Maieutic for dialogue: connecting an argumentative approach to mediation and educational transactional analysis

The acquisition of relational and communicative skills is one of the main goals of an educational system that aims at promoting non-violent, inclusive and participative societies. Dialogue is the key factor for such purpose, acting both as a means and as a goal that education ought to achieve. According to this perspective, Education to Dialogue matches ethical-behavioural aspects (dialogue as expression of interconnectedness) and logical-argumentative competences (dialogue as instrument of communication). Such elements trace connected dimensions: (1) the ability of managing a constructive communication, which implies both correct reasoning and effective expression; (2) the ability of creating and managing a situation of communicative reciprocity, which is an instrument for preventing and transforming conflicts (3) the acquisition of existential skills as a value of acceptance and respect of the others. Relational Skills play a vital role in a territory like South-Tyrol, characterized by the interaction of different cultures and languages and by the necessity of matching the protection of identities with the aim of an inclusive and participatory society (Horizon 2020). The goal of this paper is to outline some conceptual and methodological signposts for the Education to Dialogue by drawing perspectives, concepts and methodologies from both Conflict Mediation and Educational Transactional Analysis. This interdisciplinary work is directed to those who are professionally involved at all levels of education, with the purpose of offering a first conceptual framework for developing programmes and proposals aimed at introducing and empowering communicative attitudes and skills.