Theos-Talk Archives (August 2004 Message tt00650)

Hi Perry,


I found your initiative very interesting and tried to somehow 
elaborate it further for theosophical purposes using abridged quotes 
from your and some other sources.


Though we can't deny the presence of conflicts (in and between
the 
theosophical organizations) which your source defines as

-----

Quote from: http://www.co-operation.org/pages/conflict.

Conflict exists whenever incompatible activities occur. An activity 
that is incompatible with another is one that prevents, blocks, or 
interferes with the occurrence or effectiveness of the second 
activity.

A controversy occurs when one person's ideas, information, 
conclusions, theories, and opinions are incompatible with those of 
another and the two seek to reach an agreement.

A person experiences conceptual conflict when incompatible ideas 
exist simultaneously in his or her mind or when information being 
received does not seem to fit with what one already knows. An 
individual experiences conceptual conflict when engaged in 
controversy as ideas and arguments are presented that are 
incongruent with one's original position. 

Interpersonal conflict occurs when the actions of one person 
attempting to maximize his or her goals prevent, block, or interfere 
with another person attempting to maximize personal goals.

-----

and that the results of constructively managed conflicts include,

-----

Ibid.

- greater quantity and quality of achievement, complex reasoning, 
and creative problem solving; 
- higher quality decision making; 
- healthier cognitive, social, and psychological development by 
being better able to deal with stress and cope with unforeseen 
adversities; 
- increased motivation and energy to take action; higher quality 
relationships with friends, co-workers, and family members; 
- a greater sense of caring, commitment, joint identity, and 
cohesiveness with an emphasis on increased liking, respect, and 
trust; 
- heightened awareness that a problem exists that needs to be 
solved; and 
- increased incentive to change.

-----

I believe that we need different approach, for I suppose that the 
following necessary recognition

-----

Ibid.

The constructive resolution of conflict in an ongoing relationship 
requires disputants to recognize that their long-term relationship 
is more important than the result of any short-term conflict. In 
order for long-term mutual interest to be recognized and valued, 
individuals have to perceive their interdependence and be invested 
in each other's well-being.

-----

among theosophists already exists and because

-----

Ibid.

When mediation fails, the teacher or administrator arbitrates the 
conflict.

-----

we have not such authority. Therefore I am more inclined to propose 
the approach of co-operative learning which is

-----

Quote from: http://www.ed.gov/pubs/OR/ConsumerGuides/cooplear.html

… a successful teaching strategy in which small teams, each with 
students of different levels of ability, use a variety of learning 
activities to improve their understanding of a subject. Each member 
of a team is responsible not only for learning what is taught but 
also for helping teammates learn, thus creating an atmosphere of 
achievement.

-----

with following methods

-----

Ibid.

Group Investigations are structured to emphasize higher-order 
thinking skills such as analysis and evaluation. Students work to 
produce a group project, which they may have a hand in selecting. 

Student Teams-Achievement Divisions is used … to study what has
been 
initially taught … to help each reach his or her highest level of 
achievement.

In Jigsaw II … each team member is responsible for learning a 
specific part of a topic. After meeting with members of other 
groups, who are "expert" in the same part, the "experts" return to 
their own groups and present their findings. Team members then are 
quizzed on all topics.

With more detailed overview on pages:

http://www.co-operation.org/pages/overviewpaper.html

Cooperative Learning, Values, and Culturally Plural Classrooms
http://www.co-operation.org/pages/CLandD.html

Co-operative learning
http://edtech.kennesaw.edu/intech/cooperativelearning.htm

ACTIVE AND COOPERATIVE LEARNING
http://www.ncsu.edu/felder-public/Cooperative_Learning.html

The Co-operative Learning Network
http://www.sheridanc.on.ca/coop_learn/cooplrn.htm

-----

and the collaborative learning which in the following source is 
defined as

-----

Quote from: 
http://www.city.londonmet.ac.uk/deliberations/collab.learning/panitz2
.html

… a personal philosophy, not just a classroom technique. In all 
situations where people come together in groups, it suggests a way 
of dealing with people which respects and highlights individual 
group members' abilities and contributions. There is a sharing of 
authority and acceptance of responsibility among group members for 
the group actions. The underlying premise of collaborative learning 
is based upon consensus building through cooperation by group 
members, in contrast to competition in which individuals best other 
group members. CL practitioners apply this philosophy in the 
classroom, at committee meetings, with community groups, within 
their families and generally as a way of living with and dealing 
with other people.

With some more sources on pages:

THE CONDITIONS FOR EFFECTIVE COLLABORATIVE LEARNING
http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_14.html

Dimensions of Collaborative Learning
http://www.cs.usask.ca/grads/vsk719/academic/890/project2/node4.html

Computer-Supported Collaborative Learning: Issues for Research
http://www.cs.usask.ca/grads/vsk719/academic/890/project2/project2.ht
ml

ONLINE COLLABORATIVE LEARNING
http://clp.cqu.edu.au/

And with an example:
COLLABORATIVE LEARNING FOR ENVIRONMENTAL MANAGEMENT
http://www.landcareresearch.co.nz/research/social/

-----

Some ten years ago I had an opportunity to participate in a working 
group moderated by Tran Thi Kim Dieu (TS Adyar). Her way of work in 
certain degree used methods included in these two mentioned 
techniques. It was a wonderful experience for all participants, and 
for me it represented the answer to the question how to realize path 
to new recognitions in a theosophical group work. I think that 
classical theosophical literature doesn't give us appropriate
answer 
how to successfully organize group work, how to resolve conflicts 
rising between theosophical workers. It says how the things should 
look like but not how to achieve that. On individual level yes, on 
collective level not. If the things would be different there 
wouldn't be so much disagreements and conflicts in the history of 
the theosophical movement. So, I believe that we must adopt in our 
work that knowledge and that technology which science is perpetually 
producing. Then maybe we will also learn why the knowledge that 
theosophical workers possess can't express itself more
efficiently 
in daily life.

Regards,
Anton




--- In theos-talk@yahoogroups.com, "Perry Coles" <perrycoles@y...> 
wrote:
> Perhaps a way the TS can develop as an organisation is by the
> implementation of some of the techniques used in `group dynamics' 
and
> conflict resolution.
> This would be a very powerful and pro-active way of negotiating 
these
> areas.
> However group co-operation is required and autocratic systems 
challenged.
> Some very good information and techniques on the following link, 
it's
> aimed at schools but still the principles apply to any group
> interested in inclusion rather than exclusion.
> 
> http://www.co-operation.org/pages/conflict.
> 
> Perry
> 
> "Using Academic Controversy In The Classroom (see Creative
> Controversy: Intellectual Challenge In The Classroom, Johnson &
> Johnson, 1995c): In order to maximize student achievement and 
complex
> reasoning, students need to engage in intellectual conflicts. The
> procedure for doing so is for members of a cooperative group to (a)
> research and prepare different positions, (b) make a persuasive
> presentation of their researched position, (c) refute the opposing
> position while rebutting attacks on their own position, (d) view 
the
> issue from a variety of perspectives (i.e., reverse perspectives), 
and
> (e) synthesize/integrate the opposing positions into one mutually
> agreed upon position. Frequently structuring academic 
controversies in
> the classroom allows students to practice their conflict skills 
daily."
> 
> Quote taken from above website :
> http://www.co-operation.org/pages/conflict.html#teaching