Creating the conditions of learning for constructive interaction with conflict
Download
1 / 9

CREATING THE CONDITIONS OF LEARNING FOR CONSTRUCTIVE INTERACTION WITH CONFLICT - PowerPoint PPT Presentation


  • 91 Views
  • Uploaded on

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 jvisser@learndev.org. Two background papers.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'CREATING THE CONDITIONS OF LEARNING FOR CONSTRUCTIVE INTERACTION WITH CONFLICT' - daryl


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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

jvisser@learndev.org

AERA 2000: Creating Knowledge in the 21st Century


Two background papers
Two background papers INTERACTION WITH CONFLICT

  • 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: INTERACTION WITH CONFLICTMultiple 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 1 INTERACTION WITH CONFLICTLearning 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 2 INTERACTION WITH CONFLICTConstructive 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 3 INTERACTION WITH CONFLICTLearning, 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 4 INTERACTION WITH CONFLICTLearning 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 5 INTERACTION WITH CONFLICTMultiple 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 INTERACTION WITH CONFLICT

  • 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