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首页> 外文期刊>Journal of Peace Education >The conflict pyramid: a holistic approach to structuring conflict resolution in schools
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The conflict pyramid: a holistic approach to structuring conflict resolution in schools

机译：冲突金字塔：构建学校冲突解决方案的整体方法

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摘要

This paper examines how the conflict pyramid, originally defined and used by Richard Cohen, can be used as a model to describe the relations between different conflict resolution education programs and activities included in the programs. The central questions posed in the paper are: How can Richard Cohen’s conflict pyramid be used as a model for describing the relations between different programs and activities? In what way do we need to elaborate the conflict pyramid? How can the elaborated conflict pyramid help teachers and teacher training students to sort out what or which programs and activities to implement and use in school? The number of different conflict resolution education programs has increased immensely over the years. There is a large variety of programs and no systematic way of choosing which one to use in school. Elements of the different programs sometimes overlap but programs are still not alike. Not surprisingly, teachers and other adults in schools often raise the question of what conflict resolution program they should use. Cohen visualises the ideal system of conflicts and conflict resolutions in school environments as a pyramid with four levels: conflict prevention, conflict management, third party support and, finally, stopping destructive conflicts by means of arbitration. This article contains theoretical reflections, developed through a literature study, in order to examine and discuss the use and potential use of this model.View full textDownload full textKeywordsconflict resolution education, conflict pyramid, school settings, constructive conflictsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/17400201.2010.498997
机译：本文研究了最初由Richard Cohen定义和使用的冲突金字塔，如何用作描述不同冲突解决方案教育计划与计划中所包含活动之间关系的模型。本文提出的中心问题是：如何将Richard Cohen的冲突金字塔用作描述不同计划与活动之间关系的模型？我们需要用什么方式来详细说明冲突金字塔？精心制作的冲突金字塔如何帮助教师和教师培训学生弄清在学校实施和使用哪些或哪些计划和活动？多年来，各种解决冲突的教育计划的数量已大大增加。程序种类繁多，没有系统地选择在学校使用哪个程序。不同程序的元素有时会重叠，但程序仍不相同。毫不奇怪，学校的老师和其他成年人经常会提出一个问题，即他们应该使用哪种冲突解决程序。科恩将学校环境中理想的冲突和冲突解决系统形象化地描述为四个层次的金字塔：冲突预防，冲突管理，第三方支持，最后通过仲裁制止破坏性冲突。本文包含通过文献研究得出的理论反思，目的是研究和讨论该模型的用途和潜在用途。查看全文下载全文关键字冲突解决教育，冲突金字塔，学校环境，建设性冲突相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/17400201.2010.498997

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