https://doi.org/10.59132/viz/2021/1-2/25-29
Povzetek
Protiskupinski procesi so krovni pojem za različne destruktivne procese, ki potekajo v skupinah, naslavljajo ambivalentnost in nezaupanje do skupin in skupinskega dela, kar je del vsakršne skupinske in torej tudi razredne dinamike. V prispevku predstavljam nekaj primerov odzivanja v različnih skupinskih situacijah, iz katerih lahko prepoznamo delovanje protiskupinskih procesov, ki se v skupinah lahko pojavljajo s strani posameznika, podskupin in skupine kot take. Primere skušam povezati s šolskimi situacijami in vlogo pedagoga kot vodje, čigar zelo pomembna kompetenca je dobro poznavanje in senzibilnost za skupinsko dinamiko. Vzporejanje destruktivnosti s kreativnim potencialom omogoča specifičen način prepoznavanja in soočanja z (običajno neprijetnimi) dogodki v razredni skupini, ki nas napotujejo k pravočasnemu prepoznavanju, razumevanju in odzivanju. Tako udejanjamo zaupanje v skupino kot vir podpore in skozi ‘znanje za ravnanje’ utelešamo zgled ‘šole za življenje’.
Abstract
Group Dynami(TI)cs in Class: How Pedagogues Can Support the Class’s Creative Potential by Addressing Anti-Group Processes
Anti-group processes are an umbrella term for various destructive processes taking place within groups, and address the ambivalence and distrust of groups and group work, which is part of any group dynamics and, consequently, of classroom dynamics. I’m giving a few examples of responses in different group situations from which we can recognize the working of anti-group processes that can be carried out within groups by an individual, by subgroups, and by the group itself. I attempt to link these examples to school situations and to the role of the pedagogue as a leader, whose good knowledge of and sensitivity to group dynamics is a very important competence. Such parallels between destructiveness and creative potential enables a specific way of identifying and dealing with (usually unpleasant) events in the classroom group, which aids us in the timely identifi cation, understanding and response. This way, we bring about trust in the group as a source of support and through ‘knowledge for behaviour’ embody the ‘school for life’.