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| Content Provider | Springer Nature Link |
|---|---|
| Author | Roth, Klas |
| Copyright Year | 2007 |
| Abstract | Institutions worldwide respond to the need to recognise the value of educating children and young people to handle or solve conflicts in communication. But how do they or we know that an event is correctly interpreted as a conflict? How can people analyse the quality of deliberation when handling or solving conflicts in communication in education? I discuss these questions and argue that the notion of conflict cannot be defined only in terms of incompatibility, clash, opposition and/or disagreement; it also has to encompass negativity in the approach to the other. I also argue that the quality of deliberation can be analysed through a deliberative pedagogical approach, which takes into account structural features of deliberation and required dispositions of the participants, and that our knowledge of conflicts emerges holistically and is interpersonal and objective. I begin by giving an account of some institutional responses to conflicts. Then I discuss the notion of conflict and define it, inter alia, in terms of incompatibility, disagreement and negativity. Finally, I discuss ideas for analysing the quality of deliberation in communication when handling or solving conflicts in education. |
| Starting Page | 299 |
| Ending Page | 312 |
| Page Count | 14 |
| File Format | |
| ISSN | 00393746 |
| Journal | Studies in Philosophy and Education |
| Volume Number | 27 |
| Issue Number | 4 |
| e-ISSN | 1573191X |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2007-11-08 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Conflicts Conflict management Deliberative pedagogy Deliberation Education Education (general) Philosophy of Education Educational Philosophy |
| Content Type | Text |
| Resource Type | Article |
| Subject | Philosophy Education |
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