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Reconceptualizing problem‐solving and conflict resolution in schools: a multi‐disciplinary perspective

Y.L. Jack Lam (Chair Professor, Faculty of Education, The Chinese University of Hong Kong)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 1 April 2000

Abstract

Engulfed in the rising tide of youth misdemeanors and youth social problems, public educators everywhere are looking for means and ways of restoring social order and ecological sanity to the classroom and the school. While there is no ready‐made panacea for the deep‐rooted problems, the present writer points to a necessity for improving the contextual conditions of the school to nurture a multi‐disciplinary approach of problem‐solving and conflict resolution. It is through the breakdown of the traditional compartmentalization of disciplines and jurisdictional isolation. Can the school unleash collective wisdom and engage in a self‐renewed process of organizational learning to surmount the growing severity of students’ anti‐social behaviors that threaten to derail school reform?

Keywords

Citation

Jack Lam, Y.L. (2000), "Reconceptualizing problem‐solving and conflict resolution in schools: a multi‐disciplinary perspective", International Journal of Educational Management, Vol. 14 No. 2, pp. 84-90. https://doi.org/10.1108/09513540010315904

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MCB UP Ltd

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