This chapter explains the main theoretical and empirical underpinnings of our dialogic perspective on development, learning, and teaching, embedded in the emerging field of ‘dialogic education’ (Mercer et al., The Routledge international handbook of research on dialogic education. Routledge, London, 2020). This perspective underlies our methodological framework for fostering Communities of Dialogic Inquiry called Learning Together. The text differentiates between ‘dialogue’ as a purely descriptive term to refer to verbal communication between individuals and ‘dialogic’ as a theoretical concept to refer to productive forms of social interaction and communication that stimulate and extend understanding, thinking, and learning. The dialogic perspective to teaching and learning that we advocate combines two complementary views. The first focuses on the relevance of dialogue as a means to enhance learning—learning through dialogue, whereas the second emphasises the importance of promoting dialogue as an end in itself—learning for dialogue. This dialogic perspective is guided by eight dialogic teaching and learning principles that conceive dialogic interactions among teachers and students as collective, supportive, reciprocal, deliberative, cumulative, purposeful, accountable, and inclusive. The chapter further reviews relevant empirical work centred on studies analysing dialogic interactions between experts and novices and among peers in diverse educational contexts and their role in enhancing learning and development.