Reflexive Pedagogy: Teaching and Learning in Peace and Conflict Studies

Abstract

P aulo Freire's Pedagogy of the Oppressed, published in 1970, has become a foundational text of critical pedagogy. Th is movement, in which teaching and learning are collaborative activities of discovery and liberation, is defi ned by another of its founders, Henry Giroux, as an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action" (2010, B15-B16). Th is is relevant for confl ict resolution education in particular since it "aims to empower students to exercise their own self-determination

Conflicts as Triggers of Personal Growth: Post-Traumatic Growth in the Organizational Setup

“…The process essentially serves two aims: it facilitates conflict resolution by encouraging the disputants towards a tangible outcome, the agreement. As a process, it skills employees in working life abilities and life competences such as self-critical thinking, reflexive introspection and self-awareness, liberating and empowering them not only as workforce but also as individuals [31]. In addition, disputants acquire mindsets that allow them to enhance social support, (self-) leadership and communication, which are pertinent for future conflict prevention and mitigation [32].…”

“…These comments show that the focus on mediation be distanced from mediation resolution and contract to the mental processes involved. Deepest learning takes place through hardships and conflicts should be viewed as enablers of learning and growth [31]. Some of the disputants saw the connection between the agony associated with the personal nature of the discussions and the potential for personal growth:…”

Análisis de experiencias de enseñanza y programas para la resolución de conflictos

“…La enseñanza reflexiva parece ser otro elemento clave cuando se abordan procesos instruccionales en el estudio de la paz y el conflicto, pues esta permite conciencia sobre el punto de vista, las circunstancias y los sesgos de una parte en medio de un conflicto; facilita el diálogo favoreciendo un análisis de pensamientos y sentimientos de la contraparte; brinda balance emocional en el momento de elaborar juicios sobre uno mismo en el conflicto y favorece profundamente a la toma de perspectiva, una habilidad esencial para la resolución constructiva de conflictos (Rothman, 2014).…”

Työyhteisösovittelu vuorovaikutuksen kehittämisen työkaluna

“…Nämä kommentit osoittavat, että sovittelussa huomio tulisikin siirtää lopputulemasta prosessiin. Syvintä oppimista tapahtuu usein vastoinkäymisten kautta, ja konfliktit tulisikin nähdä oppimisen ja kasvun mahdollistajina (Rothman 2014a).…”

“…Tämä havainto herää muiden palautteista; monet eivät aiemmin ole päässeet analysoimaan toimintaansa, käyttäytymistään tai viestintäänsä turvallisessa ja kuunteluun kannustavassa ilmapiirissä. (Rothman 2014a. ) Prosessi ja sovittelijan malli kannustavat aktiiviseen kuunteluun, kun kukin osaltaan huomaa, miten merkityksellistä on saada tulla kuulluksi (Pehrman 2011).…”