Enhancing Nonviolent Footprints for the Culture of Peace and Nonviolence (original) (raw)
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This paper aims to present a preliminary, brain-based model of peace education. In addition to subjects that current peace education models emphasize such as human rights education, environmental education and conflict resolution education, this model aims to introduce another level, namely the cellular level, at which neurobiological causes of violence and its early prevention can be addressed. Specifically, the model advocates dissemination of information on neurobiological causes and prevention of violence, and the impact of early trauma on the developing brain during the pre-natal, birth, and postnatal periods. These early periods are when a foundation of love chemicals or chemicals of violence is established and the fundamental brain architecture is laid down. In other words, through the education of children, adolescents, and adults, the model opens up a cellular dimension where violence can be prevented.
Alternatives to Violence: A Manual for Teaching Peacemaking to Youth and Adults
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In Twenty 45-Minute Sessions-15 Hours Total 1. KINDS OF VIOLENCE Goals: A. To explore the different kinds of violence by sharing personal experiences. B. To understand the difference between conflict and violence. C. To start personal journals or other projects in which we can explore conflict resolution individually. 2. THE SPIRAL OF VIOLENCE Goal: To experience the nature of violence by viewing and responding to films. 3. INSTITUTION IOLENCE Goals: A. To ex re some sources and causes of violence. B. To conti ue sharing our needs and expectations for this course individually and as a group. Reading: "Nonviolence:Cornerstone fora World House" (M.L. King) 4. RESPONSES TO CONFLICT Goals: A. To consider how we respond 'to conflict as individuals. R. To analyze basic responses to conflict and see how they are related to active nonviolence. C. To discuss historical cases of nonviolent action which confirm the practicality of nonviolence. Reading: "How Do You Usually Handle Conflicts?" (B. Stanford) .Cases #4. A-G.
A Colloquy on Violence and Non-Violence: Towards A Complementary Conflict Resolution
American Journal of Social Issues and Humanities, 2017
In conflict resolution discourse the two challenging and contrasting concepts, violence and non-violence, are often presented as opposites and contradictory. On the basis of this, one is affirmed against the other. In this article, we aimed to present violence and non-violence as complementary phenomena toward a complementary process of conflict resolution. The objective was to provide an analysis to show that the two concepts can contribute meaningfully to conflict management and resolution. To achieve this aim and objective, we highlighted their significance as methods of resolving and managing conflict, and discussed their problems as well. We used the method of complementary analysis to render a practical account of this discourse; the paper reviewed a number of scenarios where the strategies of violence and non-violence were employed towards conflict resolution and transformation. This enables us to see how the violent and non-violent methods can contribute to resolve the issue of conflict. From the analysis, we concluded that methods of violence and non-violence should overlap each in conflict and peace research.
The Association of South East Asian Nations (ASEAN) countries are endowed with a myriad biodiversity, geographical and ethnic composition. The local ethnic communities and nationalities are struggling to live in harmony with nature and with each others. In the past decades, due to the transition of governance from traditional , colonial to modern forms of Democracy has taken its toll on lives of people and communities. This paper will talk about various forms of Nonviolence movements and how to incorporate them in the ongoing search for finding ways and means to seek new ideas and create better forms of movements for reaching the goals of democracy and peaceful co-existence among ethnic groups, communities in SE Asia. Taking cue from some models and movement and how to incorporate them in the existing human rights and peace movements taking place across the region. Drawing from experiences of being a trainer and advocate for Peace Education-the paper will share the use of Peace Counts on Tour ( PCoT) in India ( Kashmir, Northeast India, New Delhi and Cochin) and also working with student communities from Burma ( Myanmar) in Thailand and India. The author has shared his experiences widely in the Philippines , Cambodia and Japan reaching out to Peace activist, Peace practitioners, teaching communities and community leaders in the Region . Peace Counts is a unique learning model of both experiential and theory derive from field experiences from conflict region across the world . The lessons and exhibitions drawn from different conflict zones of the world, peace journalism exhibitions multi media ,dvd and narratives would serve as an excellent model to increase the knowledge and skill of Peace leadership in ASEAN region . The paper is written from personal experience of working and developing curriculum with a view to impart new ways to handle complex conflict situation in a non violent ways for local communities and people across the region .
PS: Political Science & Politics
ABSTRACTHow can political science classes best prepare undergraduate students for the field of peace and conflict studies (PACS)? We argue that well-designed experiential learning activities provide opportunities for students to embrace complexity and practice adaptability, fusing the theoretical and practical in ways that prepare them to engage in PACS. This article presents one such experiential learning approach: a conflict analysis activity. Through engaging in a messy learning process, students (1) gain an increased theoretical understanding of the complexity of conflict, (2) practice adaptability, and (3) increase their self-efficacy. We provide a step-by-step description of the Conflict Analysis Tool exercise and reflect on how well the activity enables the use of knowledge and skills relevant for PACS. Our goal is that the insights gained through our approach will be helpful to other educators—from PACS to international relations to American politics and beyond.
Conflict prevention in practice: from rhetoric to reality
It is natural for policy makers, public officials and even think tanks to focus primarily on violent conflicts that are already occurring. With people being killed daily and horrific images being shown in real time across the globe, today’s conflicts simply cannot be ignored. Yet what about tomorrow’s conflicts, those we can envisage but that are not inevitable? Today there is broad agreement on the importance of preventive action. An array of actors—the United Nations, regional organisations, national governments (including that of the United States) and a host of civil society bodies—have identified preventing violent conflict as a strategic priority. As the Obama administration’s National Security Strategy states, ‘The untold loss of human life, suffering, and property damage that results from armed conflict necessitates that all responsible nations work to prevent it’. This is well put, although it might be asked, ‘Do “all responsible nations” treat the prevention of armed conflict as a “necessity”?’ It is undeniable that far too often the answer is ‘no’. The fundamental challenge is to narrow the gap between rhetoric and reality, proclamations and actions, in preventing violent conflict.
Conflict Management, Nonviolence and the Rapidity of Change
International Journal of Peace and Conflict Studies (IJPCS), Vol. 8, No 2, , 2023
Today, nonviolent actions have become preferred over violent actions to bring necessary societal changes. However, some actors will rather utilize violent movement due to its perceived rapidity of achieving desired changes compared to nonviolent actions. The study, therefore, examines the rapidity at which social and political changes ensue when nonviolent conflict management techniques-avoidance, competition, compromise, accommodation and collaboration-in the form of strikes, protests, civil disobedience and boycotts are utilized to manage conflicts. While these nonviolent conflict management techniques are regarded as slow and protracted compared to the rapidity of change violent actions bring; violent actions are however destructive and temporary. Nonviolent conflict management actions on the other hand are much more constructive and according to Gandhi 'the swiftest the world has seen', producing enduring changes the society needs to develop. The narrative, therefore, should not be the rapidity at which social changes occur, but the process and how constructive and enduring the changes are.