DOI: 10.7256/2454-0617.2017.3.23956

Abstract: Museums are widely considered to be a conflict-free space, but the modern social and cultural context and fundamental changes in museum functionality lead to the necessity of managing conflicts in exhibition space by museum institutions. The purpose of this study is to analyze the means and methods of representing various conflicts in the museum space basing on field materials from European museums. The majority of methods described in the article are aimed at achieving three main goals: to impact the visitor's consciousness, imprinting the destructive potential of the conflict, to model their role in the conflict and to simulate the feelings that derive from it, in order to get objective information on all participants and context of conflict. During the work on the study, the author employed the following methods of humanitarian research: the comparative and analytical method, the method of involved observation and the idiographic method. In domestic museology and conflictology, this subject was seldom raised. As practice shows, the conflict today is not a threat to museum, but, on the contrary, it has the potential of becoming the basis of the museum narrative. Everything can be used for an objective reflection of the conflict and leaving emotional impact on visitors - from architecture of the museum building and exposition structure, to the design of showcases and audio effects.

Keywords: armed conflict, conflict visualization, museum design, exposition, scenario, ethnic conflict, museum, conflict, museum narrative, museumification of conflict

DOI: 10.7256/2454-0617.2024.1.69808

EDN: GXBCAZ

Abstract: The object of this study is the role models that can be chosen by the participants of the confrontation in the framework of bullying. It should be noted that the authors of the study consider bullying as a form of pedagogical conflict, which can significantly affect the educational process and mental health of students. The relevance of the study is also revealed through the perception of bullying not just as bullying, but as a conflict, where the parties are involved in a confrontation and have subjectivity. The subject of the research is the social consequences of following behavioral scenarios in conflict. Such consequences are revealed through the result of confrontation, as well as the impact of the result of such confrontation on changes in statuses and positions within the educational environment at different levels, changes in distribution, emergence, change, fragmentation, and disappearance of factions within the educational environment. The methodological basis of this study is the analysis of a wide range of scientific sources: scientific and practical pedagogical, psychological, sociological, conflictology literature, and periodical scientific publications. Among the applied methods of scientific research are: comparison, generalization, and synthesis. In the context of conflict methodology, this work is built around the theory of conflict functions Lewis Kozer, and Ralph Darendorf's theory of conflict. The novelty of the study is revealed through a comprehensive analysis of the experience of Western researchers in the field of pedagogy, as well as the development of new conceptual models. Western researchers assign a passive role to the victim of bullying, thereby depriving her of subjectivity. The authors propose to perceive bullying as a conflict, and bullying not only as bullying but also as a situation of negative leadership.

Keywords: effective communication, interaction, agressor, victim, bullying, school, school conflict regulation services, conflict regulation, crisis, conflict