THE ROLE OF DIALOGUE IN PREVENTING AGGRESSION AT SCHOOL
Keywords:
dialogue, educational relations, aggression, violence at school, competencies, continuous researchAbstract
Authentic dialogue is one of the most mature forms of interpersonal contacts, and at the same time it grows only on the ground of proper interpersonal relations. The role of dialogue in the field of education is more and more frequently recognized as a way of regulating contradictions and limiting aggressive behaviour directed against others or oneself. Dialogue, as a consequence of the meeting of entities (including educational ones), is a form of contact that brings certain values connecting these entities. We can learn the dialogical form of contact mainly by experiencing it. In the case of educational dialogue, it requires defined competencies on the part of teachers who are to educate to dialogue, respecting the rules of social relations. Therefore, conducting an educational dialogue may be treated as a specific prophylactic action preventing pathological phenomena, including aggression among children and adolescents. The notion of aggression, its typologies and reasons, as well as the relation to the lack of dialogue at school have been described in the article below.
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References
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Czemierowska-Koruba, E. & Koruba, K. (2008). School without violence. School system of preventing aggression and violence. A guide for teachers. Warszawa: Grupa Wydawnicza Polska Press (published in Polish).
Danilewska, J. (2002). Aggression in children - School of understanding. Warszawa: WSiP (published in Polish).
Gebauer, K. (2007). Mobbing at school Warszawa: Instytut Wydawniczy Pax (published in Polish).
Kawula, S. (1999). Educational properties of interpersonal relationships. In A. Moździerz & J. Rusiecki (Ed.), The human being in educational relations. Olsztyn: Wydawnictwo Olsztyńskiej Szkoły Wyższej (published in Polish).
Kozubska, A. (2006). Aggression among junior high school students - in search of its sources. In M. Gwoździcka-Piotrowska &, A. Zduniak (Ed.). Education in a risk society. Security as a value. Poznań: Wydawnictwo Wyższej Szkoły Bezpieczeństwa (published in Polish).
Kozubska, A. (1999). Lack of educational dialogue and youth aggression and alcoholism. In A. Moździerz & J. Rusiecki (Ed.). The human being in educational relations. Olsztyn: Wydawnictwo Olsztyńskiej Szkoły Wyższej (published in Polish).
Kozubska, A. (2002). Humanisation of educational relations as a factor supporting the integration process. In W. Dykcik, Cz. Kosakowski & J. Kuczyńska- Kwapisz (Ed.) Special education as an opportunity to meet the needs of people with abnormalities. Olsztyn-Poznań-Warszawa: Wydawnictwo Naukowe Polskiego Towarzystwa Pedagogicznego (published in Polish).
Kozubska, A. (2008). Family determinants of youth aggression - dilemmas of helplessness. In A.W. Janke (Ed.). Family upbringing in theory and practice. The development of the pedagogical familiological orientation. Toruń: Wydawnictwo Edukacyjne „Akapit” (published in Polish).
Kozubska, A. (2019). A gifted child – prospects and hazards of family upbringing. A. Kozubska, P. Ziółkowski (Ed.) Education – Family – Society 4. Bydgoszcz: Wydawnictwo Uczelniane Wyższej Szkoły Gospodarki (published in Polish).
Krol, R. (2004). School safety as an educational challenge. In A. Zduniak & M. Kryłowicz (Ed.). Safety education in family, school and work. Warszawa-Poznań: Wydawnictwo ELIPSA (published in Polish).
Milkowska-Olejniczak, G. (2005). Against ‘upbringing to aggression’- about the need and ways to act to prevent aggressiveness in the young generation. In A. Sajdak (Ed.). An educational community for a society for all. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego (published in Polish).
Ostrowska, K. (2003). Aggression and violence in Polish school - diagnosis of the phenomenon. Blue Line, 4(27), pp. 28-30 (published in Polish).
Pospiszyl, I. (2000). Domestic violence. Warszawa: WSiP (published in Polish).
Rutkowiak, J. (1992). Dialogicality as the guiding idea of education. In J. Rutkowiak (Ed.) Question, dialogue upbringing. Warszawa: Wydawnictwo PWN (published in Polish).
Siek, S. (1993). Selected methods of personality testing. Warszawa: Wydawnictwo Akademii Teologii Katolickiej (published in Polish).
Śniezynski, M. (2005). The art of dialogue, theoretical assumptions and school reality. Kraków: Wydawnictwo Naukowe Akademii Pedagogicznej w Krakowie (published in Polish).
Spirina, T. Grabowska, B., Liakh T. (2020) Social and pedagogical support of students with disabilities in higher education institutions. The Modern Higher Education Review, № 5, 2020, pp. 62 – 71. https://doi.org/10.28925/2518-7635.2020.5.6 (published in English).
Tarnowski, J. (1992). Pedagogy of dialogue. In B. Śliwerski (Ed.), Alternative education. Dilemmas of theory and practice. Kraków: Oficyna Wydawnicza Impuls (published in Polish).
Tchorzewski, A. (1993). Theory of upbringing. An attempt to define the object and tasks of research. In A. Tchorzewski (Ed.). Education in a theoretical context. Bydgoszcz: Wydawnictwo Uczelniane Wyższej Szkoły Pedagogicznej w Bydgoszczy. (published in Polish)
Tchorzewski, A. (1995). Dialogue as a form of support in the discovery of moral values. In A. Janke (Ed.). The pedagogical family-school relation, dilemmas of a time of transition. Bydgoszcz: Wydawnictwo Uczelniane Wyższej Szkoły Pedagogicznej w Bydgoszczy (published in Polish).
Zimbardo, P.G. & Ruch, F.L. (1997). Psychology and life. Warszawa: PWN (published in Polish).
Ziolkowski, P. (2016). Parents pedagogization of needs and conditions. Bydgoszcz: Wydawnictwo Uczelniane Wyższej Szkoły Gospodarki (published in Polish).
Published
2021-12-31
How to Cite
Kozubska, A. (2021). THE ROLE OF DIALOGUE IN PREVENTING AGGRESSION AT SCHOOL. The Modern Higher Education Review, (6), 163–182. Retrieved from https://edreview.kubg.edu.ua/index.php/edreview/article/view/124
Issue
Section
THEORY AND PRACTICE OF LIFELONG EDUCATION
