Pedagogical resolution and creation of the conflict

Conflict is a kind of contradiction that arises between subjects. Pedagogical conflict is also a contradiction between subjects, but subjects are educator and pupil. On the basis of contradiction, personal development and development of interpersonal relations are carried out. There are empty and meaningful conflicts. The first arises from an unstable mental state of health. His permission does not require complex technology, but only to relieve the mental stress of the interlocutor by showing concern, attention. Depending on the degree of development of content conflict, the technology of its pedagogical resolution becomes more complicated. The most difficult for students (and teachers) type of relationship, where it is more difficult to achieve agreement, cooperation. Not by chance Makarenko considered it necessary to educate the pupils of two abilities: "the ability to order and the ability to obey."

The difference in relations creates a discrepancy between norms, values and interests, which often leads to conflicts. Here we can distinguish three phases of the pedagogical situation:

• 1    PHASE - a conflict sharp beginning with a clear violation of socially valuable norms and values by one of the participants in the situation.

• 2    PHASE - the response of the "rival", on the form and content of which the outcome of the conflict depends, and, most importantly, the latter, i.e. the direction of restructuring the relations that had developed earlier.

• 3    PHASE - a relatively rapid and radical change in the prevailing norms and values in two different directions - the improvement or deterioration of previously established relationships.

Specific pedagogical situations, especially acute and conflict, arise in both experienced and beginning teachers. It is very important for the teacher to get out of the conflict situation with dignity and creative satisfaction in his work.

The ways to resolve the conflict, especially if he has not gone far, are known and available to everyone - it is tenderness, humor and a joke. In more difficult situations, we resort to compromise, making concessions to each other, or referring to a third, independent person (arbitration court), or we conduct the analysis ourselves, trying to understand ourselves and our actions and only in exceptional cases we use coercion and temporary separation. A teacher does not have the right to make a conflict if he does not own the technology for conflict resolution. The conflict is created at that moment or is brought to a level when there is a mutual need for its resolution.

Used sources:

• 1.    Alexey Kireev. International Economics. Part one. Moscow. International relationships. 2000

• 2.    Scientific and Practical Journal The market, money and credit, 12/2012.

• 3.    Мамажонова Г. К. МЕЖРЕЛИГИОЗНОЕ СОГЛАСИЕ КАК ОДИН ИЗ ОСНОВНЫХ ФАКТОРОВ БЕЗОПАСНОСТИ В ЦЕНТРАЛЬНОЙ АЗИИ //Теория и практика современной науки. – 2017. – №. 5. – С. 483-485.

.World economy. O.V. Kornienko. M: Peter. 2010.

"Экономика и социум" №9 (52) 2018