Conflict As a Challenge for Personal Growth in the Educational Team

David Kraner

doi:10.21852/sem.2023.1.07

Published: 2023-06-30

Vol. 44 No. 1 (2023)

Conflict As a Challenge for Personal Growth in the Educational Team

David Kraner

Seminare. Learned Investigations

Section: Articles

https://doi.org/10.21852/sem.2023.1.07

Abstract

In interpersonal relationships between teachers and students, catechist and catechised, as well as in teaching and catechetical teams, communicological blockages and defence mechanisms are part of everyday life. These subjects have different expectations of each other, which in turn triggers resistance in the person. In their concrete experience, there are different observations, reflections and formation of abstract concepts. Conflicts are not always a bad thing. For Gestalt pedagogy, conflict situations present an opportunity for personal development, deepening relationships and growth of the whole group. Gestalt pedagogy uses methods to resolve conflict situations in a way that helps the individual to become aware of and reflect on his or her own feelings, memory traces, reactions and perspective on the conflict situation. Knowledge of the mechanisms of resistance and Gestalt methods for resolving communication blocks is a useful tool for team members (especially for novice teachers and mentor teachers) to build better quality relationships. Good relationships within a team can increase success at work.

Keywords:

conflict, Gestalt pedagogy, drawing, verbalisation, mentoring

Download files

PDF

Citation rules

Kraner, D. (2023). Conflict As a Challenge for Personal Growth in the Educational Team. Seminare. Learned Investigations, 44(1), 69–81. https://doi.org/10.21852/sem.2023.1.07

Cited by / Share

Licence

References

Burow, Olaf-Axel. 1998. “Was ist Gestaltpädagogik.” In Gestaltpädagogik in der Schule, edited by Olaf-Axel Burow and Herbert Gudjons, 9-22. Hamburg: Bergamann und Helbig.
Google Scholar

Burow, Olaf-Axel and Karlheinz Scherpp. 1981. Lernziel: Menschlichkeit. Gestaltpädagogik – eine Chance für Schule und Erziehung. München: Kösel–Verlag.
Google Scholar

Cranmer, Gregory et al. 2016. “The Mediated Relationship Between Received Support and Job Satisfaction. An Initial Application of Socialization Resources Theory.” Western Journal of Communication 81 (1):1-23.
Google Scholar

De Cecco, John and Arlene Richards. 1974. Growing Pains: Uses of School Conflicts. New York: Aberdeen.
Google Scholar

Gordon, Thomas. 1991. Insegnanti efficaci. Firenze: Giuinti–Lisciani.
Google Scholar

Grausgruber, Heinrich. 1984. Gestalt-integrative Fortbildung der Religionslehrerinnen. Doctoral dissertation at Kath. Theologischen Hochschule Linz.
Google Scholar

Hadolt, Karl. 2011. “Risanje kot pomoč pri reševanju konfliktov v skupini (razredu).” In Geštalt pedagogika nekoč in danes, edited by Stanko Gerjolj, Miriam Stanonik and Mihaela Kastelec, 91-98. Ljubljana: Društvo za krščansko pedagogiko.
Google Scholar

Höfer, Albert et. al. 1979. Die neuen Glaubensücher. Einführung in die integrative Religionspädagogik 5. – 8. Schulstufe. Graz: Verlag Styria.
Google Scholar

Hufnagel, Marcus Felix. 2011. “Geštaltfilozofija – geštalt psihologija – geštalt terapija.” In Geštalt pedagogika ne-koč in danes, edited by Stanko Gerjolj, Miriam Stanonik and Mihaela Kastelec, 7-30. Ljubljana: Društvo za krščansko pedagogiko.
Google Scholar

Johnson, David et al. 1995. “The Impact of Peer Mediation Training on the Management of School and Home Conflicts.” American Educational Research Journal 32:829-844.
Google Scholar

Johnson, David and Roger Johnson. 1994. Learning Together and Alone: Cooperation, Competition, and Indi-vidualization. Boston: Allyn & Bacon.
Google Scholar

Kolb, David. 2014. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Pearson Education.
Google Scholar

Lamovec, Tanja. 1995. Načela geštalt terapije za vsakdanje življenje. Ljubljana: Arx.
Google Scholar

Neuhold, Hans. 1997. Leben fördern-Beziehung stiften. Gestaltpädagogik – Religionsunterricht – Seelsorge. Festschrift für Albert Höfer. Graz: Institut für Integrative Gestaltpädagogik und Seelsorge.
Google Scholar

Nežič Glavica, Iva. 2012. Vloga geštalt pedagogike v konceptu verskega pouka po Albertu Höferju. Magistrsko delo. Ljubljana: Teološka fakulteta.
Google Scholar

Nežič Glavica, Iva. 2019. “Vloga izkustvenaga učenja v geštalt pedagoškem modelu učenja in poučevanja po Al-ber Höferju.” Bogoslovni vestnik 79:191-202.
Google Scholar

Nežič Glavica, Iva. 2021. “Geštalt pedagogika v službi oblikovanja duhovno-religiozne dimenzije življenja.” Bo-goslovni vestik 81:135-147.
Google Scholar

OECD. Education at a Glance 2020. OECD Indicators. OECDiLibrary, 8 September 2020. https://doi.org/10.1787/69096873-en (Accessed by: 1 June 2022).
Google Scholar

Radionov, Tanja. 2007. “Osnove gestalt terapijskog pristupa.” Socijalna psihijatrija 35:21-28. https://www.coursehero.com/file/40815151/Osnove-gestalt-terapijskog-pristupadocx/ (Accessed by: 20 October 2020).
Google Scholar

Skordoulis, Michalis et al. 2020. “Emotional Intelligence and Workplace Conflict Resolution. The Case of Sec-ondary Education Teachers in Greece.” International Journal of Research in Education and Science 6(4):521- 533.
Google Scholar

Siegel, Daniel J. and Tina Payne Bryson. 2013. Celostni razvoj otroških možganov: 12 revolucionarnih metod, s ka-terimi spodbujamo razvoj otroških možganov. Domžale: Družinski in terapevtski center Pogled.
Google Scholar

Winnicott, Donald Woods. 1974. Vom Spiel zur Kreativität. Stuttgart: Klett–Cotta.
Google Scholar

Žibert, Alfonz. 2013. Terapevtski elementi v procesu celostne religiozne vzgoje in izobraževanja s poudarkom na geštaltističnem pristopu. Doctoral dissertation. Ljubljana: Teološka fakulteta.
Google Scholar