Intercultural Mediation Training and the Training Process of Common Sense Leaders by the Leadership of Universities Communication and Artistic Campaigns
It is quite essential to form dialogue mechanisms and
dialogue channels to solve intercultural communication issues.
Therefore, every country should develop a intercultural education
project which aims to resolve international communication issues.
For proper mediation training, the first step is to reach an agreement
on the actors to run the project. The strongest mediation mechanisms
in the world should be analyzed and initiated within the educational
policies. A communication-based mediation model should be
developed for international mediation training. Mediators can use
their convincing communication skills as a part of this model. At the
first, fundamental stages of the mediation training should be specified
within the scope of the model. Another important topic at this point is
common sence and peace leaders to act as an ombudsman in this
process. Especially for solving some social issues and conflicts,
common sense leaders acting as an ombudsman would lead to
effective communication. In mediation training that is run by
universities and non-governmental organizations, another phase is to
focus on conducting the meetings. In intercultural mediation training,
one of the most critical topics is to conduct the meeting traffic and
performing a shuttle diplomacy. Meeting traffic is where the mediator
organizes meetings with the parties with initiative powers, in order to
contribute to the solution of the issue, and schedule these meetings.
In this notice titled “ Intercultural mediation training and the training
process of common sense leaders by the leadership of universities
communication and artistic campaigns" , communication models and
strategies about this topic will be constructed and an intercultural art
activities and perspectives will be presented.
[1] M.McIlwrath,J.Savage, International Arbitration and Mediation, A
Practical Guide,Alphen aan den rijn :Klower Low
─░nternational,2010,p.187.
[2] A.Al-Krenawi,J.R.Graham,"Localizing Social Work with Bedouin -
Arab Communities in ─░srael:Limitations and Possibilites", Indigenous
Social Work Around the World: Towards Culturally Relevant Education
and Practice, M.Gray,J.Coates,M.Y.Bird.Ed.Farnham:Ashgate
Publishing Limited,2010,p.159.
[3] C.Baraldi,"Conclusions", Dialogue in Intercultural Communities: From
an Educational Point of View,C.Baraldi.Ed.Amsterdam:John Benjamins
Publishing,2009,p.257.
[4] H.Kekkonen,"Peace Education in Adult Education",Education For the
21.st Century,D.B.Rao.Ed.New Delhi:Discovery Publishing
House,2004,p.117.
[5] F.Arrows,D.T.Jacobs,"Indigenous Spirituality as a Source For Peaceful
Relations", Spirituality, Religion, and Peace Education
E.J.Brantmeier,J.Lin,J.P.Miller.Ed.Charlotte:Information Age
Publishing Company,2010,p.117.
[6] J.Bercovitch,P.M.Regan,"Mediation and International Conflict
Management: A Review and Analysis",Multiple Paths to Knowledge in
International Relations: Methodology in the Study Of Conflict
Management and Conflict Resolution, Z.Maoz, A.Mintz, T.C.Morgan,
G.Palmer,R.J.Stoll.Ed.Lanham:Lexington Books,2004,p.249.
[7] L.A.Doan,A Qualitative Investigation of Stereotype Threat Activation
and Mediation,Ann Arbor:ProQuest LLC,2008,p.20.
[8] C.C.Carter,Peace Building Education:Responding to Contexts, Peace
Movements Worldwide, M.Pilisuk, M.N.Nagler.Ed.California:
Greenwood Publishing Group, 2011,p.111.
[9] B.S.Funch, The Psychology of Art Appreciation,Copenhagen:Museum
Tusculanum Press,1997,p:132.
[10] R.Arnheim, Art and Visual Perception: A Psychology of the Creative
Eye,California:University of California Press,1974,p.340.
[11] M.O-Malley,W.F.Baker, Every Leader Is an Artist: How the World-s
Greatest Artists Can Make You a More Creative Leader, Chicago,
Illinois: The McGraw Hill Companies,2012,p.17.
[12] H.Cahill, Masters of Popular Painting, New York: Museum of Modern
Art by Arno Press, 196 9,p.17.
[13] F.Schatz, Ancient Egyptian Art - The Fun Way,Bloomington:Author
House,2008,p.65.
[14] E.A.Feisner, Colour: How to Use Colour in Art and
Design,London:Laurence King Publishing,2006,p.135.
[15] H.Ayatollahi, The Book of Iran: The History of Iranian
Art,Tehran:Center for International-Cultural Studies,2003,p.312.
[1] M.McIlwrath,J.Savage, International Arbitration and Mediation, A
Practical Guide,Alphen aan den rijn :Klower Low
─░nternational,2010,p.187.
