The Role of Dialogue in Teaching Literature

This article is an attempt to discuss the value of ‘dialogue’ as a crucial method in teaching (literature). The “warp” of Plato’s wisdom is fortified with the “weft” of his presentation, something that is academically called “dialogue.” The “ironic Socrates,” one who pretends not to know, is an outstanding model for a teacher to encourage students to ask.Having this procedure in view, this essay will try to establish the fact that students, at least in subjects like humanities, cannot be given “absolute” but “concrete” answers. In other words, our answers should show “what is right and wrong in a given situation.”The article will further discuss the role of the teacher in a conflicting dialectical class where spontaneity, genuineness, and indirection will eventually help the student to arrive at an answer for him-/herself.