| Knowledge related to the pratice of dialogue |
 Student constructs knowledge with teacher guidance.   Student applies knowledge by the end of the school year. Student reinvests knowledge.  This learning is suggested; it is not prescribed in the program.
E: The letter E indicates that some of the concepts related to this learning were covered in elementary school.
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Cycle
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Cycle
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- Forms of dialogue1
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- Explains, in his/her own words, the meaning of a panel
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- Uses, in a situation involving dialogue:
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- conversation, discussion, narration, deliberation, interview, debate
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- panel
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- Conditions that foster dialogue2
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- Respects conditions that foster dialogue:
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- observes rules for engaging in dialogue
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- correctly expresses his/her ideas
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- respects the right of others to speak
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- attentively listens to what another person has to say in order to grasp the meaning
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- considers all other paths for fostering dialogue, ERC program, secondary, p. 48 (508)
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- Contributes to establishing conditions that foster dialogue:
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- suggests rules for engaging in dialogue
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- proposes ways of alleviating tensions
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- introduces nuances to his/her comments and recognizes the nuances introduced by others
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- is open to different ways of thinking
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- considers all other paths for fostering dialogue, ERC program, secondary, p. 48 (508)
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- Means for developing a point of view3
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- Explains, in his/her own words, the use of description, comparison, synthesis, explanation and justification
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- Uses description to enumerate the characteristics of the subject discussed4 (e.g. in Cycle One, in the context of a story, describes the setting where the action takes place, the characters and the important events; in Cycle Two, in the context of a religious experience, describes the place where the experience took place, what the person felt, what actions were taken, what words were spoken, etc.)
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- Uses comparison to highlight similarities and differences among the elements of the subject discussed (e.g. in Cycle One, names two differences between an adolescent and an adult’s conception of freedom; in Cycle Two, indicates the similarities and differences between Hubert Reeves and David Suzuki’s vision of the future of humanity)
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- Uses synthesis to provide a coherent summary of the elements of the subject discussed (e.g. in Cycle One, summarizes what he/she has learned about connections between the stories, rites and rules of religious traditions; in Cycle Two, summarizes his/her understanding of the different answers religious traditions propose for an existential question)
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- Uses explanation to help others to know or understand the meaning of the subject discussed (e.g. in Cycle One, social order is an agreement between the members of a group about norms to be respected and values to be espoused; in Cycle Two, human ambivalence is a state in which a person is undecided about two options as they both involve equally important values)
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- Uses justification to present, in a logical way, a few reasons and ideas that support a point of view (e.g. in Cycle One, “I think everyone’s freedom is limited because there are rules, codes of conduct and laws that govern our behaviour;” in Cycle Two, “I believe that a pilgrimage is a religious experience, because the believer finds a spiritual meaning there and becomes personally involved, which strengthens his or her faith.”)
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- Types of reasoning5
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- Explains in his/her own words: reasoning by induction, deduction, analogy, hypothesis
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- Recognizes, in a situation involving dialogue:
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- reasoning by induction (e.g. “My friend Marie listens to music while she studies and she does very well. Therefore, listening to music must foster success.”)
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- reasoning by deduction (e.g. “Team sports require members to be in good physical shape. Therefore, anyone who practises team sports must be in good physical shape.”)
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- reasoning by analogy (e.g. “I can ride my bike safely, following road safety rules. Therefore, I can drive a scooter.”)
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- reasoning by hypothesis (e.g. “People who do 30 minutes or more of physical activity a day have a longer life expectancy than the national average.”)
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- Questions, in a situation involving dialogue:6
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- reasoning by induction (e.g. “How can we say that what is true for one person is true for everyone?”)
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- reasoning by deduction (e.g. “Is it possible for someone who practises a team sport to be in poor physical shape?”)
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- reasoning by analogy (e.g. “Can you name some big differences between riding a bike and driving a scooter?”)
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- reasoning by hypothesis (e.g. “Can a scientific study confirm this hypothesis?”)
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- Means for examining a point of view7
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- Types of judgment
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| 1.1. | Explains, in his/her own words the meaning of a judgment of preference, a judgment of prescription, a judgment of reality and a judgment of value |
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- 1.2. Recognizes, in a situation involving dialogue:
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- a judgment of preference (e.g. “I prefer the norms imposed by my parents to those imposed by my friends’ parents.”)
