RESOLVING PEDAGOGICAL CONFLICTS IN THE CONTEXT OF SPIRAL DYNAMICS THEORY

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-03

Purpose. To substantiate and define effective strategies for resolving pedagogical conflicts, based on the evolution of value systems and paradigms of thinking, which is the key to understanding each other.

Methods. Analysis of scientific literature, comparative-analytical method, generalization of pedagogical experience.

Results. The article analyzes how the evolution of value systems and paradigms of thinking of the individual occurs, according to the theory of spiral dynamics, in order to determine the maturity of the teacher's consciousness. Attention is focused on the fact that the resolution of pedagogical conflicts can occur within the framework of different paradigms of thinking, which determine the behavioral strategies of the participants. Typical strategies for resolving pedagogical conflicts are determined, according to the Thomas-Kilman model. The correspondence between the paradigms of thinking of the teacher and typical strategies for resolving pedagogical conflicts is revealed. At the same time, the main values, the reasons due to which conflict situations usually arise, typical strategies and methods for resolving pedagogical conflicts, which are usually used by the teacher with the corresponding type of thinking, are determined for each paradigm of thinking, and the results of applying the used strategy are outlined. It is determined that a teacher who thinks at the integrative level is able to combine existing differences between participants in the educational process into a holistic picture of reality, and accordingly flexibly use the elements of the required paradigm of thinking depending on the specific situation. The philosophical principles of an integrated approach to problem solving are also considered. The work emphasizes the importance of the teacher constantly developing the integrative type of thinking. Recommendations are offered to the teacher for its development. A real case of resolving a conflict situation with different types of thinking is considered.

Conclusions. According to the theory of spiral dynamics, the resolution of pedagogical conflicts can occur within the framework of different paradigms of thinking, which determine the behavioral strategies of the participants. These paradigms reflect different levels of maturity of consciousness, value systems, as well as specific actions and approaches of the teacher. To find a constructive way out of the conflict, the application of a conflict resolution strategy depends on the pedagogical situation itself and on the paradigm of thinking in which the teacher is. An effective teacher, in order to maintain an orientation to the value of the individual and a constructive result, must be able to think at an integrative level. Real pedagogical cases show that with an integrative type of thinking, the teacher uses the energy of the conflict for learning and structuring the educational space.