Teaching Conflict Resolution through General Education at University: Preparing Students to Prevent or Resolve Conflicts in a Pluralistic Society

Abstract

This research stems from an appreciation of ethnic diversity among university students, and the awareness that differences can result in verbal or physical conflicts. University lecturers have an important role to play in helping prevent and resolve student conflicts. Hence, they are required to create a climate conducive to teaching and learning, where what is taught has meaning in the student's life. In the present research, we focused on "Civic Education"-a course meant to create awareness among students on the importance of nationalism, national identity and peaciful living within society from the Indonesian perspective. To establish how university education can help to develop students into good conflict managers and to understand how they can solve disputes arising from the differences in opinion, this research was carried out in two stages: the first stage involved preliminary information gathering with a view to designing a model for teaching conflict resolution. While the second stage was the implementation phase of the conflict resolution teaching model. The model entailed discussions, practical problem solving skills, and role-playing. The activities carried out comprised of reviewing the literature and course syllabus, collecting information, administering questionnaires, carrying out interviews and finally formulating the model. The interviews were conducted at the campuses of universities prone to conflicts. The researchers employed a qualitative research approach, with the help of a case study method. Data collection techniques comprised of questionnaires, interviews, observations, and document analysis. The findings revealed that: 1) Lecturers lack knowledge and skills concerning conflict resolution and prevention among students; and 2) It was established that the implementation of the conflict resolution model has not been effective among students. Because they do not understand the stages involved in a peaceful conflict resolution or prevention process.

The New Way of Beauty Experience from Korean Wave as Vocational Guidance in Indonesia

“…Heterogeneity of the area makes its people more careful in act because they faced on the diverse views and it takes for reduce the conflict. In a multiethnic society, respect for each other is vital to avoid conflict (Malihah and Nurbayani, 2015). Social judgment formed by the construction of social values of religion and culture.…”

Sustainable Societal Peace through the Integration of Bioethics Principles and Value-Based Education

“…Teachers also need to be politically literate and not politically biased. In a somewhat similar fashion, at the tertiary level in Indonesia, Elly et al [42] show that lecturers lack knowledge and skills about conflict resolution and prevention among students. They do not understand the stages involved in a peaceful conflict resolution process.…”

“…The education system plays a vital role in shaping citizenship competence in Malaysia [41]. This is quite similar to Indonesia's civic education, which also aims to produce awareness among students regarding the significance of nationalism, national identity, and peaceful living in an ethnically diverse society [42]. Going back to Malaysia, a study by Haniza Mahmood [10] reveals that citizenship education emphasizes good personal and patriotic citizenship values.…”

Pahuwathanatham: A Learning Process Strategy of Ethnic and Religious Conflict Resolution

“…Learning for students on facing problem, can solve problem with skilled action and producing solutive condition. Conflict resolution is a process to analyze and solve problems and be able to create a positive, creative, fun, or peace [8].…”