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dc.contributor.advisorReams, Jonathannb_NO
dc.contributor.authorGuddingsmo, Eriknb_NO
dc.date.accessioned2014-12-19T14:45:12Z
dc.date.available2014-12-19T14:45:12Z
dc.date.created2013-02-20nb_NO
dc.date.issued2012nb_NO
dc.identifier606663nb_NO
dc.identifier.urihttp://hdl.handle.net/11250/271729
dc.description.abstractThis thesis investigates how David Bohm’s idea of dialogue could function as means to prompt awareness of hidden assumptions, and how this impacts communication for people involved. This is explored through the research question: "Can dialogue be a leverage to prompt awareness of underlying assumptions? And by extension: Would people experience this to benefit their communication?" To answer this question a dialogical workshop with four participants was conducted in the business environment. The project utilized a qualitative methodology, and data was gathered by the use of semi-structured interviews with the four participants’ from the workshop. Data from these interviews were analyzed by using the constant comparative method, which led to the categories "views on communication", "impact", "the workshop" and "time". The discussion of these categories are mainly grounded in the ideas of David Bohm, which is supported and extended by amongst Chris Argyris, Thomas Jordan, Jack Mezirow and Michael Poutiane. Findings in this suggest dialogue to hold the potential of being a leverage to prompt awareness of underlying assumptions, while also proposing that more extensive research is needed to say something substantial on how this impact peoples communication. Based on the findings there is also presented a model of how such processes plays out.nb_NO
dc.languageengnb_NO
dc.publisherNorges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Institutt for voksnes læring og rådgivningsvitenskapnb_NO
dc.subjectDialogueen_GB
dc.subjectAssumptionsen_GB
dc.subjectSocial and Behavioural Science, Lawen_GB
dc.titleUnwrapping assumptions: A dialogical approach to communicationnb_NO
dc.typeMaster thesisnb_NO
dc.source.pagenumber57nb_NO
dc.contributor.departmentNorges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, Institutt for voksnes læring og rådgivningsvitenskapnb_NO


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