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? |
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Handbook of Conflict Management.
Contributors: William J. Pammer Jr. - Editor, Jerri Killian - Editor.
Publisher: Marcel Dekker.
Place of publication: New York.
Publication year: 2003.
Page number: 101.
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