Problem Solving and Creativity

Conflict Theory and Creativity

Previous research mainly focused on teacher–student relationship conflict but seldomly mentioned other types of teacher–student conflict. Several studies consistently concluded that relationship conflict is not conducive to students' creativity. Nevertheless, are all types of conflict negative? This paper will research all types of conflict in one theoretical model to explore their effects.

Creativity is a critical aspect of addressing sustainability; it is the key skill to achieve sustainable development and foster more sustainable societies. Creativity assists us in gaining clarity of vision and accessing the breakthrough thinking required for sustainable development. Researchers have scrutinized students' creativity in relation to a variety of other constructs, such as antecedents, mediators, and moderators. However, sustainable development education is an ongoing process that emphasizes asking questions rather than accepting unchangeable answers. Creativity in sustainable development education necessitates the development of personal consciousness rather than absorbing prepackaged knowledge, conformity, and a limited intellectual scope. Students' creativity is the requirement of challenging behavior and critical thinking, especially in uncertain and ambiguous circumstances. In the classroom, teacher–student conflict is unforeseeable and uncontrollable. Therefore, it is crucial to investigate the relationship between teacher–student conflict and students' creativity.

Understanding Conflict, Process Conflict, and Relationship Conflict

It is necessary to clarify and explain the various types of teacher–student conflict in the classroom. Teacher–student conflict has not been demonstrated systematically, and the classifications and definitions of different types remain indistinct.

Conflict in the organizational context has been categorized as task conflict, process conflict, and relationship conflict. In organizations, different types of conflict have different effects on how individuals perceive disagreements regarding tasks, work processes, and relationship issues. Conflict theory in organization studies has been empirically demonstrated, which provides theoretical support to categorize and explain teacher–student conflicts in the university classroom. The concepts of teacher–student conflicts and organizational conflicts are explained correspondingly.

In the workplace, task conflict entails disagreements about the content and outcomes of the team task. In the classroom, the teacher's main task is to teach knowledge, and students' main task is to learn knowledge. Because of teacher–student differences in experience, cognition, and other aspects, their understanding of knowledge may be inconsistent. Differing views on knowledge understanding can be considered as understanding conflict.

Process conflict involves disagreements concerning how to accomplish a task or project. In the classroom, disagreements can occur regarding the logistics of how to teach and learn. Teachers use a wide range of teaching approaches, and students apply a variety of learning styles. In the process of imparting knowledge, the mismatch between students' learning styles and teachers' teaching styles is process conflict.

Relationship conflict involves disagreements related to interpersonal emotional incompatibilities, such as personality differences, norm differences, and value differences. In the classroom, differing personalities and values induce teacher–student relationship conflict.