Abstract
The article presents the results of a theoretical and experimental study of the problem of adaptive conflict of cadets of the first year of training in a military university and the pedagogical method of its solution. The issues of conflict regulation, including adaptation, are quite actively discussed in the psychological discourse in the military team, and they have not yet received sufficient coverage in the pedagogical one. At the same time, the complication of the structure of relations between medical personnel by military personnel actualizes the need to enrich and expand pedagogical knowledge in the military environment. The authors of the article focus on the mediation method, which allows you to build a trajectory of trust in the interaction between both students and trainees, as well as within these groups. Mediation as a pedagogical method is attractive because it provides an opportunity for a meaningful understanding of the concept of mediation in the process of resolving conflicts in the educational environment, and also allows you to build a trajectory of trust in the interaction between students and trainees, as well as between these groups. In a military university, mediation will allow preserving, on the one hand, the traditionalism of the educational and educational environment, and on the other, it will direct its vector to humanization. Special attention is paid to the definition of the conceptual foundations of mediation, as well as the methods by which the method of pedagogical mediation is implemented. According to the authors, the pedagogical method of mediation should solve not only the issue of reducing the terms of adaptation and professional development of future officers, but also resolve the contradiction that has developed in the system of modern military education between the desire to preserve the traditionalism of the educational and educational environment, and the demand of the modern educational space for humanization.
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