PEDAGOGICAL CONFLICTS IN THE RECEPTION OF WESTERN SCIENTISTS: SCIENTIFIC PRIORITIES AND METHODOLOGICAL EXPERIENCE

• Борис Савчук

  ДВНЗ «Прикарпатський національний університет імені Василя Стефаника»

• Оксана Петренко

  Rivne State University of Humanities

• Оксана Блавт

  Lviv Polytechnic National University

• Галина Білавич

  Vasyl Stefanyk Precarpathian National University

In the article, on the basis of the analysis of representative works of foreign scientists the priorities of research of pedagogical conflicts in the western science are defined and the approaches and methods of formation of conflict culture between students and teachers are actualized in it. It is shown that in understanding the problems of pedagogical conflicts, foreign researchers rely on the interdisciplinary experience of studying conflictology by representatives of various fields of knowledge (sociology, social psychology, etc.) and seek productive ideas, theories to explain the phenomenon of pedagogical conflict and methods and techniques. One of the priority areas of such studies were the so-called «marginal groups» of student youth (representatives of the LGBT community, ethnic minorities, people with disabilities, etc.). Due to the «features of identity», they often become sources of conflicy. Two main vectors of Western discourse on the nature and consequences of pedagogical conflicts are characterized. One group of scholars argues that they a priori negatively affect the development of the educational process, so their occurrence should be prevented in any way, and in the solution in any way seek to reach a compromise between the participants. The second group of authors proves the naturalness and regularity of pedagogical conflicts in the educational process and the implementation of various cultural and social initiatives. Therefore, they can not be avoided, and should be used in the formation of conflict experiences between teachers and students. G. Anzaldua's concept of «Border / La Frontera» as a place of existence of different points of view, which question the basic ideas and principles of identity inherited from the family, education system and different cultures, is actualized in Western scientific discourse. Further research requires the problem of determining  the directions of development of teacher’s кonflictological competence and to clarify the criteria and indicators of formation of teacher’s conflictological competence.

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