EXTENSION We would love to use these methods as a way to co-create Digital Dialogues such that members of a Dialogue group can synchronously and asynchronously annotate what is going in beneath their words and language

for - comparison - John Vervaeke - Vervaeke Foundation - collective intelligence dialogues - good alignment to Indyweb individual/collective gestalt - Deep Humanity

comparison - John Vervaeke - Vervaeke Foundation - collective intelligence dialogues - good alignment to Indyweb individual/collective gestalt - When he describes the mutually shared flow states where conversants discover collective intelligence as something that is phenomenologically present - it is a discovery of the intertwingledness between - individual and - collective - that is, the individual/collective gestalt described in Deep Humanity reference https://vervaekefoundation.or

Lynch, David. A Pinewood Dialogue with David Lynch. .mp3. Pinewood Dialogues, 1997-02-16. Museum of the Moving Image. https://movingimage.us/programs/david-lynch/.

Transcript: http://www.movingimagesource.us/files/dialogues/2/64075_programs_transcript_pdf_202.pdf

Audio: https://movingimage.us/wp-content/uploads/2020/12/86719_media_files_media_595_mp3_with_bumpers.mp3

C. Wright Mills delineates a rough definition of "sociological imagination" which could be thought of as a framework within tools for thought: 1. Combinatorial creativity<br /> 2. Diffuse thinking, flâneur<br /> 3. Changing perspective (how would x see this?) Writing dialogues is a useful method to accomplish this. (He doesn't state it, but acting as a devil's advocate is a useful technique here as well.)<br /> 4. Collecting and lay out all the multiple viewpoints and arguments on a topic. (This might presume the method of devil's advocate I mentioned above 😀)<br /> 5. Play and exploration with words and terms<br /> 6. Watching levels of generality and breaking things down into smaller constituent parts or building blocks. (This also might benefit of abstracting ideas from one space to another.)<br /> 7. Categorization or casting ideas into types 8. Cross-tabulating and creation of charts, tables, and diagrams or other visualizations 9. Comparative cases and examples - finding examples of an idea in other contexts and time settings for comparison and contrast 10. Extreme types and opposites (or polar types) - coming up with the most extreme examples of comparative cases or opposites of one's idea. (cross reference: Compass Points https://hypothes.is/a/Di4hzvftEeyY9EOsxaOg7w and thinking routines). This includes creating dimensions of study on an object - what axes define it? What indices can one find data or statistics on? 11. Create historical depth - examples may be limited in number, so what might exist in the historical record to provide depth.

I can't help but think about the older practice of writing texts as dialogues.

this is referring to the dialogues of philosopher Plato, who was a student of Socrates, Plato was in turn the teacher of Aristotle

Difficult dialogues. Although this is only the preview of the dissertation, the discussion of the role of educators in preparing students to participate in the global marketplace requires understanding of how all individuals interact with divers cultural and social environments. Often discussing important topics and differing perspectives can alleviate fear and misunderstanding. It also serves as a springboard for further investigation.

The author identified the definitions used to conduct the research and the questions and methods employed in the study.

The comments that society is becoming increasingly complex and that good communication is necessary to interact with understanding truly impacts educators and students alike.