The Role of Dissent, Conflict, and Open Dialogue in Learning to Live Together Harmoniously

Autor/in	Patel, Jwalin
Titel	The Role of Dissent, Conflict, and Open Dialogue in Learning to Live Together Harmoniously
Quelle	In: Educational Philosophy and Theory, 55 (2023) 6, S.707-718 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patel, Jwalin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.2006057
Schlagwörter	Dissent; Conflict; Empathy; Decision Making; Intergroup Relations; Conflict Resolution; Prosocial Behavior; Dialogs (Language); Democratic Values; Educational Philosophy; Indians; Role of Education; Teacher Attitudes; Case Studies; Ethnography; Violence; Foreign Countries; Social Action; Classroom Techniques; Elementary School Teachers; Student Attitudes; Social Attitudes + Suchen Sie Ihr Suchwort? Dissens; Konflikt; Empathie; Decision-making; Entscheidungsfindung; Intergruppenbeziehungen; Conflict solving; Konfliktlösung; Konfliktregelung; Dialog; Dialogs; Dialogue; Dialogues; Bildungsphilosophie; Erziehungsphilosophie; Inder; Bildungsauftrag; Lehrerverhalten; Case study; Fallstudie; Case Study; Ethnografie; Gewalt; Ausland; Soziales Handeln; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Social attidude; Soziale Einstellung
Abstract	"Learning To Live Together" (LTLT) has been proposed as one of the four UN pillars of education. Several Indian educationists including Aurobindo, Gandhi, Krishnamurti, and Tagore have emphasized equivalents like 'education of the heart' and founded schools that have pursued these goals, some for more than a century. This paper explores teachers' perspectives on conflict, satyagraha/dissent, and dialogue and their role in education for LTLT. The paper draws upon a three year-long, multiple-embedded case-study that studied 14 teachers at five Indian schools founded or inspired by the educationists through ethnographic observations and interviews. The paper finds that LTLT should be perceived as a form of active harmony, which includes disagreements, dissent, and conflicts. The findings suggest that teachers differentiated conflicts from violence, perceived disagreements and conflicts as forms of pluralism, and created space for voicing dissent and resolving conflicts. They drew on dialogue, empathetic understanding, democratic decision-making, and social action to leverage dissent as a tool for building an equitable and engaged community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01