Dr. Benzion Giertz

The Dialogue Circle

Theoretical Framework of the Circular Dialogue

Share on facebook
Share on whatsapp
Share on twitter
Share on linkedin

You can do almost anything with soup stock, it’s like a strong foundation. When you have the right foundation, everything tastes good. — Martin Yan

Every pressing issue and crisis humanity now feels can be traced directly back to human egoism. In order to provide a completely effective system-wide cure for these ego-based ills, new ways of relating to our human tendency toward egoism are needed. The person who masters this new style of relationship, transforms his life experience for the good. The society that masters a new relationship becomes like heaven on Earth. The Circular Dialogue was developed as a practical tool for creating states of connection necessary to attain the target purpose of an educational theory intended for the correction of the human relationship with egoism.

The educational theory behind the Dialogue Circle is based on the hypothesis that reality can be depicted as the interplay between two primary forces, reception and bestowal. Viewing reality through this theoretical lens allows new insights into the causes and processes of the global crisis. From this new understanding an effective, comprehensive, and lasting remedy for the global crisis can be constructed through identification of human behaviors that synchronize with nature’s fundamental inviolable laws and through the development of a comprehensive educational system based on those laws that targets the development of characteristics within humanity that harmonize with the actions of the primary forces of reality.

  • The theoretical framework behind the Circular Dialogue was extracted and adapted from the primary principles of Kabbalah and other sources, including its educational solution to the global crisis. The theoretical framework upon which the Dialogue Circle was developed can be summarized in a three-tiered schematic overview.
  • The Level One depicts the manifestation of symptoms that can be recognized as the current global crisis in the customary terminology of Kabbalah: The unified, albeit unconscious, desire to receive (unified soul of Adam HaRishon) is shattered and must undergo conscious reintegration to its original form.
  • Level Two translates the process of the shattering of the desire to receive (egoism) and its reintegration into a broad-stroke representation of the theoretical educational goals represented by Integral Education system as a solution to the global crisis: Mankind learns to use its inherently egoistic nature with an altruistic intention to benefit the collective.
  • Level Three expresses the theoretical foundation and educational paradigm in terms the tools and techniques of practical application through implementation of an inclusive and integral education method: The natural tendency for egoistic competition is channeled toward group cohesion and connection (Integral Education for connection and inclusion) using cooperative group work and gamification. The Circular Dialogue is a principle tool in the transformative educational approach.



IMPORTANT NOTE ON DIAGRAM TERMINOLOGY
In the diagram, the educational theory of which the Dialogue Circle is a primary tool is referred to as “Integral Education,” and the “Integral Education Tools” in Level III in the diagram refers to the Dialogue Circle and other related educational tools and techniques.

This three-level model describes the transformative processes that the originally unconscious unified Desire to Receive or Soul of Adam HaRishon undergoes to fall to a state of fully developed egoism that manifests as the global crisis, and the shattered Desire’s conscious reintegration and return to its original unified state by means of educational training in altruism through the method of inclusion and integral education and its associated tools such as the Dialogue Circle.

“Pull up a chair. Take a taste. Come join us. Life is so endlessly delicious.”
― Ruth Reichl

Open chat
1
שלום, זמין לדבר