文章基本信息

标题：Making Peace with the Past: Peace Education in Post-Conflict Societies Through the Application of Cognitive Behavioral Therapy
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作者：Mufti Riyani ; Wasino Wasino ; Suyahmo Suyahmo 等
期刊名称：Journal of Social Studies Education Research
电子版ISSN：1309-9108
出版年度：2021
卷号：12
期号：2
页码：330-376
出版社：Association for Social Studies Educators (ASSE)
摘要：This paper has two objectives, namely, to map the problems of history learning to promote peace in post-conflict societies and offer applicable solutions. The research questions are 1) How do schools in post-conflict areas experience pedagogical conflict, especially when confronting “difficult history” events that arise in classroom discussions? 2) How does the impacts caused? and 3) What solutions can be offered? This research paper is a qualitative research design with a phenomenological approach. The primary informants in this post-conflict generational research are teachers and students in East Aceh. Involved 55 participants from schools scattered in locations with predefined characteristics. The gender ratio was 69.6% females and 30.4% males. The youngest volunteer was 12 and the oldest was 52 of age. The main techniques used in the data collection was observation, which aims to observe the learning process in the classroom and various other potentials outside the classroom that contribute to conflict. Interviews were carried out to deepen the results of observations as data comparisons. The documentation study was conducted to analyze curriculum documents and the used teaching materials. The results of the research show that schools in post-conflict areas, especially in the research setting of “difficult history” learning, experience pedagogical conflict by placing teachers, students, and schools in a latent conflict structure. The behavior of teachers and students in a learning atmosphere is the culmination of contradictions in the knowledge and epistemology that students have before they enter the classroom. The most visible impact is the emergence of cognitive biases and unconscious history due to the tug of war between the psychological and social modalities of the post-conflict generation. Cognitive Behavioral Therapy application is in accordance with the peace education postulate started by deconstructing the image of the enemy and ended with conflict management skills.
其他摘要：This paper has 2 objectives, namely to map the problems of history learning in post-conflict societies in an effort to promote peace and to offer applicable solutions. The research questions in this paper are: 1) How do schools in post-conflict areas experience pedagogical conflicts especially when confronting “difficult history” themes that arise in the classroom?; 2) How are the impacts caused by this situation?; and 3) What are the solutions that can be offered? The research method used is in the form of phenomenological research with a case study. The main informants in this research are teachers and students in East Aceh as the post-conflict generation. Techniques used in data collection are observation, interview, curriculum vitae review, documentation study, and Focus Group Discussions. The results of the research show that the themes of “difficult history” evoke the unconscious history. The challenge by teachers is how to manage cognitive distortions so that students are not trapped by various psychological pressures and values passed on by the past and the social environment in the present. Efforts to suppress cognitive bias can be carried out by: 1) Encouraging teachers and students to increase the number of emotional history projects by prioritizing principles; critical empathy, balancing personal and communal memory, reinterpreting unconscious history, closing the blind spot of the national history curriculum with local and oral history; and 2) Applying training and cognitive therapy in the classroom through the application of Cognitive Behavioral Therapy (CBT). Therefore, this research concludes that the use of CBT in particular to manage negative emotions that arise in “difficult history” learning can lead to thinking skills, behavior changes, personality development as well as improving emotional situations and social anxiety in post-conflict societies. This can stimulate the emergence of new knowledge which is useful in peacebuilding.
关键词：Cognitive Behavioral Therapy; Difficult Knowledge; Peace Education; PostConflict Societies; Social Studies Education
其他关键词：aceh; cognitive behavioral therapy; difficult knowledge; peace education; post-conflict