Irak-Krieg: Kontinuität und neue Ansätze, 4/2003; Fisher, Simon et al: Working with Conflict, Skillsand Strategies for Action, New York 2000, p. 142–153; Lederach, John Paul: Preparing for Peace. ConflictTransformation Across Cultures, 1996 p. 25–3327. UNESCO report for Education for the 21st Century, Learning: The Treasure Within, 1997, and in:http://www.unesco.org/education/ecp/index.htm28. Gugel, Günther / Jäger, Uli: Gewalt muss nicht sein. Eine Einführung in friedenspädagogisches Denkenund Handeln, 1997 p. 16–42; Gugel, Günther: Handbuch Gewaltprävention II, 2010, Chapter 3.4.29. Jäger, Uli: Peace Education in the 21st century, 2011; Jäger, Uli: Friedenspädagogik in Konflikt‐ undKrisenregionen – Ansätze und Herausforderungen für die Entwicklungszusammenarbeit, 2007; Jäger,Uli: Friedenspädagogik: Grundlagen, Herausforderungen und Chancen einer Erziehung zum Frieden,2006 p. 537–55730. Der Spiegel: Als Deutschland in den Krieg zog, Vol 36, 2011 p. 87 (translation by K. Schilling: The formerFederal Minister of the Interior of Germany Otto Schily (1998–2005) said in discussionsaround 9/11 “… wenn man ein Dorf bombardiere, um einen Terroristen zu töten, dann haben Sieeinen Terroristen getötet und hundert neue geschaffen”.)31. King, Martin Luther Jr.: Where Do We Go From Here? Chaos or Community? 1967 p. 6232. Sources for Chapter 4 – Peace & Conflict Studies: Lederach, John Paul: Building Peace: SustainableReconciliation in Divided Societies, 1997; Boutros Boutros Ghali: An Agenda for Peace: preventivediplomacy, peacemaking and peacekeeping, 1992; Galtung, Johan: A structural theory of imperialism,1971; Lund, Michael S.: What kind of peace is being built: Taking stock of Post‐<strong>conflict</strong> peacebuildingand charting future directions, 200333. Ankerson, Christopher P.: Praxis versus Policy. <strong>Peacebuilding</strong> and the Military, 2004; Bush, Kenneth:Commodification, Compartmentalization, and Militarization of <strong>Peacebuilding</strong>, 2004; Confortini,Catia C.: Galtung, Violence and Gender: The Case for a Peace Studies/Feminism Alliance, 2006 p. 354f.Part II – Communication1. Sources for Part II – Communication: Schulz von Thun, Friedemann: Miteinander Reden, 1998;Braakman, Lydia: The Art of building training capacity in community forestry development, 2002;SLADEA: Facts about Communication, 2006; Siebenhühner, Peter & Hagen, Bernd: Handbook forTrainers and Practitioners in Conflict Resolution, Part III, The Training of Trainers; Ropers, Norbert:From Resolution to Transformation: The Role of Dialogue Projects 2004; Search for Common Ground:Communication for <strong>Peacebuilding</strong>: Practices,Trends and Challenges, 2011; GTZ: Mapping Dialogue,A research project profiling dialogue tools and processes for social change, 2006; Commission for Justiceand Peace, Archdiocese Bamenda: Peace Education Manual for Secondary Schools, 2011 p. 27–35,Gugel, Günther & Müller, Ragnar: Basic Course on Peace Education, Course 4; Besemer, Christoph:Konflikte verstehen und lösen lernen, Ein Erklärungs‐ und Handlungsmodell zur Entwurzelung vonGewalt nach Pat Patfoort, 1999 p. 41–44; Besemer, Christoph: Mediation – Vermittlung in Konflikten,2000 p. 116–135; Fisher, Roger & Ury, William & Patton, Bruce: Das Harvard Konzept, 2001 p. 59–652. Dulabaum, Nina L.: Mediation: Das ABC, Die Kunst, in Konflikten erfolgreich zu vermitteln, 2001p. 13–213. Schulz von Thun, Friedemann: Miteinander Reden, Störungen und Klärungen, 1998 p. 25–634. Dulabaum, Nina L.: Mediation: Das ABC, Die Kunst, in Konflikten erfolgreich zu vermitteln, 2001p. 31–425. Besemer, Christoph: Konflikte verstehen und lösen lernen, Ein Erklärungs‐ und Handlungsmodell zurEntwurzelung von Gewalt nach Pat Patfoort, 1999 p. 41–44.; Dulabaum, Nina L.: Mediation: DasABC, Die Kunst, in Konflikten erfolgreich zu vermitteln, 2001 p. 191–193290 A P P E N D I X
