Intervention to Reduce School Conflict
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The problem is to develop an intervention to reduce school conflict. One of the areas of conflict developing in schools today centers on a form of division into different groups and classifications, with students identifying themselves first as members of a subgroup--women, blacks, Asians, handicapped, or some other assumed minority classification--before they identify themselves as members of the larger group--the nation, say, or the student body as a whole. In Canada, this sort of division has not been as widespread as it has been in the United States to the south, though such political and social divisions have been a force in Quebec and are likely to continue to be so as long as the issue of home rule and separation remains a major concern. We are beginning to see some of the problems of bias developing on Canadian campuses as they have elsewhere, with groups that believe they have been discriminated against in the past seeking not only to resolve bias in the present but to launch a preemptive strike against it for the future. What we do not need is the sort of divisive rules that have been implemented in some U.S. colleges, rules intended to prevent divisions and yet apparently exacerbating them instead. What we do need is a preemptive strike to provide a means for resolving disputes and for controlling bias between students and student groups without instituting a thought-police state to stifle speech and exploration, precisely what a college should n
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t to maximize cognitive efficiency. We impose this structure by organizing features into meaningful clusters or categories. There are four characteristics to these categories. First, the categories reflect the actual structural organization of both man-made and natural phenomena, and recognition of this implicit structure is a consequence of observing the correlated occurrences of objects and attributes. A category is generally defined in terms of the dimensions that provide us with the greatest amount of salient information, and irrelevant or unimportant distinctions among members of a given category are ignored. Second, the categories consist of a number of objects that are considered equivalent, and this fact is reflected in the perceived similarity among the category members. Some researchers have even stated that categorization results in an exaggeration of the differences between members of different categories and an underestimation of differences among members of the same category. Third, characteristics of the members of the category are thought to be represented by a prototype, a plausible ideal case of the category. Finally, because category members are thought to be equivalent, categorization provides the perce
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Some common words found in the essay are:
Wilder Cooper, Shallhorn Slump, Hewstone Fincham, , Harvey Weary, Weary Stanley, INTERVENTION Intervention, Gerald Graff, Correctness PC, Canada Canadians, attribution theory, keobke shallhorn, slump 1989, mugny 1982, wilder cooper, shallhorn slump, shallhorn slump 1989, keobke shallhorn slump, cooper 1981, york academic press, assumptions minorities, political correctness, social attributions, wilder cooper 1981, cited keobke shallhorn,
Approximate Word count = 3896
Approximate Pages = 16 (250 words per page)
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