[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-601284-en":59,"doc-seo-601284-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},601284,3985747859855,"hdkawk","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Relational Becoming - Considering Classroom Dialogue in Ethico-ontological Terms","This paper draws on Bakhtin’s ethico-ontological vision of dialogue to theorize “relational becoming” at a micro level. It proposes three ethical dimensions of dialogue—responsibility, responsiveness, and capacitation—and develops addressability and presencing as analytical lenses. Using transcript data from high school and college students discussing controversial political issues, the analysis shows how interlocutors made themselves addressable, addressed one another, and were “presenced” in dialogue, including tendencies to rely on abstractions rather than “showing up.”","ISSN: 2325-3290 (online)  \nRelational Becoming: Considering Classroom Dialogue in Ethico-ontological Terms  \n| | David Sabey\u003Cbr>Equipo Academy, Las Vegas, USA |\n| --- | --- |\n\nAbstract  \nThis paper draws on Bakhtin’s ethico-ontological vision of dialogue to theorize “relational becoming” on a micro-level. To do so, it introduces three “ethical dimensions of dialogue” (responsibility, responsiveness, and capacitation) and develops the interrelated concepts of addressability and presencing as analytical lenses. Drawing on transcript data from a series of high school and college students’ discussions about controversial political issues, the analysis examines how interlocutors made themselves addressable, addressed each other, and were “presenced” in dialogue. It also discusses the ethico-ontological potential of these interactions, identifying a problematic tendency among interlocutors to not “show up” in verbal discourse in a variety of ways, including, in particular, reliance on abstractions.  \nKey words: dialogue, ethics, ontology, classroom discussions, dialogic pedagogy  \nDavid Sabey completed his doctoral studies at Vanderbilt University. As a teacher-researcher, he approaches questions about classroom discourse and education more generally in ethical terms. He currently teaches high school English, where he appreciates the opportunity to continue exploring these issues in practice.  \nÏÒÒ  \nIntroduction  \nIn this paper, I approach classroom dialogue from an ethico-ontological perspective, that is, in terms of how interlocutors are involved in a social process of becoming certain kinds of people, both collectively and individually, for better or worse, in response to each other. I refer to this as “relational becoming.”Relational becoming is an ontological process because it affects the nature of the world, at least insofar as it is accessible to humans. The world, from this perspective, does not exist neutrally as the pre-existent background to an interaction but is, instead, dialogically co-authored by the interlocutors. In Bakhtin’s (1993) terms, it is not simply “given,” but “posited” (p. 18) . This is not to say that the human world is entirely emergent, created ex nihilo with each new interaction, but, to some degree, the quality of one’s being in the world is at stake with every response. As Bakhtin (1984) muses, “nothing conclusive has yet taken place in the world, the ultimate word of the world and about the world has not yet been spoken, the world is open and free”(p. 166) . Our existence unfolds in response to a dynamic world populated and partly authored by actual and potential interlocutors. In short, human ontology is always already dialogic.  \nIt follows that the quality of my responses to my interlocutors and their responses to me affect our mutual being in the world—and, therefore, have a profoundly ethical import. This is why I refer to relational becoming as an ethical, in addition to an ontological, process. To be clear, I intend the word “ethical” here  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj](DOI: 10.5195/dpj).2022.459 | Vol. 10 (2022)  \nA1  \nRelational Becoming: Considering Classroom Dialogue in Ethico-ontological Terms  \nDavid Sabey  \nand throughout this essay to mean “having to do with ethics” or “relating to the quality of interpersonal relationships,” rather than “morally good.” In this sense, relational becoming can always be understood in ethical terms but is not necessarily good. Although this is a relatively straightforward observation, it has rarely been addressed head on in educational research and theory. Even educationalists working in dialogic pedagogy seem to shy away from the question of what makes a given response more or less ethically optimal (see Sabey, 2021 for a fuller treatment of this tendency, and Matusov & Marjanovic-Shane, 2018, for a notable exception) . This widespread hesitance may stem from an un","cbCaiqVZHaCx19Ae","https://ap.wps.com/l/cbCaiqVZHaCx19Ae","pdf",402061,29,"English","en",105,"# Abstract\n# Introduction\n## Relational becoming and ethical import\n## Framework for “better responses”\n## Ethical dimensions of dialogue","[{\"question\":\"What does “relational becoming” mean in the paper?\",\"answer\":\"It describes how participants in dialogue become particular kinds of people through social processes, both collectively and individually, in response to one another.\"},{\"question\":\"Which ethical dimensions of dialogue does the paper develop?\",\"answer\":\"It introduces responsibility, responsiveness, and capacitation as three “ethical dimensions of dialogue.”\"},{\"question\":\"How does the analysis use classroom discussions to examine ethical dialogue?\",\"answer\":\"It draws on transcripts from students’ discussions of controversial political issues to examine how interlocutors made themselves addressable, addressed each other, and were “presenced” in dialogue, including reliance on abstractions.\"}]","Relational Becoming - Considering Classroom Dialogue in Ethico-ontological Terms | PDF",1792092327,73,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"relational-becoming-considering-classroom-dialogue-in-ethico-ontological-terms","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/relational-becoming-considering-classroom-dialogue-in-ethico-ontological-terms/601284/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/relational-becoming-considering-classroom-dialogue-in-ethico-ontological-terms/601284.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":19},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What does “relational becoming” mean in the paper?","Question",{"text":129,"@type":130},"It describes how participants in dialogue become particular kinds of people through social processes, both collectively and individually, in response to one another.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"Which ethical dimensions of dialogue does the paper develop?",{"text":134,"@type":130},"It introduces responsibility, responsiveness, and capacitation as three “ethical dimensions of dialogue.”",{"name":136,"@type":127,"acceptedAnswer":137},"How does the analysis use classroom discussions to examine ethical dialogue?",{"text":138,"@type":130},"It draws on transcripts from students’ discussions of controversial political issues to examine how interlocutors made themselves addressable, addressed each other, and were “presenced” in dialogue, including reliance on abstractions.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792160868]