Handbook of Conflict Management

By William J. Pammer Jr.; Jerri Killian | Go to book overview
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DISCUSSION QUESTIONS: PART I
1. Is it possible to strike a balance in the conflict management education of school-aged youth between the longer-term, awareness-raising, “peacebuilding” focus and the shorter-term, mitigating, “peacekeeping” focus? If so, how? If not, why not?
2. If only one approach can be effectively implemented, should educators of school-aged youth place primary emphasis on the “peacemaking” or “peacebuilding” approach to conflict management education? Why?
3. What are the implicit educational tools and techniques that can be employed to facilitate conflict management?
4. What are the explicit educational tools and techniques that can be employed to facilitate conflict management?
5. Do you agree with Riegel's (1979) theoretical premise that life is comprised of constant instability and conflicts that cannot be avoided? Why or why not?
6. Is it realistic to perceive conflict as a necessary and meaningful step toward progressive change? Why or why not?
7. What is the nature of the specialized expertise required of the mediator in cases of domestic violence against women? Why is such specialized knowledge required in these cases?
8. To what extent and in what ways would widespread implementation of experiential learning in higher education mitigate the potential for interpersonal conflicts in the workplace?
9. Should conflict management education be institutionalized as part of the academic curriculum for all school-aged youth? For all college students? Why or why not?

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