6. Lederach, John Paul: Preparing for Peace. Conflict Transformation Across Cultures, 1996 p. 42–46;Dulabaum, Nina L.: Mediation: Das ABC, Die Kunst, in Konflikten erfolgreich zu vermitteln, 2001p. 140–1487. Be aware that the issues and suggestions mentioned below are culturally bound – one has to find outwhich can be used, which adapted and which should better not be used in the specific cultural context.8. Walter Kern, Friedenserziehung heisst: Streiten lernen, 19939. Besemer, Christoph: Konflikte verstehen und lösen lernen, Ein Erklärungs‐ und Handlungsmodellzur Entwurzelung von Gewalt nach Pat Patfoort, 1999 p. 119–139Part III – Conflict1. Sources for Part III – Conflict: Augsburger, David W.: Conflict Mediation Across Cultures, 1992; Beer,Jennifer E., Stief, Eileen: The Mediator’s Handbook, 1997; Besemer, Christoph: Konflikte verstehenund lösen lernen, Ein Erklärungs‐ und Handlungsmodell zur Entwurzelung von Gewalt nach Pat Patfoort,1999 p. 13–18; Besemer, Christoph: Mediation – Vermittlung in Konflikten, 2000; Fisher, Simon(et al): Working with Conflict, Skills and Strategies for Action, 2000; Dulabaum, Nina L.: Mediation:Das ABC, Die Kunst, in Konflikten erfolgreich zu vermitteln, 2001; Galtung, Johan: Conflict Transformationby peaceful means, 2000; George‐Williams, Desmond: Bite not One Another, Selected Accountsof Nonviolent Struggle in Africa, 2006; Glasl, Friedrich: Konfliktmanagement, Ein Handbuch fürFührungskräfte, Beraterinnen und Berater, 2002; Hofstede, Geert: Lokales Denken, globales Handeln,Interkulturelle Zusammenarbeit und globales Management, 2001; Lawson, Michael: Conflict – how itstarts / how to stop it, 1999; LeBaron, Michelle: Transforming Cultural Conflict in an Age of Complexity2001; Lederach, John Paul: Building Peace: Sustainable Reconciliation in Divided Societies,1997;Lederach, John Paul: Preparing for Peace: Conflict Transformation Across Cultures, 1995; Lederach,John Paul (et al): Reflective <strong>Peacebuilding</strong>: A Planning, Monitoring and Learning Toolkit, 2007;Lederach, John Paul: The little book of <strong>conflict</strong> <strong>transformation</strong>, 2003. Motamedi, Susanne: Konfliktmanagment:vom Konfliktvermeider zum Konfliktmanager: Grundlagen, Techniken, Lösungswege,1999; SLADEA: SLADEA’s Handbook for Mediation, 2003; Anderson, Mary B.: Do No Harm. Howaid can support peace – or war, 19992. List, Martin (et al): Internationale Politik, Probleme und Grundbegriffe, 1995 p. 1113. Fisher, Roger & Ury, William & Patton, Bruce: Das Harvard Konzept. Sachgerecht verhandeln –erfolgreich verhandeln, 2001 p. 45–54; Besemer, Christoph: Konflikte verstehen und lösen lernen, EinErklärungs‐ und Handlungsmodell zur Entwurzelung von Gewalt nach Pat Patfoort, 1999 p. 16–184. Wasmuth Ulrike C: Friedensforschung als Konfliktforschung. Zur Notwendigkeit einer Rückbesinnungauf den Konflikt als zentrale Kategorie, 1992 p. 4 f.5. Siebenhühner, Peter & Hagen, Berndt: Handbook for Trainers and Practitioners in Conflict Resolution,Part I, Introduction to