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An overview of contextual variables in the analysis of conflict with an example of their operation in literary discourse

100%

Bobin J.

Annales Neophilologiarum

2012

issue 6

87-105

Context and meaning are dynamie phenomena, constructed in interaction. Interac-tants cooperate in constructing context, which involves various social, psychological and cognitive factors that determine what is said and what is understood during an ex-change. In this article, the data for analysis is a selection of two sample conflictive ex-changes between father and his grown-up son presented in American play Fences by August Wilson. These conflicts are freąuently heated, irrational spirals. Therefore, par-ticular attention will be devoted to the mental context of the language used in these conflicts and its relation to the choice of conflict strategies. The internal (mental) con-text will be analyzed in terms of the participants’ cognitive-affective-conative system; that is, e.g. how the interactants’ knowledge, perception or attention can trigger conflict through false assumptions about each other’s lives, denial of certain facts or lack of information; how the interactants’ emotions, personalities, needs etc. contribute to the development of conflict when they are incompatible or mutually exclusive; and how the conflict participants’ verbal behavior relates to their motivations and goals, such as instrumental or relational goals, either explicitly stated or deliberately obscured. Another important set of contextual variables are those of the external (social and his-torical) context such as the participants’ power, distance or gender, and the spatio-temporal frame. Additionally, the multidimensional role of context in the production and reception of a literary text will be looked at, as the various contexts are in constant interaction.

Artykuł jest próbą ukazania, jak ważną rolę w konstruowaniu znaczenia w in-terakcji odgrywa kontekst. Przyjęto założenie, że szeroko pojęty kontekst jako suma czynników społecznych, psychologicznych i mentalnych (kognitywnych) niejednokrot-nie decyduje o tym, jak (błędnie) są interpretowane wypowiedzi - a to prowadzi do konfliktu. Na przykładzie dwóch fragmentów z dramatu Augusta Wilsona pt. Fences dokonano krótkiej analizy konfliktu między ojcem a synem, ze szczególnym uwzględ-nieniem kontekstu mentalnego jako systemu kognitywno-afektywno-konatywnego. Poza tradycyjnym ujęciem kontekstu jako tła społeczno-kulturowego wydarzeń ukazano min., jak różnice w postrzeganiu i rozumieniu zdarzeń, niewiedza lub wyparcie faktów mogą wywołać konflikt, jakie znaczenie mają emocje oraz osobowość uczestników konfliktu. Artykuł zawiera również podsumowanie podejść do zagadnienia kontekstu w literaturze oraz charakterystykę oddziaływania różnych rodzajów kontekstu w tekście literackim.

Interpersonal Conflicts between Children as Difficult Situations in Teaching

75%

Cywińska M.

The New Educational Review

2013

vol. 33

225-233

Interpersonal conflicts arising between children are not only difficult for children themselves, but also for teachers responsible for conducting educational and didactic activities with children. Empirical studies (based on the diagnostic survey method: interviews with children, questionnaires for teachers) conducted among one hundred preschool teachers working with six-year-olds, and among one hundred preschoolers, have revealed that a considerable percentage of the surveyed teachers underestimate the importance of children’s conflict situations in their educational activities. The teachers are mostly unaware of the developmental dimension of conflicts, and they emphasise mainly the negative impact of such situations on children (46%), often punishing their pupils – as claimed by six-year-olds – for becoming engaged in a dispute (48%). The teachers also fail, to a significant extent, to reflect upon incidents of conflict, be it reflection upon the situation in the course of action or reflection upon the action with the benefit of hindsight. Results obtained in the studies demonstrate that the teachers do not show their pupils what a constructive dispute is about, and do not teach them any ways to resolve a conflict situation in an integrative manner – in cooperation with other interaction partners. They also fail to explain the meaning of dialogue in the conflict process to children, despite claiming to do so (81%). The findings may imply that although teachers know which constructive procedures should be used in situations of conflict between children, they do not put their knowledge into practice because, e.g., they are not competent enough to do so.

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An overview of contextual variables in the analysis of conflict with an example of their operation in literary discourse

Interpersonal Conflicts between Children as Difficult Situations in Teaching