'Inclusion' in Martin Buber's dialogue pedagogy

In this study, we review the possibility and limitations of the dialogue pedagogy to make suggestions for extensions and modernizations of it, highlighting the concept of inclusion, which is a keystone of dialogue pedagogy, and focusing on the different pedagogical understanding and reception of it in the past few decades. It emerges that dialogue pedagogy can be of different character and significance depending on different positions toward the possibility of inclusion. Adhering to Buber's position shown in his Heidelberg speech in 1925, we review what kind of logic and system Buber suggested with regard to the concept of inclusion and investigate the possibility of a theoretical extension for the contemporary context of education and pedagogy.