Dialogic Incrementalism and the 4IR in a Global and Bangladeshi Context

The world is experiencing profound changes brought by the Fourth Industrial Revolution (4IR), characterized by the integration of digital, biological, and physical innovations. This revolution, driven by artificial intelligence, robotics, and biotechnology, is reshaping economies, altering job markets, and challenging traditional social structures. Against this backdrop, "dialogic incrementalism" emerges as an approach that prioritizes gradual, participatory change through inclusive dialogue. By involving individuals and communities in the decision-making process, dialogic incrementalism seeks to bridge divides, foster unity, and ensure that technological advancement contributes to social equity.

In Bangladesh, the 4IR poses unique challenges and opportunities. Rapid technological advancements offer potential for economic growth but also threaten to widen socio-economic gaps, especially in a country with a significant youth population. The historical July Revolution and previous student movements in Bangladesh provide essential lessons in collective action, resilience, and the power of incremental progress. Analyzing these movements through the lens of dialogic incrementalism reveals strategies for building a just, cohesive society in the face of rapid technological change. This essay will explore how dialogic incrementalism can mitigate the social disruptions of the 4IR, with Bangladesh’s socio-political landscape offering a unique case study of peaceful resistance and social solidarity.

Dialogic incrementalism is a concept rooted in gradual, participatory change. Influenced by thinkers like Jürgen Habermas, who emphasized the importance of communicative action, and Paulo Freire, who advocated for dialogue as a tool for liberation, dialogic incrementalism prioritizes inclusivity, patience, and mutual understanding (Habermas, 1984; Freire, 1970). In contrast to rapid upheaval, this approach fosters sustainable transformation through dialogue, focusing on conflict resolution, social justice, and cultural exchange.

The 4IR is transforming societies with technologies like AI, big data, and automation, all of which fundamentally alter work, governance, and social interactions. Klaus Schwab, founder of the World Economic Forum, describes the 4IR as a shift that disrupts industries and challenges social norms on a global scale (Schwab, 2016). This rapid change creates a pressing need for adaptable, participatory frameworks that encourage social equity, and dialogic incrementalism provides an ideal model for fostering inclusivity and preventing the alienation of vulnerable populations.

By emphasizing transparency, inclusivity, and cultural respect, dialogic incrementalism becomes an effective mechanism for mediating social and political conflicts. In an era when the 4IR is exacerbating economic inequality, this approach promotes dialogue and understanding across socio-economic and cultural divides, offering pathways for peaceful resolutions and a cohesive society.

Bangladesh’s student movements have long been a force for social change, exemplified by the Language Movement of 1952, the Liberation War of 1971, and the July Revolution of 2024. These movements showcase the power of collective action in the face of oppression, with students historically positioned at the forefront of advocating for justice and democratic principles.

The July Revolution represents the latest chapter in Bangladesh’s student activism. This movement, which mobilized around calls for justice and transparency, exemplifies the spirit of dialogic incrementalism. Although initially a response to specific socio-political grievances, the movement evolved into a broader demand for systemic reform and social equity. Students, fueled by a commitment to peaceful resistance, engaged in dialogue with the government and civil society, embodying the principles of gradual, participatory change.

Bangladesh’s student movements highlight how collective action can unify diverse groups and foster social solidarity. These movements exemplify how dialogue and incremental progress, rather than immediate radical change, can lead to meaningful reform. By applying dialogic incrementalism, student activists cultivated a culture of engagement, empathy, and mutual respect—values that are essential for navigating the challenges posed by the 4IR.

1. Global Impact of Dialogic Incrementalism

Globally, the 4IR disrupts traditional job markets and challenges social cohesion by concentrating wealth and power in technological hubs. Scholars argue that these disruptions can exacerbate social divisions, but dialogic incrementalism offers a counter-narrative, encouraging governments and communities to prioritize inclusive, people-centered policies (Brynjolfsson & McAfee, 2014). International dialogues focusing on social welfare and global cooperation, rather than competition, could pave the way for lasting peace and equitable development.

In Bangladesh, the 4IR poses specific challenges, such as job displacement and the risk of increased socio-economic disparities. Although technological progress presents an opportunity for economic growth, it also risks marginalizing certain communities, particularly the rural population. Dialogic incrementalism, with its emphasis on inclusive decision-making, can help address these issues by fostering a gradual, participatory approach to integrating 4IR technologies. Educational reforms, workforce training, and skill-building initiatives aligned with dialogic principles could empower the next generation and reduce economic inequality.

1. Educational Reforms for Social Responsibility

A key component of dialogic incrementalism is education that promotes critical thinking, empathy, and social responsibility. In Bangladesh, reforms based on dialogic principles could create a curriculum that addresses the challenges of the 4IR while instilling values of unity and justice. Encouraging students to engage in meaningful discussions on diversity and equity could create a more harmonious society prepared to tackle future technological and social disruptions.

Cross-cultural understanding is essential in a globalized world, where technological advancements transcend borders. Programs that promote cultural exchange can help mitigate the divisions intensified by 4IR technologies. In South Asia, where historical tensions persist, dialogic incrementalism advocates for cross-border initiatives in education and culture, fostering peaceful relationships based on mutual respect and shared goals.

Dialogic incrementalism supports community-driven economic models, where decisions prioritize social welfare over profit. In Bangladesh, cooperative enterprises could serve as a counterbalance to the concentration of economic power in certain industries, ensuring that the benefits of the 4IR reach all sectors of society. By fostering a culture of shared responsibility, these initiatives align with the principles of dialogic incrementalism, creating a more just and equitable economic landscape.

The 4IR brings transformative technological advances that reshape societies worldwide, challenging traditional norms and creating new socio-economic disparities. Dialogic incrementalism offers a sustainable, people-centered approach to navigating these changes, prioritizing dialogue, gradual change, and collective decision-making. In Bangladesh, the historical legacy of student movements, from the Language Movement to the July Revolution, provides a blueprint for embracing these principles.

By focusing on participatory education, cultural exchange, and community-centered development, dialogic incrementalism can pave the way for a future marked by solidarity, peace, and justice. This approach encourages societies to view technological progress not as a source of division, but as an opportunity to build a more inclusive, equitable world.

• Brynjolfsson, E., & McAfee, A. (2014). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. W. W. Norton & Company.

• Freire, P. (1970). Pedagogy of the Oppressed. Bloomsbury Publishing USA.

• Habermas, J. (1984). The Theory of Communicative Action: Reason and the Rationalization of Society. Beacon Press.

• Karim, A. (2019). History of Bangladesh’s Student Movements. Dhaka University Press.

• Rahman, S. (2020). “Impact of 4th Industrial Revolution in Bangladesh.” Bangladesh Journal of Development Studies, 42(3), 23-45.

• Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum.

* Rahman M Mahbub is the head of the Department of English, City University, and an academician, author, researcher and poet. He can be reached at rahmanmmahbub27@gmail.com