Open AccessTEACHING OF PHILOSOPHY BY THE “PEER-TO-PEER” METHOD IN THE CONTEXT OF CONFLICT RESOLUTION IN PEDAGOGICAL PROCESS
Author(s) -
Julia STREBKOVA,
AUTHOR_ID,
Viktoriya Drannyk,
AUTHOR_ID
Publication year - 2021
Publication title -
ukraïnoznavčij alʹmanah
Language(s) - English
Resource type - Journals
ISSN - 2520-2626
DOI - 10.17721/2520-2626/2021.29.23
Subject(s) - context (archaeology) , process (computing) , teaching philosophy , mathematics education , peer group , philosophy of education , conflict resolution , pedagogy , psychology , sociology , higher education , computer science , political science , social science , social psychology , law , paleontology , biology , operating system
This paper reports on conflicts between teacher and student in a mixed and distance education. The specific of conflict resolution in the process of teaching philosophy in technical universities is comprehended. The way of solving pedagogical conflicts and avoiding the development of negative scenarios have been founded for assistant lecturers and teachers of seminary lessons of philosophy, who had been involved in a conflict "teacher-students". The results of researches and implementation of experimental philosophy using ―peer-to-peer‖ teaching method in technical university have been presented. The experiment had been prepared at the Department of Philosophy in National Technical University of Ukraine «Igor Sikorsky Kyiv Polytechnic Institute», in 2019. The results of experimental teaching are given at the end of the 2020/2021 school year. The criteria of selection assistant lecturers for participation in teaching philosophy with «peer-to-peer» method had been developed. Additionally, terms of effective usage of the «peer-to-peer» method for teaching philosophy in technical university had been determined. It is stated that the causes of conflicts between teacher and student in technical universities in the philosophy teaching can be gender stereotypes and preconception about women. It is shown that «peer-to-peer» approach gives positive results in the context of conflict resolution for the teachers, who participated in the experiment and for the pedagogical process in general. While using «peer-to-peer» approach assistant, who lead the seminary lessons becomes essentially a peer mediator in resolving students' conflicts with the lecturer, as he belongs to both groups at the same time and does not take side of anyone. Despite supporting the usage of feminitive which is native to Ukrainian language, yet in paper we indicate the positions and statuses of participants in the educational process in accordance with applicable regulations and classifiers.