Verbal aggression in the educational environment: manifestations and ways of overcoming the phenomenon

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Verbal aggression in the educational environment: manifestations and ways of overcoming the phenomenon

Journal Title: Scientific journal «International Journal of Philology» - Year 2015, Vol 1, Issue 225

Abstract

Nowadays linguistic studies are aimed at the discourse-centered paradigm. Thus, analyzing the phenomena of verbal aggression in pedagogical discourse seems to be very urgent. The phenomenon of aggression affects the formation of different aspects of social and individual consciousness, increases conflicts and social disharmonization, stimulates verbal aggression, language manipulation, the use of invectives and cursing on a daily basis. Educational institutions play a critical role in the process of acquiring behaviour models and socialization of students. This fact determines the need for a comprehensive study of the problem of verbal aggression in the pedagogical medium on the example of Ukrainian educational establishments. The article describes the phenomena of verbal aggression as a really existing component of the pedagogical medium and outlines the main possible strategies of overcoming it. The Ukrainian educational system still employs authoritarianism, which is the educational practice that has been developing over centuries and is based on coercion and violence, on the principle of «carrot and stick.» Authoritarianism is the official theory on the basis of which the content and methods, textbooks, lessons and the whole educational system are developed. Here we see the roots of disharmonization of the educational medium. Authoritarian pedagogical thinking supervises the activity of the vast majority of teachers, educators, trainers, school/university psychologists and parents. Professional pedagogical communication assumes its high culture, the main characteristics of which are: the equal psychological positions of teacher and student, focus on the partner and interaction of attitudes, cooperative activity of both parties. The high culture of pedagogical communication is not just the culture of using language means and methods of formation and formulation of thought, but also the highest level of the general culture, culture of thinking, culture of pedagogical impact. The reverse side of pedagogical discourse is aggression and dominance. To prevent aggressive verbal actions and the negative psychological impact the code of ethics of the teacher exists. The consequences of verbal aggression in the classroom can lead to social isolation, stress, health problems, as well as to problems in educational advancement of students. It therefore was considered important to identify the causes of verbal aggression and try to find the effective strategies of overcoming it. In our opinion, the assimilation of basic concepts of pedagogical discourse by would-be teachers together with the recognition of verbal aggression as a existing pedagogical phenomenon will contribute to the formation of their professional competence, improving the discursive speech, developing productive professional communication style. The Ukrainian educational system must develop new principles of relations between teacher and student, using new assessment criteria of teacher’s activity, personnel selection, implementation of the best folk traditions and student-centered methods of teaching. Therefore, a detailed study of aggressive verbal acts, causes and conditions of aggressive speech behaviour of the teacher is to stimulate further search for strategies for the prevention and mitigation of verbal aggression, the implementation of effective tactics in discursive practice, and therefore, it seems to be promising.

Authors and Affiliations

Y Demianova

Keywords

verbal aggression pedagogical discourse destructive commu¬ni¬cation

EP ID EP394839
DOI -
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