Vol. 4, Issue 7, Part F (2018)

Abstract
This paper presents two cases of dialogue for teachers to draw inspiration and to be able to achieve the above-mentioned in their classrooms. Both the sources are religious and of distant origins in terms of their cosmology and fundamental beliefs. However, both have a potential to draw inspiration for a teacher’s role in a dialogue and for organizing dialogue in a modern classroom. First case is from Upanishad, a sacred text of Hinduism. I have taken the specific case of Katha-Upanishad. Second case that I have taken is from Judaism through the ideas of Jew Philosopher Martin Buber. We need to establish a taxonomy and typology to describe the kinds of relationships into which teacher and students can enter in order to achieve higher goals of learning and growth. The instances of Katha-Upanishad and Buber stress the mutual and holistic existence of teachers and students in a forever dialogue.