[2] A.Al-Krenawi,J.R.Graham,"Localizing Social Work with Bedouin -
Arab Communities in ─░srael:Limitations and Possibilites", Indigenous
Social Work Around the World: Towards Culturally Relevant Education
and Practice, M.Gray,J.Coates,M.Y.Bird.Ed.Farnham:Ashgate
Publishing Limited,2010,p.159.
[3] C.Baraldi,"Conclusions", Dialogue in Intercultural Communities: From
an Educational Point of View,C.Baraldi.Ed.Amsterdam:John Benjamins
Publishing,2009,p.257.
[4] H.Kekkonen,"Peace Education in Adult Education",Education For the
21.st Century,D.B.Rao.Ed.New Delhi:Discovery Publishing
House,2004,p.117.
[5] F.Arrows,D.T.Jacobs,"Indigenous Spirituality as a Source For Peaceful
Relations", Spirituality, Religion, and Peace Education
E.J.Brantmeier,J.Lin,J.P.Miller.Ed.Charlotte:Information Age
Publishing Company,2010,p.117.
[6] J.Bercovitch,P.M.Regan,"Mediation and International Conflict
Management: A Review and Analysis",Multiple Paths to Knowledge in
International Relations: Methodology in the Study Of Conflict
Management and Conflict Resolution, Z.Maoz, A.Mintz, T.C.Morgan,
G.Palmer,R.J.Stoll.Ed.Lanham:Lexington Books,2004,p.249.
[7] L.A.Doan,A Qualitative Investigation of Stereotype Threat Activation
and Mediation,Ann Arbor:ProQuest LLC,2008,p.20.
[8] C.C.Carter,Peace Building Education:Responding to Contexts, Peace
Movements Worldwide, M.Pilisuk, M.N.Nagler.Ed.California:
Greenwood Publishing Group, 2011,p.111.
[9] B.S.Funch, The Psychology of Art Appreciation,Copenhagen:Museum
Tusculanum Press,1997,p:132.
[10] R.Arnheim, Art and Visual Perception: A Psychology of the Creative
Eye,California:University of California Press,1974,p.340.
[11] M.O-Malley,W.F.Baker, Every Leader Is an Artist: How the World-s
Greatest Artists Can Make You a More Creative Leader, Chicago,
Illinois: The McGraw Hill Companies,2012,p.17.
[12] H.Cahill, Masters of Popular Painting, New York: Museum of Modern
Art by Arno Press, 196 9,p.17.
[13] F.Schatz, Ancient Egyptian Art - The Fun Way,Bloomington:Author
House,2008,p.65.
[14] E.A.Feisner, Colour: How to Use Colour in Art and
Design,London:Laurence King Publishing,2006,p.135.
[15] H.Ayatollahi, The Book of Iran: The History of Iranian
Art,Tehran:Center for International-Cultural Studies,2003,p.312.
@article{"International Journal of Business, Human and Social Sciences:55980", author = "Bilgehan Gültekin and Tuba Gültekin", title = "Intercultural Mediation Training and the Training Process of Common Sense Leaders by the Leadership of Universities Communication and Artistic Campaigns", abstract = "It is quite essential to form dialogue mechanisms and
dialogue channels to solve intercultural communication issues.
Therefore, every country should develop a intercultural education
project which aims to resolve international communication issues.
For proper mediation training, the first step is to reach an agreement
on the actors to run the project. The strongest mediation mechanisms
in the world should be analyzed and initiated within the educational
policies. A communication-based mediation model should be
developed for international mediation training. Mediators can use
their convincing communication skills as a part of this model. At the
first, fundamental stages of the mediation training should be specified
within the scope of the model. Another important topic at this point is
common sence and peace leaders to act as an ombudsman in this
process. Especially for solving some social issues and conflicts,
common sense leaders acting as an ombudsman would lead to
effective communication. In mediation training that is run by
universities and non-governmental organizations, another phase is to
focus on conducting the meetings. In intercultural mediation training,
one of the most critical topics is to conduct the meeting traffic and
performing a shuttle diplomacy. Meeting traffic is where the mediator
organizes meetings with the parties with initiative powers, in order to
contribute to the solution of the issue, and schedule these meetings.
In this notice titled “ Intercultural mediation training and the training
process of common sense leaders by the leadership of universities
communication and artistic campaigns" , communication models and
strategies about this topic will be constructed and an intercultural art
activities and perspectives will be presented.", keywords = "Intercultural communication, mediation education,
common sense leaders, artistic sensitivity", volume = "6", number = "9", pages = "2382-10", }