Latvia University of Life Sciences and Technologies (LATVIA)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 688-693
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0194
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
The nature of mediation nowadays as a process of conflict solving with two or more involved conflicting sides and a mediator as a promoter of the progress with the purpose to reach a positive result are outlined in the study. It is considered that the functions of mediation process are not only finding a constructive conflict solution and maintaining and improving relationship, but also constructive learning about the world and relations, acquisition and approbation of new knowledge. The focus is on the condition that the mediator meets a strong tension working with the conflicting sides and the necessity to acquire new knowledge and skills of complicated mediation process is topical. The roles of the mediator are to facilitate communication between the parties in conflict in volontary conflict solving; to manage the meetings, to explore mediation options and investigate mediation process. It means that the further education of the mediator should be multisided including philosophical, neurobiological, psychological, pedagogical, research, conflictology, sociological, dialogue development and legal aspects. That is why the study outlines the milestones which should serve as a basis of the mediators’ further education. The first milestone is a constructive paradigm focusing on transformative learning and it serve as a background in the implementation of further education process for the mediators. The second milestone includes nature, principles and methods of transformative learning and they are assessed in the study. Thirdly a particular place is devoted to learning how to develop dialogical relations because dialogue (discourse) is outlined as an instrument and integral part of mediation. The fourth milestone refers to skills crucial in the fifth industrial revolution (5IR) in job and everyday situations, technological level and successful career development including digital, sociological and generic ones: communication, problem-solving, teamwork and emotional intelligence. The fifth milestone comprises the mediator’s specific professional skills as: understanding of the situatin between conflicting sides; the choice and implementation of mediation models. A framework of the further education course developmental processes and transformative learning model of the mediators are presented in the study. The aim of the study is to outline the nature of the mediator’s further education milestones and to substantiate the model of further education course developmental processes and transformative learning model. The main method of the study was the theoretical analysis of the milestones and the survey of needs of the further education of the mediators of Latvia. Peculiarities and development of mediation legislation and processes in Latvia are described in the study.
Mediator, further education milestones, model of further education, transformative learning.