Creating the conditions of learning for constructive interaction with conflict
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CREATING THE CONDITIONS OF LEARNING FOR CONSTRUCTIVE INTERACTION WITH CONFLICT. Learning Development Institute (LDI) WWW.LEARNDEV.ORG UNESCO - Learning Without Frontiers (LWF) WWW.UNESCO.ORG/EDUCATION/LWF. Jan Visser [email protected] Two background papers.

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CREATING THE CONDITIONS OF LEARNING FOR CONSTRUCTIVE INTERACTION WITH CONFLICT

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Creating the conditions of learning for constructive interaction with conflict

CREATING THE CONDITIONS OF LEARNING FOR CONSTRUCTIVE INTERACTION WITH CONFLICT

Learning Development Institute (LDI)

WWW.LEARNDEV.ORG

UNESCO - Learning Without Frontiers (LWF)

WWW.UNESCO.ORG/EDUCATION/LWF

Jan Visser

[email protected]

AERA 2000: Creating Knowledge in the 21st Century


Two background papers

Two background papers

  • War, Peace, and the Minds of Men

    • AERA 2000

  • Rethinking Learning

    • In special issue of Vimukt Shiksha on “Unfolding Learning Societies: Challenges and Opportunities” (April 2000)

      www.learndev.org

AERA 2000: Creating Knowledge in the 21st Century


Symposium theme multiple perspectives of international peace education and peace studies

Symposium theme:Multiple Perspectives of International Peace Education and Peace Studies

My perspectives:

  • learning beyond education

  • peace education vs. learning to interact constructively with conflict

  • learning as a lifelong disposition

  • the learning environment as an integrated whole

  • multiplicity of spatio-temporal reference frames

AERA 2000: Creating Knowledge in the 21st Century


Perspective 1 learning beyond education

Perspective 1Learning beyond education

  • Eductation  Learning

  • Learning ecology

  • Role of school in learning ecology

  • Learning

    • not only consequence of instruction

    • not only cognitive, also emotive

    • not only individual, but at different levels of organizational complexity

AERA 2000: Creating Knowledge in the 21st Century


Perspective 2 constructive interaction with conflict

Perspective 2Constructive interaction with conflict

  • Conflict, a natural condition.

    • Related to the world we live in.

    • Has everything to do with diversity.

    • Diversity essential requirement for growth/life.

  • Learning for peace means: Learning to interact constructively with conflict.

    (The politics of power provides generally poor examples of our capacity to do so in an international context.)

AERA 2000: Creating Knowledge in the 21st Century


Perspective 3 learning a lifelong disposition

Perspective 3Learning, a lifelong disposition

  • The emphasis is on disposition.

  • Two dimensions of disposition:

    • emotive disposition (attitude of openness)

    • meta-cognitive/emotive disposition (set of skills or ability to learn)

      (Saying that learning is lifelong - in the above sense, i.e. as a disposition - is simply stating the obvious.)

AERA 2000: Creating Knowledge in the 21st Century


Perspective 4 learning environment as integrated whole

Perspective 4Learning environment as integrated whole

  • Different sub-environments organically part of the whole and interrelated with each other

    (Bronfenbrenner [1994] develops the bioecological paradigm in a more restricted sense with particular reference to the family environment in relation to the wider world, emphasizing the importance of proximal processes in human development.)

  • Learning ecology based on organic integration of different levels of complex organization to constitute complete and comprehensive whole.

AERA 2000: Creating Knowledge in the 21st Century


Perspective 5 multiple spatio temporal reference frames

Perspective 5Multiple spatio-temporal reference frames

  • The school-based frames of reference are limited by the typical architectural design and timeframes of 50 minutes, several months and several years.

  • The issues at stake in learning for peace require more open, more dynamic, and longer-term perspectives.

AERA 2000: Creating Knowledge in the 21st Century


Examples in unesco context

Examples in UNESCO context

  • Culture of Peace News Network (part of Culture of Peace Program)

  • Global Youth Dialogue (part of Learning Without Frontiers)

  • Associated Schools program (part of Education for Peace and International Understanding).

AERA 2000: Creating Knowledge in the 21st Century


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