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This thesis is an assessment of interreligious dialogue in India developed as an approach to other religions in the context of exclusivist attitudes. While dialogue is important in such a context, nevertheless, in terms of its wider objectives of creating better relationships in society, it has some limitations which need to be addressed for it to be more effective in society. Studying the past 60 years of dialogue in India and undertaking field-research in south India, this thesis discusses three such limitations. Firstly, critiquing the notion of world-religion categories which is fundamental to dialogue, it argues that such categories are products of the western Enlightenment and colonialism leading to framing colonised people’s identities largely in terms of religion. Dialogue, emphasising the plurality of religions, has appropriated these notions although people live with multiple identities. Secondly the idea of religious conflicts serves as the basic context for dialogue in which dialogue should take necessary actions to contain them. While the concern to do away with conflicts through dialogue needs to be furthered, this thesis considers the multiple factors involved in such conflicts and works for solutions accordingly. Analysing through a case study a clash in 1982 in Kanyakumari district which continues to be termed as Hindu-Christian conflict, this thesis shows that there are multiple factors associated with each communal conflict, and dialogue needs to understand them if it is to work effectively. Thirdly it critiques the elite nature and methods in dialogue which ignore grass root realities and call for ‘taking dialogue to grassroots.’ The argument is that grassroot experiences of relating with each other in everyday living should be incorporated in dialogue for better results. What is proposed at the end is a necessity of re-visioning dialogue which can lead to fostering ‘inter-community relations based on multiple identities and everyday living experiences of ordinary people’ that invites one to enlarge the horizons to comprehend the plurality of relations and identities, not just plurality of religions, understand and address real-life conflicts and question naming conflicts as religious, and incorporate grassroot experiences of everyday living in continuing to work for a more peaceful society.

Thesis advisor: Richard R. Gaillardetz / With explicit roots in the Pauline letters, and an initial propositional formulation that traces back to Augustine of Hippo, the doctrine of justification is among the most ancient ways that the church has taught about the salvation offered to humankind through Jesus Christ. To say the very least, though, the doctrine, both its content and its place in the treasury of the church’s teachings, has not been without conflict. In fact, in the sixteenth century, disagreements over justification contributed to a major division in the church, one that remained trenchant until some measure of healing was brought to it when representatives of the Lutheran World Federation and the Catholic Church signed the Joint Declaration on the Doctrine of Justification (JDDJ) in 1999. This dissertation argues that, among the factors contributing to the sixteenth century discord over justification, were the different biblical hermeneutics adopted by Martin Luther and the Council of Trent. It argues as well that the ecumenical achievement that the JDDJ represents owes in part to the shared way of interpreting Scripture that Lutherans and Catholics embraced in the twentieth century. Ultimately, this dissertation uses the justification debates of the sixteenth and twentieth centuries as a test case to propose a framework for using Scripture more effectively in ecumenical dialogue, especially when that dialogue concerns a disputed church doctrine. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Orientador: Luciane de Paula / Banca: Marina Célia Mendonça / Banca: Grenissa Bonvino Stafuzza / Resumo: Ao considerar o cinema musical como um gênero fértil para o estudo de diálogos entre gêneros, esta pesquisa reflete acerca do filme musical Across the Universe (2007), de Julie Taymor, em sua arquitetônica (forma, estilo e conteúdo). O gênero cinema e o gênero canção encontram-se em constante diálogo no musical e, especificamente, no corpus aqui trabalhado. As canções inseridas no filme são todas compostas pela banda britânica The Beatles. As relações dialógicas e as genericidades reconhecidas nesta pesquisa são trabalhadas sob a ótica dos estudos do Círculo de Bakhtin e buscam analisar como o filme Across the Universe incorpora as canções de The Beatles e de que maneira o musical dialoga com a letra de cada canção e com cada situação em que são interpretadas no filme. Sob a abordagem dialógica do Círculo, a análise do filme em questão possibilita reconhecer o cinema como característico por ser composto por outros gêneros que a ele se incorporam e fundem em sua composição, como ocorre em Across the Universe, em que a canção e a dança, por exemplo, são parte da construção do cinema musical / Abstract: Considering cinema as a fertile genre for the studies of dialogue between genres this research thinks about the musical film Across the Universe (2007), by Julie Taymor, in its architectonic (form, style and content). The cinema genre and the song genre are in constant dialogue in the musical film and specifically in the corpus chosen. The songs within the movie are all composed by the british band The Beatles. The dialogical relations and the genres recognized in this research are analyzed within the perspective of the studies of the Bakhtin Circle Bakhtin, and aim to analyze how the movie Across the Universe incorporates the songs by The Beatles and in which way the musical dialogues with the lyrics of each song and with each situation in which they are sung in the movie. Within the dialogical perspective of the Circle the analysis of the movie makes it possible to recognize the cinema as composed by other genres that are incorporated within its composition, such as in Across the Universe, in which song and dance are part of the composition of the musical film / Mestre

