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The discussion analyzes whether the authors’ classification systems and dichotomies—especially epistemological and ontological approaches—operate as mutually exclusive categories or as tendencies with overlapping aspects. It also explores responsive versus self-generated dialogue and highlights tensions, authorial power, and the risk of abuse in interpretive frameworks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dialogue-on-dialogue-on-dialogic-pedagogy-paul-sullivan-abstract-and-dialogic-pedagogy-analysis/600794/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dialogue-on-dialogue-on-dialogic-pedagogy-paul-sullivan-abstract-and-dialogic-pedagogy-analysis/600794.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of Paul Sullivan’s discussion of dialogic pedagogy?","Question",{"text":112,"@type":113},"Sullivan examines how debates in dialogic pedagogy unfold through conflict, emphasis, and classification, and whether the proposed categories function as true dichotomies or overlapping tendencies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Are epistemological and ontological approaches treated as mutually exclusive in the debate?",{"text":117,"@type":113},"The text argues that in theory they are not mutually exclusive, though the practice and diagrams suggest hints of mutual exclusivity.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the discussion treat responsive versus self-generated dialogue?",{"text":121,"@type":113},"It presents this distinction as another debated dichotomy, noting that the question returns in the second, Kiyo-led dialogue and is raised directly in the argument.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600794,1793056037,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","ISSN: 2325-3290 (online)  \nDialogue on Dialogue on Dialogic Pedagogy  \nPaul Sullivan  \n University of Bradford, UK   \nAbstract  \nIt appears that in September, 2011, Rome experienced much more than a dialogue on dialogic pedagogy but a gladiatorial clash of personalities and ideas. Heat, we are told, was generated (above, p. 1) and in the dissipation of this heat on to the page, even the reader gets hot and flushed. We are told that arguments “fail” (above, p. 16); that terms “are not clearly defined” (p.21), breakthroughs in classification (e.g. epistemological dialogical pedagogy) are tackled and dragged down to personal eccentricities “his so-called epistemological dialogical pedagogy” (p.22), politeness tries to get a grip periodically, “I agree. But maybe I agree with Kiyo only to a point” but shouting (e.g. capital letters/underlining terms – e.g. “NOT the exclusive practice”(p.26)) and assertions take over. Accusation flysometimes to the point of legal charges “I charge the Epistemological Pedagogical Dialogue II with...”(p.29).  \nAs a spectator, the strength of these emotions and the depth of intellect are compelling and enjoyable. These are“idea-heroes” (Bakhtin, 1999) . We can hear the banging of swords against shields, we flinch at the violence of the thrusts but we empathise with the heroes’odyssey. Many disagreements are at stake and some are more“crucial” (p.40) than others, as the authors argue. As a reader, we experience this too because the authors have created the plot and are to be congratulated on living us through it. After raging through the pages and sharing this journey, however, the resolution ends with another dialogic disagreement. We sense that there is no exhaustion that has brought it to an end but rather a pragmatic decision to just end it. So, too, with Dostoevsky’s novels. He doesn’t do endings well, Bakhtin tells us.  \nYet, this is not the typical consummation experience that the reader would have hoped for – in my case, from years of watching American movies. There is no happy ending, there is no joint epiphany or learning moment, there is no arm around the shoulder. So, I will attempt here, in an effort to satisfy my own cultural leanings, not to arbitrate between these disagreements but instead to find common ground and will try for a happy ending. At the end of the day, are not these differences very minor? Obviously in the heat of the battle they are crucial, as Kiyo points out, but shouldn’t there be some common ground here? Don’t worry, however, I will try not to bore with pat togetherness or with saccharine aspirations or worse, with already-acknowledged areas of agreement (such as some of the partial agreements around polyphonic authorship) . I will start with the form of the dialogues and what this form tells us about the  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj](DOI: 10.5195/dpj).2014.123 | Vol. 2 (2014)  \nSI:ddp-77  \nDialogue on Dialogue on Dialogic Pedagogy  \nPaul Sullivan  \nimplicit epistemology before moving to discuss ontology. I will end with another ology, hopefully not a tautology, which is “axiology.”  \nThe epistemological issue –dichotomies, classification systems and hierarchies  \nA key issue of debate through these two commentaries is whether Eugene’s thinking is dichotomous. Kiyo suggests it is while Eugene argues that it is not at all dichotomous. In the first debate, Eugene really gets the ball rolling in this series with a set of classifications around dialogic pedagogy – particularly epistemological, ontological and variations of these such as instrumental and noninstrumental. Kiyo tells us that he is unable to agree with these as being mutually exclusive dichotomies. This leads to some puzzlement on Eugene’s part and he suggests that there must have been amisunderstanding: “I think I tried to make it clear that any ontological approach has an epistemological aspect while any epistemological","cbCaiqDedwQ9pS12","https://ap.wps.com/l/cbCaiqDedwQ9pS12","pdf",221319,"English","# Abstract\n# Dialogic Pedagogy: An International Online Journal\n## Epistemological issue: dichotomies, classification systems and hierarchies","[{\"question\":\"What is the main focus of Paul Sullivan’s discussion of dialogic pedagogy?\",\"answer\":\"Sullivan examines how debates in dialogic pedagogy unfold through conflict, emphasis, and classification, and whether the proposed categories function as true dichotomies or overlapping tendencies.\"},{\"question\":\"Are epistemological and ontological approaches treated as mutually exclusive in the debate?\",\"answer\":\"The text argues that in theory they are not mutually exclusive, though the practice and diagrams suggest hints of mutual exclusivity.\"},{\"question\":\"How does the discussion treat responsive versus self-generated dialogue?\",\"answer\":\"It presents this distinction as another debated dichotomy, noting that the question returns in the second, Kiyo-led dialogue and is raised directly in the argument.\"}]","Dialogue on Dialogue on Dialogic Pedagogy - Paul Sullivan - Abstract and Dialogic Pedagogy Analysis | PDF",1792091394]