Conviviality, Ego, Team and Theme Behavior in Transrational Peace Education

Autor/in	Dietrich, Wolfgang
Titel	Conviviality, Ego, Team and Theme Behavior in Transrational Peace Education
Quelle	In: Journal of Peace Education, 16 (2019) 3, S.252-273 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2019.1697064
Schlagwörter	Peace; Self Concept; Teaching Methods; Educational Philosophy; Epistemology; Leadership Training; Cultural Pluralism; International Education; Learning Processes; Conflict Resolution; Religious Cultural Groups; Interpersonal Relationship; Universities; Foreign Countries; Capacity Building; Austria + Suchen Sie Ihr Suchwort? Frieden; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Führungslehre; Kulturpluralismus; Internationale Erziehung; Learning process; Lernprozess; Conflict solving; Konfliktlösung; Konfliktregelung; Kirchliche Gruppe; Religionszugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; University; Universität; Ausland; Österreich
Abstract	The Innsbruck School of Peace Studies is known for its innovative academic teaching methods under the title Transrational Peace Philosophy. This essay introduces the epistemological fundament of this approach to peace education. It presents the didactic principles for its "Strategic Capacity and Relationship Building," combined with Strategic Leadership Training. They are based on the conviviality of students and a curriculum that follows the stages of groups' task behavior and individual learning by 'peeling the onion' of the Ego. It describes how the didactics are designed for the international, intercultural, interreligious and interdisciplinary groups of students. It demonstrates the five stages of Ego, Team and Theme Behavior during a semester and how the curriculum places courses for best learning results. It discusses the main presumptions on convivial learning processes for academics. The focus is on students who want to work later in a broader field of conflict transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01