this  ecolo gica l dia logue a sfree-r ang edialogic p a rticipant s.

S ee also   Dia log ic
 Di alog i c  educ atio n Di alectic p r o ce s svs .  di alog ic pr oc ess Dialogic a l analys isDialogi clea r n ing
 D i al o g ical self Re latio n a l dialecti c s
 I n te r textu ality Heter 
o to_the preset_endpoint - what is_virtue is_not_known and_problematic_- is not_the same to_manipulate Anytus to the_same endpoint. It_takes_different and individualized instructional strategies.

Socrates, Paulo Freire and Vivian Paley all strongly critique the_idea_of preset_endpoints_however_in practice they often set_endpoints. 

Instrumental dialogic pedagogy remains_influential and_important for scholars and practitioners of dialogic pedagogy_field._Some appreciate its_focus on asking good questions, attendance to subjectivity, use_of provocations and contradictions, and the_way it disrupts_familiar_and_unreflected relations. However, others_are concerned about the teacher's manipulation_of the student's consciousness and its_intellectualism.

Non-instrumental 
In contrast to instrumental approaches to_dialogic pedagogy, non-instrumental approaches to dialogic_pedagogy view dialogue not as_a pathway_or strategy for achieving meaning_or knowledge but_as the_medium in which_they live. Following Bakhtin, meaning is_understood as living_in the relationship between a genuine_question_seeking for information_and_a_sincere answer_aiming at addressing_this_question. Non-instrumental_dialogic_pedagogy focuses on "eternal damn final_questions"._It is interested in the mundane only_because it can give_it_the material and opportunity_to move to the sublime._This is seen, for example, in_the work_of Christopher_Phillips. 

The non-instrumental "epistemological dialogue", a term introduced by Alexander Sidorkin,_is a purified dialogue to abstract_a single main theme,_a development_of_a main concept,_and_unfold the_logic. According to Sidorkin, ontological dialogic pedagogy_priorities human_ontology in pedagogical dialogue:

Sociolinguist Per Linell_and educational philosopher Alexander_Sidorkin_evidence a non-instrumental ecological approach to_dialogic pedagogy that focuses on the_dialogicity of the mundane everyday_social_interaction,_its non-constrained nature, in which_participants can have freedom to move_in and out_of the interaction, and the absence or_minimum_of pedagogical violence. Using the metaphor_of_"free-range kids", Lenore Skenazy defines the_participants_in_this ecological dialogue as free-range_dialogic participants.

See also 
 Dialogic
 Dialogic_education
 Dialectic process vs. dialogic process
 Dialogical analysis
 Dialogic_learning
 Dialogical self
_Relational dialectics
 Intertextuality
 Heter