Learning through Listening and Responding: Probing the Potential and Limits of Dialogue in Local and Online Environments

This article explores an age-old form of dialogical learning, havruta, which has been employed by Jews throughout the centuries to study Torah and Talmud, evaluates experiment extending havruta from a couple fellow students (haverim) international, multi-religious group reading philosophical texts together, transferring learning process Jewish house (in Hebrew: beit ha-Midrash, in German: Lehrhaus) online environment. Methodologically, experiences are brought into theory-practice feedback loop discussed various theoretical angles: (1) The first section introduces how was conducted traditionally Franz Rosenzweig, who 1920 founded Frankfurt Lehrhaus invited Martin Buber offer lecture courses, advanced havruta. (2) second explains Rosenzweig’s pedagogical principles as distilled his writings on education applied modified above-mentioned contemporary group. (3) third draws Buber’s philosophy dialogue, Juhani Pallasmaa’s architectural theory Michel Chion’s film order investigate epistemological significance different modes listening, asking, responding, role trust for local communities.