Classroom conflict can be reframed as a catalyst for learning

Evidence

For him, the politics of necessarily continuous argument, in which conflicting principles and perspectives need to be debated acutely, can only work if proper attention is paid to the manners of “dialogic critical engagement” so that the participants can work through their differences without, as he graphically puts it, “eating each other.” — Hall, Stuart, Essential Essays, Volume 1, 129 (#expands, via linked claim)

It deserves to be emphasized that nonzero-sum games can as properly be classed under theory of partnership as under theory of conflict; and for providing insight into problems like that of limiting war, there is merit in using words that bring out the common interest of the adversaries and the “bargaining process” involved in the military maneuvers themselves. As will be seen in Chapter 9, even the problem of surprise attack is logically equivalent to a problem in partnership discipline. — Thomas C. Schelling, The Strategy of Conflict, 738 (#expands, via linked claim)

Categorization

• XREF: connects to: Generating classroom excitement requires abandoning fixed agendas and fixed authority — bell hooks, Teaching to Transgress: Education as…, 24; Community, not safety, is the right frame for radical classroom learning — bell hooks, Teaching to Transgress: Education as…, 88; Productive intellectual conflict requires disciplined manners of dialogic engagement — Hall, Stuart, Essential Essays, Volume 1, 129 (+3 more)

Broader Connections

• Productive intellectual conflict requires disciplined manners of dialogic engagement #expands (0.90) — Hall, Stuart, Essential Essays, Volume 1, 129
• Even conflict between adversaries can be modeled as partnership discipline #expands (0.85) — Thomas C. Schelling, The Strategy of Conflict, 738