Integrating Reflective Problem-Solving and Mindfulness to Promote Organizational Adaptation toward Conflict Sensitivity

Autor/inn/en	Hussein, Jeylan Wolyie; Bedasa, Nigusie Angessa; Mengistu, Bamlaku Tadesse
Titel	Integrating Reflective Problem-Solving and Mindfulness to Promote Organizational Adaptation toward Conflict Sensitivity
Quelle	In: Journal of Transformative Education, 17 (2019) 1, S.24-50 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344617726169
Schlagwörter	Problem Solving; Metacognition; Reflection; Conflict Resolution; Learning Processes; Transformative Learning; Experiential Learning; Adjustment (to Environment); Peace; Adult Education; Foreign Countries; Land Use; Capacity Building; Training; Ethiopia + Suchen Sie Ihr Suchwort? Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Conflict solving; Konfliktlösung; Konfliktregelung; Learning process; Lernprozess; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Frieden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Bodennutzung; Ausbildung; Äthiopien
Abstract	This article is an analysis and synthesis of the outcome of our efforts to integrate reflective problem-solving and mindfulness to promote organizational adaptation toward conflict-sensitive approach to managing and resolving land-related conflicts. The purpose of the article is 2-fold. The first part of the article describes the methodological and epistemological processes we followed to engage the candidates in reflective problem-solving and mindfulness. The second part of the article analyses the participants' reflections on the meanings they had drawn from the thinking and learning processes. The article draws on transformative learning principles, principles of situated experiential learning, the notion of interactive problem-solving and social-psychological approach to conflict analysis, resolution, and negotiation. All of these principles and approaches emphasize the empowerment of learners and practitioners as agents of social transformation. At the end, the article presents the implications of our findings for future improvements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01