This dissertation argues for a dialogic grounding for deliberative democracy. Building on Habermasian theories of communication and discourse, deliberative democrats think better (more just, fair, and rational) democratic politics is possible because communication itself (in whatever form it takes) provides the legitimate mechanism for the transformation of citizens' opinions and political will. However, this is a problematic foundation for unleashing the normative potential inherent in citizen engagement. There are good reasons to suspect that a politics based in rational communication cannot actually produce the kinds of changes deliberativists insist are possible. Practical limitations of scale and scope make deliberative democracy difficult to envision. And the Habermasian claim about the inherent rationality in communication is challenged by postmodern notions of language and by conceptions of the embodied processes of reasoning. However, there is another normative foundation hinted at within the deliberative literature. Some theorists gesture toward a theory of transformation rooted more directly in the experiences associated with interpersonal relations, rather than in the language that is exchanged within these interactions. Following this lead, I turn to the work of Martin Buber to outline a dialogic theory that can better explain the intuitive sense that when citizens meet and speak, they are (at least potentially) opened up to new understandings. This theory, based in Buber's "I-Thou relation" and conception of "genuine dialogue," offers an account of the phenomenon located in an interpersonal relation of a particular type in which partners in dialogue are opened up to one another. I argue that a politics rooted in this dialogic experience provides a better account of the transformative potential in citizen engagement. Building on this new orientation towards dialogue, I then demonstrate some practical institutional innovations that are well equipped to take advantage of a politics anchored in dialogue. Along these lines, the dissertation culminates in a discussion of the Restorative Listening Project in Portland, Oregon, where dialogic meeting was a central focus of the institution's efforts to deal with the problem of gentrification in the city's NE neighborhoods.

Patent litigation is notorious for the technicality of evidence and the rhetoric of experts. Citizens selected to serve on the jury have no specialized training and have rarely been exposed to the technology or the patent process. This study provides insight into the field of jury decision-making in complex patent cases by analyzing the cognitive gaps and the tactics used by jurors to minimize them. Additionally, the study examines the justifications for the damage awards jurors provide. This analysis focused on jurors engaged in mock trial patent deliberations. The story model and sensemaking theory serve as the theoretical framework of this research and provide a structure for support and a lens for analysis. The results indicate that jurors rely on three distinct and dichotomous topologies when navigating cognitive gaps. Searching for answers either individually or as a group, relying on lists or stories, and turning to facts or emotions, jurors navigate through their uncertainty. Through the line-by-line analysis of mock jury transcriptions, three continuums regarding damage justifications emerged. Jury members found themselves navigating uncertainty versus certainty, rationality versus irrationality, and facts versus emotions. The theoretical implications broaden the story model to include cognitive gaps in all phases and increase the model's efficacy in patent litigation through the addition of a fourth phase. This study also confirms and enhances the use of sensemaking to describe the jury decision-making process. The results of this study should be applied practically to the field of patent litigation. Results should be used to create a user-friendly environment where the high stakes of litigation demand increased juror understanding and are critical to justice.

School is assumed to equip students with subject knowledge and contribute to their development as human beings and democratic citizens as well. In this article, the democratic dimension of the teaching assignment is brought to the fore, and an analysis tool for investigating students’ conversations on socioscientific issues that emphasises democratic aspects is presented. The DEQUAL-tool, where the acronyms stand for DEliberative QUALities, comprises both the content-related and formal aspects of the conversations, with a specific emphasis on the collective expressions of democratic qualities like questioning, consideration for others and conveying different dimensions and arguments. DEQUAL is based on an intersubjective and communicative understanding of democracy and meaning-making, and is theoretically inspired by John Dewey’s and Jürgen Habermas’ views on these matters. The development and function of DEQUAL is clarified using excerpts from upper secondary school students talking about how living in a certain place influences the greenhouse effect. By pointing out characteristics, strengths and weaknesses of students’ group-conversations, this methodological proposal can provide further guidance for an integrative understanding of the teacher’s assignment in science education.

<p>My aim with this diploma work is to find out if the students consider development deliberations as a good forum in order to promote their knowledge development or not. I have also examined if the development deliberation is experienced as giving for the pupil or not, what I have been studying from the pupil's perspectives.</p><h2>Method</h2><p>I have implemented three qualitative interviews with three students from class nine in a compulsory education that lies in Botkyrka municipality. There, I have also an implemented questionnaire survey with two half classes from same class.</p><h2><p>Materials</p></h2><p> To my study I have linked literature where research aims himself in on how teachers have worked with development deliberations in the school.</p><h2>Results</h2><p> Students that I have interviewed does consider development deliberations as a knowledgep romoting forum, but most as a forum for clear about study results. The students in the survey consider development deliberations as giving only when the result turns out to bee good.</p><h2>Importance for teachers </h2><p>As each development deliberation is unique, you can not come to a certain implication that all deliberations are experienced in the same way as the result shows. But that can last stakeholder for the teacher is to see how one development deliberation can to be experienced of several students. Is it so that the school has succeeded with its role that road conductor stemming the pupil in its knowledge development?</p><p> </p><p> </p><p> </p><p> </p>

My aim with this diploma work is to find out if the students consider development deliberations as a good forum in order to promote their knowledge development or not. I have also examined if the development deliberation is experienced as giving for the pupil or not, what I have been studying from the pupil's perspectives. Method I have implemented three qualitative interviews with three students from class nine in a compulsory education that lies in Botkyrka municipality. There, I have also an implemented questionnaire survey with two half classes from same class. Materials  To my study I have linked literature where research aims himself in on how teachers have worked with development deliberations in the school. Results  Students that I have interviewed does consider development deliberations as a knowledgep romoting forum, but most as a forum for clear about study results. The students in the survey consider development deliberations as giving only when the result turns out to bee good. Importance for teachers  As each development deliberation is unique, you can not come to a certain implication that all deliberations are experienced in the same way as the result shows. But that can last stakeholder for the teacher is to see how one development deliberation can to be experienced of several students. Is it so that the school has succeeded with its role that road conductor stemming the pupil in its knowledge development?

