In an era characterized by polarized communication, a select group of educators has embraced the transformative power of dialogue to cultivate awareness and solidarity. Among these pioneers, Danilo Dolci — a profound poet, insightful sociologist, and dedicated educator — emerges as a luminary whose methods elevate listening, questioning, and collective exploration to the forefront of educational practice. His legacy, deeply rooted in the principles of nonviolence and community engagement, continues to resonate today through innovative practices like the Maieutic Circle and the Story Circle.

Unlike traditional academic theorists, Dolci operated at the grassroots level, immersing himself in the heart of communities as an educator and activist. Central to his philosophy is the transformative power of the question, viewed not merely as a technique for eliciting correct answers, but as a catalyst for critical thinking, deep reflection, and collaborative discovery. In the Maieutic Circle, participants gather in a harmonious circle, effectively dismantling the conventional hierarchical classroom structure. Within this egalitarian space, each question serves as a spark, igniting vibrant discussions that uncover the wealth of knowledge residing within everyone.

For Dolci, inquiries such as, “What is your dream?” transcended mere poetic expression; they represented profound acts of education. The circle nurtures a horizontal dynamic where knowledge flows not from teacher to student but emerges from a spirited exchange of ideas. This method empowers participants to harness their self-awareness, develop critical thinking skills, and recognize their inherent capabilities, all while forging connections with others and envisioning possibilities for transformative futures.

As Dolci’s pedagogical approach evolved, it manifested into what is now celebrated as the Reciprocal Maieutic Approach (RMA), particularly within the realm of adult education. This approach has been effectively implemented when working with marginalized communities, migrant people, and individuals with low literacy, as it aims to reflect upon their own narratives and shared knowledge.

The overarching goal transcends the mere transmission of content: it aspires to cultivate a nurturing space of active listening where participants can voice their inquiries, needs, and aspirations. In this enriching environment, educators assume the role of facilitators of dialogue, stepping away from traditional authority figures. The learning process transforms participants from passive recipients of information into dynamic co-creators of knowledge, empowering them to perceive themselves as integral components of a broader social fabric. In this context, learning emerges as not only a personal journey but also an inherently collective and political endeavour.

In parallel, another powerful dialogical practice has gained momentum: the Story Circle, which UNESCO endorses as a potent tool for developing intercultural competencies and fostering social cohesion. Grounded in the art of active listening, the Story Circle emphasizes the sharing of personal narratives. Typically involving 5–10 participants, a Story Circle invites each individual to share a brief personal experience in response to a common prompt. Within this sacred space, interruptions are absent, evaluations are withheld, and debates are discouraged — instead, the focus remains on authentic expression and attentive listening.

This method, rooted in oral traditions and community-building practices, paves the way for emotional and relational connections among people. Through the act of storytelling, participants gradually begin to recognize reflections of themselves in others, learn to appreciate their differences without fear, and forge bonds that transcend cultural, linguistic, or generational divides. Story Circles hold particular promise in contexts related to migration, youth engagement, and intercultural dialogue, effectively mitigating feelings of isolation and nurturing mutual understanding.

Though distinct in their methodologies, the Maieutic Circle and Story Circle are united by core values. Both emphasize horizontal dialogue, ensure equal participation, and promote the idea that knowledge is not simply transmitted but collaboratively uncovered. They challenge traditional top-down educational models, embracing instead a vision of learning that is relational and cooperative.

In both practices, the tools of storytelling and questioning empower participants. They fortify the development of empathy, critical consciousness, and a shared sense of responsibility. Whether employed in schools, community centres, refugee support programs, or youth workshops, these circles cultivate environments that promote inclusive learning and community cohesion.

In our present social landscape, marked by escalating inequality, migration challenges, and cultural tensions, dialogical methods like the Maieutic Circle and Story Circles present concrete responses. They create healing spaces where individuals can share their voices, validate their experiences, and collaboratively distill collective insights.

For migrants, educators, activists, and practitioners, these approaches offer ethical and effective pathways to foster inclusion, confront stereotypes, and cultivate social cohesion. The Maieutic Circle invites individuals to ask meaningful questions, while the Story Circle encourages them to share their narratives, creating opportunities for dialogue, empathy, and understanding in an increasingly complex world.

Resources

Hearn, F., Biggs, L., Brown, S., Tran, L., Shwe, S., Noe, T. M. P. & Riggs, E. (2022). Having a say in research directions: The role of community researchers in participatory research with communities of refugee and migrant background. International Journal of Environmental Research and Public Health, 19(8), 4844. Retrieved from: https://www.mdpi.com/1660-4601/19/8/4844

Fetterman, D. M., & Wandersman, A. (2005). Empowerment evaluation principles in practice. Guilford Press. Retrieved from: https://www.guilford.com/excerpts/fetterman.pdf?t=1

Centro Sviluppo Creativo Danilo Dolci. (n.d.). Reciprocal maieutic approach. Retrieved from https://danilodolci.org/en/reciprocalmaieutic/

Maslin-Ostrowski, P., Drago-Severson, E., Ferguson, J., Marsick, V. J., & Hallett, M. (2023). An innovative international community engagement approach: Story circles as catalysts for transformative learning. International Journal of Adult Education and Technology, 11(2), 1–15. Retrieved from:: https://www.researchgate.net/profile/Patricia-Maslin-Ostrowski/publication/316976385_An_Innovative_International_Community_Engagement_Approach_Story_Circles_as_Catalysts_for_Transformative_Learning/links/647f23e82cad460a1bf8bd1b/An-Innovative-International-Community-Engagement-Approach-Story-Circles-as-Catalysts-for-Transformative-Learning.pdf?origin=scientificContributions

UNESCO. (2020). Manual for developing intercultural competencies: Story circles. UNESCO Publishing- Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000370336

Novara, D. (n.d.). La pedagogia maieutica di Danilo Dolci. Retrieved from https://www.cislscuola.it/uploads/media/dolci-novara.pdf

Deardorff, D. K. (2019). Manual for developing intercultural competencies: Story circles. Paris: UNESCO Publishing. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000370336

Foreign-language bibliography