Abstract
The problem of bullying in schools cannot be overstated. Researchers have examined the problem of bullying in schools from a variety of perspectives and have found that bullying has serious short- and long-term effects not just for the victim but for the bully as well. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. This study uses three quantitative measures to examine the impact that an instructional method steeped in the dynamics of dialogical inquiry has on students’ attitudes and beliefs about aggression.
Response to this Article
Carrie M. Nolan and Sarah Stitzlein, Martin Buber’s I-Thou Perspective as an Alternative Approach to Antibullying Efforts
Recommended Citation
Glina, M. B.
(2015).
Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation.
Democracy and Education,
23
(2), Article 5.
Available at:
https://democracyeducationjournal.org/home/vol23/iss2/5