Studiecirkeln är en pedagogisk praktik som tillskrivs en roll i den svenska demokratin. Studiecirkelns genomförande svarar väl mot en demokratisk praktik som framställs i deliberativ demokratiteori. Avhandlingens idé är att belysa deliberativ demokratiteori med empiri. Med studier av studiecirkelsamtal ges möjlighet att diskutera teorin med samtalsdata. Samtalsdata genererades genom analyser av ett videoinspelat cirkelsamtal som handlade om hållbar utveckling. Studiens teoretiska ram visar fyra olika bidraga till den deliberativa demokratiteorin. Dessa presenteras i en indelning som skiljer mellan något som i avhandlingen kallas för den rationella argumentationens överläggning och en retoriskt orienterade överläggning. Genom denna indelning ges fler möjligheter att tolka fenomen i samtalsempirin och vice versa. Beträffade åsiktsbildningen i studiecirkelsamtalet finner man att cirkeldeltagarna berör en mängd olika företeelser. I detta urskiljs deltagares egna åsikter samt föreställningar som är producerade i normativa sfärer. Samtalsprocessen kännetecknas att den varierar från en period till en annan. Det gör att tillgängligheten för deltagare att kunna bidra med och ta del av yttranden varierar. Resultaten reser frågor till teorin om tolkningen av vissa begrepp. / In Sweden study circles are viewed as a vital part of the democracy due to the opportunity of the participants to deliberate. The way that the study circles work corresponds well with the notion of democratic deliberations promoted in theories of deliberative democracy. The main idea with this thesis is to elucidate the theory of deliberative democracy with empirical data from deliberations in a study circle. There are several contributions to the theory of deliberative democracy. In the thesis a distinction is made between theories that focus on the rational argument and theories that accept rhetorical speech as complement to the rational argument. In short the results show that the study circle conversation in one sense qualifies as a democratic deliberation. The participants are free to argue and allowed to have different views. When it comes to the contents of the conversation two systems of categories illustrate their formation of views. One categorisation illustrates that the participants use a wide range of opinions. The second categorisation stresses that the views of the participants were influenced by different sources. The analysis of the conversation shows a complex pattern of communication that differs from one period to another. This raises questions on how concepts used in the theories will be understood and interpreted in the light of empirical data.

Public deliberations are organised by governments and other large institutions to take the views of citizens around controversial issues. Increasing public demand and the associated burden on public funding make the quality of public deliberation events and their outcomes critical to modern democracies. This paper focuses on technology developed around streams of computational argument data intended to inform and improve deliberative communication in real time. Combining state-of-the-art speech recognition, argument mining, and analytics, we produce dynamic, interactive visualisations intended for non-experts, deployed incrementally in real time to deliberation participants via large screens, hand-held and personal computing devices. The goal is to bridge the gap between theoretical criteria on deliberation quality from the political sciences and objective analytics calculated automatically from computable argument data in actual public deliberations, presented as a set of visualisations which work on stream data and are simple, yet informative enough to make a positive impact on deliberative outcomes.

Au cours de la Guerre de Cent ans, la ville de Mâcon est confrontée à des pouvoirs concurrents, dans le climat de recomposition du pouvoir royal dans le 1er quart du XVe siècle. L’accent est mis sur l’information, sa circulation et ses effets sur le gouvernement urbain.La première partie éclaire les effets de la guerre sur la ville. La seconde partie implique d’étudier la démographie de la ville, l’étude des prix et des finances de la ville, les circuits économiques. La troisième partie traite plus spécifiquement de l’information, suivie de l’étude de la transmission et de la réception des nouvelles, puis de la façon de délibérer. Une vie politique active donc. / During the Hundred Years' War, the city of Mâcon is confronted with rival powers, in the 1st quarter of the XVth century. The subject of this work is the information, itstraffic and its effects on the urban government. The first part shows the effects of the war on the city. The second part involves to study the demography of the city, the study of the prices and the finances of the city. The third part deals more specifically with the information, followed by the study of the transmission and the reception of the news, then of the way of deliberating. A political life activates.

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The journalist’s responsibility to the public is to deliver objective and impartial news, but during the height of the societal and feminist Metoo-movement, the content of newspaper publications varied significantly. This variation was influenced partially  by the human factor, ownership, and established guidelines regarding the publication of names at the newspapers.  This study aims to clarify the ethical deliberations behind the publication of names in the news media, specifically at four of Sweden's largest newspapers, Dagens Nyheter, Svenska Dagbladet, Aftonbladet and Expressen. For this, a qualitative interview and a qualitative text analysis method has been used, the answers were subsequently analyzed based on the agenda setting-theory, consequence neutrality and the social responsibility methodology. One respondent was chosen from each newspaper and was asked about ethical deliberations, what makes a name publication viable, what consequences might come of it and how they interpret the newspapers’ actions surrounding the publications about Benny Fredriksson. The case of Benny Fredriksson is used as a concrete example whereas it led to extensive ethical discussions in the Swedish press. The study also examines how newspapers’ publications and ethical deliberations differ from each other. The conclusion comes to that there is a difference between them, not only in how they published 2017, but additionally how they argue now. Dagens Nyheter, Aftonbladet and Svenska Dagbladet, all base their arguments in a social responsibility theory, while Expressen lean towards a consequences neutrality perspective.