Self-knowledge as a tool for transformation in the mediator in training: a case study

Abstract: Self-knowledge influences the identity construction of mediators and is related to their transformation through learning, a process that has been insufficiently studied in educational contexts. This single-case study explores how a student in training develops self-knowledge by comparing her actual self with her ideal self, identifying implicit dilemmas, and examining how these dilemmas relate to possible identity changes and the learning process experienced in a conflict mediation program. Self-knowledge was assessed using the repertory grid technique, and the evaluation of the learning experience was based on autoethnography. The main findings reveal two implicit dilemmas reflecting difficulties in overcoming conflict avoidance and managiing anxiety. These results demonstrate the usefulness of this type of exploration for identifying areas for development that can facilitate identity change in mediators in training.

Keywords: self-knowledge, mediators, training