“Conflict
can be seen as a gift of energy, in which neither side loses and a new dance is
created.” The Magic of Conflict. Thomas F. Crum.
Of course, you’re probably
thinking, “What in the world are you talking about?”
In his book, The Magic of Conflict, Crum discusses
how members in effective teams, groups and relationships challenge each others’
assumptions and make the fullest possible use of all ideas and opinions to
solve problems effectively. Appropriate
conflict is viewed as an asset to maintaining open communications. I tend to agree; thus the motivation behind
my message today.
It has become increasingly
difficult in our schools to implement strategies for acceptance of opposite
perspectives, since the primary model for resolving so much adult and societal
conflict has become polarized to the point of destructiveness, and often
violence.
We think differently, and
those differences naturally start with our prior knowledge and experiences,
whether we chose those experiences or not (i.e. the death of a loved one, lack
of diversity in relationships, dysfunctional family relationships, religious
experience or the lack of, etc.). We are
different! It’s okay to have different
ideas. Who in the world came up with the
idea: if you don’t think like I do, I don’t like you?
Robert Garmston and Bruce
Wellman further our understanding of appropriate conflict in their book, The Adaptive School: Developing and Facilitating
Cooperative Groups. Garmston and
Wellman differentiate two types of conflict: Type-C Conflict, which they call
cognitive conflict and Type-A Conflict, which is described as affective
conflict.
I’ll present you with the
the short version. Type-C Conflict deals
with differences and disagreements regarding ideas, content and concepts. The word cognitive indicates the conversation
is centered around intellect and thinking that is defended and justified with
evidence, as opposed to mere emotion.
On the contrary, Type-A
Conflict is more affective or emotional in nature. This conflict is more personal and
opinionated, often individually oriented.
We see Type-A Conflict often directed at an individual or
personality. Scenarios where an
individual rejects an idea, often not allowing debate, because it was introduced
by a particular person, regardless of content, are typical Type-A
behaviors.
Effective schools have a
culture that allows students, parents and staff to speak freely and challenge
the premises of other member’s viewpoints without the threat of anger,
resentment or retribution. Schools, classrooms and teacher teams that can use Type-C
Conflict without generating Type-A Conflict increase their commitment to each
other, increase empathy among members, increase their understanding and make
better decisions.
"As long as the disagreements among those involved focus on substantive, concept and issue-related differences, they tend to
improve group effectiveness." Type-C
conflict occurs as we try to examine, compare and reconcile our differences. It focuses attention on the ever so often
ignored assumptions that may underlie, and sometimes undermine a particular
issue. Such cognitive conflict is a natural part of a properly functioning classroom
and school.
Tips to Manage Conflict Appropriately
- Presume positive intentions. (The Four Agreements, Juan Miguel Ruiz)
- Remind yourself that others are rarely as evil as their opponents perceive them to be.
- Keeping in mind the former tip, remember that people, even you, are rarely as benevolent as they perceive themselves to be.
- Remember, every conflict has a history that extends beyond the present.
- Perception is reality, and perception is formed from our prior life experiences.
- We don’t know what we don’t know. I hope you get that one!
Bibliography:
The Magic of Conflict. Thomas F. Crum
The Adaptive School: Developing
and Facilitating Cooperative Groups, Robert Garmston and Bruce Wellman
The Four Agreements, Juan Miguel Ruiz
