법교육 수업모형으로서 조정제도에 대한 이해

Abstract

This paper is an article configured the way to understand the mediation system through the eyes of a social studies teacher. Mediation system was transformed into a form of peer mediation and distributed to the school site. It was not used in school classes but was used as dispute resolution procedures for students' conflict resolution outside of class. I tried to find a theoretical basis for the effect of mediation system in law-related education because many students experience the positive effect of peer mediation. Therefore, this study analyzes and explains the characteristics of mediation system using existing teaching-learning model. However, because of the recognition that mediation system is a complicated process and a means of prevention of school violence, it was seen that field teachers could not use mediation system in connection with class. Mediation system was viewed as a synthesized model with the characteristics of controversial issue teaching and problem-solving learning. Particularly, It is important that mediators play a role in bringing mutual understanding and empathy in the process of transition from problem-solving learning to controversial issue teaching. As a teaching-learning model, the mediator is the process of turning issues into problems, where understanding and empathy play an important role. The mediator has a variable role and attitude in all areas.