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- a judgment of prescription (e.g. “It’s important to respect the freedom of others.”)
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- a judgment of reality (e.g. “The Bible tells a number of stories that have inspired the creation of religious rites.”)
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- a judgment of value (e.g. “The social order is more important than freedom.”)
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- 1.3. Questions, in a situation involving dialogue: 8
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- a judgment of preference (e.g. “How are your parents’ norms better than those imposed by your friends’ parents?”)
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- a judgment of prescription (e.g. “Do I have to respect someone else’s freedom even if it limits my freedom?”)
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- a judgment of reality (e.g. “Can you give an example of a story that has inspired the creation of a rite?”)
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- a judgment of value (e.g. “How is the social order more important to you than freedom?”)
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- Processes that may hinder dialogue9
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- 2.1. Explains, in his/her own words:
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- a hasty generalization, a personal attack, an appeal to the people, an appeal to the crowd (bandwagon), an appeal to prejudice, an appeal to stereotype, an argument from authority
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- “two wrongs don’t make a right” argument, a straw man argument, a false dilemma, a causal fallacy, a false analogy, a slippery slope, a conspiracy
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- 2.2. Recognizes, in a situation involving dialogue:
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- a hasty generalization (e.g. “All adolescents disobey their parents.”)
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- a personal attack (e.g. “You are not smart enough to find the solution.”)
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- an appeal to the people (e.g. “My friends all say that the best form of justice is fairness, so it must be true.”)
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- an appeal to the crowd (e.g. “This computer has the highest sales; that means it must be the best model.”)
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- an appeal to prejudice (e.g. “A handicapped person can never be autonomous.”)
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- an appeal to stereotype (e.g. “Boys are less co-dependent than girls.”)
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- an argument from authority (e.g. “I believe there is life after death because a famous sociologist said so.”)
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- “two wrongs don’t make a right” argument (e.g. “You came home much too late last night.” “But Dad, my friend Sam went home two hours later than I did!”)
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- a straw man argument (e.g. “Ecologists think that we should all wear green plants in order to save the planet.”)
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- a false dilemma (e.g. “Either you let me get my driver’s license or I won’t do any more housework.”)
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- a causal fallacy (e.g. “I scored a goal because I was playing with a hockey stick signed by my idol.”)
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- a false analogy (e.g. “Since that student plays the guitar so well, he or she must sing well.”)
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- a slippery slope (e.g. “If you are late for class one more time, you will fail your exam, you won’t get your high school diploma and you will never find a job.”)
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- a conspiracy (e.g. “We will never be able to save the planet because politicians in all the rich countries have agreed that the economy is their priority.”)
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- 2.3. Questions, in a situation involving dialogue: 10
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- a hasty generalization (e.g. “What is your basis for saying that all adolescents disobey their parents?”)
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- a personal attack (e.g. “Do you really think that insulting me will help us find the solution?”)
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- an appeal to the crowd (e.g. “Is everything your friends say always true?”)
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- an appeal to the people (e.g. “Does the number of computers sold guarantee the quality of the model?”)
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- an appeal to prejudice (e.g. “Can you give me your definition of autonomy?”)
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- an appeal to stereotype (e.g. “What is your basis for saying that boys are less co-dependent than girls?”)
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- an argument from authority (e.g. “Regardless of what the sociologist said and regardless of his reputation, what do you think and what are your arguments?”)
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- “two wrongs don’t make a right” argument (e.g. “If your friend goes home at 7:00 p.m., should you do likewise?”)
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- a straw man argument (e.g. “What would we do in the middle of winter?”)
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- a false dilemma (e.g. “What is the connection between getting your driver’s license and doing housework?”)
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- a causal fallacy (e.g. “Do all players who score goals use sticks autographed by their idols?”)
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- a false analogy (e.g. “Are the same skills required to sing and to play the guitar?”)
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- a slippery slope (e.g. “Aren’t you exaggerating a little? Being late for this class will not determine the rest of my life.”)
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- a conspiracy (e.g. “Can you prove that the politicians agreed on this point?”)
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