This thesis is about the ontology and epistemology of foreignness. With other issues,it developed through a series of conversations on foreignness with Australian and international writers and intellectuals, and a subsequent series of radio essays and conversations based on some of the dialogues. A critical framework is developed which examines the relationships between foreignness, cultural identity and the practice of writing through a series of dialogues. The author's analysis involves exploring how the conversations 'speak' the personal and political experiences of living and writing as a foreigner. The interest lies in the various ways narrating one's life touches on certain elements in the aesthetics and politics of writing.The politics of experience and aesthethic production intertwine throughout the conversations and in the production of the text. As the thesis is dialogic in character, the reader can choose to work through the thesis in a linear fashion or to begin at any part. In this sense, the work is divided into three interrelated parts which can be read as different translations of each other. In the last part, in CD format, the author discusses and includes as a postscript to the research, the radio essays and dialogues based on conversations. It is suggested how these radio conversations enact a different way of speaking and writing about foreignness, and explore the on-going relationships between dialogue, translation and a critical imagination. / Doctor of Philosophy (PhD)

This study presents a qualitative analysis of six accounts of focusing, a method of embodied reflection. Six expert practitioners were interviewed, and each participant`s account was brought under two rounds of analysis. First, a modified descriptive phenomenological analysis was performed on a portion of the interview in which the participant described a particular focusing experience. This was followed by an interpretive phenomenological analysis of the participant`s interview as a whole. Analyses resulted in the identification of explicit and implicit themes that were constitutive of focusing experiences across participants. Several themes that were identified include: the importance of social support and validation for experiences that depart from the norms and values of materialist culture, the exquisite gentleness and receptivity of the focusers` attitude toward their experiences, and the dialogical qualities of the practice. The details and significance of the dialogue, which is a synesthetic exchange between the focuser and responses arising in her perceptual field, is explored in the discussion. Attention is paid to the fluid and at times ambiguous self-other experience suggested by the dialogue, and an archetypal framework for interpreting this dialogue is introduced. Additionally, the two phenomenological methods employed are reviewed and compared for their relative merit in the study of focusing. / McAnulty College and Graduate School of Liberal Arts / Clinical Psychology / PhD / Dissertation

Many things can be communicated through dialogue, including information, thoughts, feelings, attitudes, beliefs and personal experiences. More recently, dialogues have been used in focus group research and in program evaluations. Despite the increasing prevalence of dialogue in research and evaluation, much is still unknown about dialogue, especially how dialogue emerges and occurs within a group setting. The aim of the current study was to describe and identify the various factors involved in a dialogue, examine the relationships among these factors, and conceptualize the process of dialogue within a multi-stakeholder participatory evaluation. A qualitative analysis of three focus groups, each comprised of eight to ten participants, yielded several findings. First, several factors were found to help facilitate the interactions between multiple stakeholders in dialogue, including the development of common ground and specific contributions made by participants. Secondly, communication within these multiple stakeholder groups was found to alternate between two individuals, a dyadic exchange, or between multiple participants, a complex exchange. Thirdly, the moderator and participants were found to take on each other roles. Finally, from these conversations, a model was developed to illustrate the progression of a dialogue in these groups. These results have many implications for program evaluators, focus group leaders, and other practitioners in the field.

Many things can be communicated through dialogue, including information, thoughts, feelings, attitudes, beliefs and personal experiences. More recently, dialogues have been used in focus group research and in program evaluations. Despite the increasing prevalence of dialogue in research and evaluation, much is still unknown about dialogue, especially how dialogue emerges and occurs within a group setting. The aim of the current study was to describe and identify the various factors involved in a dialogue, examine the relationships among these factors, and conceptualize the process of dialogue within a multi-stakeholder participatory evaluation. A qualitative analysis of three focus groups, each comprised of eight to ten participants, yielded several findings. First, several factors were found to help facilitate the interactions between multiple stakeholders in dialogue, including the development of common ground and specific contributions made by participants. Secondly, communication within these multiple stakeholder groups was found to alternate between two individuals, a dyadic exchange, or between multiple participants, a complex exchange. Thirdly, the moderator and participants were found to take on each other roles. Finally, from these conversations, a model was developed to illustrate the progression of a dialogue in these groups. These results have many implications for program evaluators, focus group leaders, and other practitioners in the field.

Reviewing domestic related researches about dialogue, most of them focused on its effectiveness. This research focused on how to facilitate the learning of dialouge. We firstly reviewed the references about ¡§learning¡¨ and ¡§dialogue¡¨; and then described the action research process of how Systems Thinking and Organizational Lab designed the feedback mechanisms to facilite the learning process on dialogue for Company A. We also analyzed every feedback mechanisms about its effectiveness in this research. We found out that feedback mechanisms can facilitate the learning process on dialogue, and the reflective abiliy of the members is very important. Besides we could adopt different feedback mechanism to facilitate the learning effectiveness depending on the situation; therefore, we also made several suggestions on every feedback mechanisms for future adoption.