Conflict Management, p. 9; Mischnick, Ruth Ph. D: Nonviolent ConflictTransformation, Training Manual for a Training of Trainers Course, p. 236. Glasl, Friedrich: Konfliktmanagement, Ein Handbuch für Führungskräfte, Beraterinnen und Berater,20027. Fisher, Roger & Brown, Scott: Gute Beziehungen, 1996 p. 180; see as well Part V – Violence, Chapter6 – Dynamic of <strong>conflict</strong>s and violence8. Siebenhühner, Peter & Hagen, Berndt: Handbook for Trainers and Practitioners in Conflict Resolution,Part I, Introduction to Conflict Management, p. 13; Mischnick, Ruth Ph .D: Nonviolent ConflictTransformation, Training Manual for a Training of Trainers Course, p. 29. Fisher, Simon (et al): Working with Conflict, Skills and Strategies for Action, 2000 p. 3–5; Mischnick,Ruth Ph. D: Nonviolent Conflict Transformation, Training Manual for a Training of Trainers Course,p. 21–27N o t e s 291
- Page 1:
Peacebuilding& conflict transformat
- Page 5 and 6:
Peacebuilding& conflict transformat
- Page 7 and 8:
Table of contentsEditors’ Forewor
- Page 9 and 10:
2.1 Aspects of conflicts . . . . .
- Page 11 and 12:
Editors’ forewordWhen Katharina S
- Page 13 and 14:
ForewordDear user(s), this resource
- Page 15 and 16:
This version is accompanied by the
- Page 17 and 18:
process our social connectedness as
- Page 19 and 20:
I.PEACE
- Page 21 and 22:
Peace and striving for peace are at
- Page 23 and 24:
▶ Peace is an interweaving of rel
- Page 25 and 26:
peace encompasses all aspects of a
- Page 27 and 28:
1.5 Strategies for peaceMahatma Gan
- Page 29 and 30:
▶ International Convention on the
- Page 31 and 32:
There is a great deal of human suff
- Page 33 and 34:
2.2 Principles for peacebuildingThe
- Page 35 and 36:
InfrastructureInfrastructure is req
- Page 37 and 38:
ebuilding community structures, per
- Page 39 and 40:
3.1 What is peace education?Peace e
- Page 41 and 42:
NonviolenceNonviolence means that f
- Page 43 and 44:
the fear of the one’s personal po
- Page 45 and 46:
▶ Discover inner peace —this me
- Page 47 and 48:
4.1.2 Peace as a research activity
- Page 49 and 50:
II.COMMUNICATION
- Page 51 and 52:
2. Facts about communication2.1 It
- Page 53 and 54:
2.5 Implicit and explicit messagesA
- Page 55 and 56:
2.7 Our own fantasySometimes one re
- Page 57 and 58:
3.1 Verbal communication“Speech i
- Page 59 and 60:
Facial expressions: show emotions o
- Page 61 and 62:
Smelling using the nose to listen t
- Page 63 and 64:
Intrapersonal communication … is
- Page 65 and 66:
7. Receiving and sending7.1 The cyc
- Page 67 and 68:
All four aspects must be properly r
- Page 69 and 70:
Dimension of information/factual le
- Page 71 and 72:
Additionally, a receiver whose self
- Page 73 and 74:
8. Factors influencing the qualityo
- Page 75 and 76:
the listener is expected to clearly
- Page 77 and 78:
Set context and state the purpose o
- Page 79 and 80:
Keep in mind:▶ When overused, act
- Page 81 and 82:
Don’t say “You know something w
- Page 83 and 84:
10.1.3 SummarizingA summary is simi
- Page 85 and 86:
ClarifyingClarifying means to use t
- Page 87 and 88:
Questioning techniques / Interrogat
- Page 89 and 90:
Obviously, before even thinking of
- Page 91 and 92:
Helpful - de-escalating effectExpre
- Page 93:
Additionally, people actively invol
- Page 96 and 97:
1. Conflict - a fact of lifeSymbol
- Page 98 and 99:
2. Social conflict2.1 What is typic
- Page 100 and 101:
Examples▶ Two people disagree on
- Page 102 and 103:
2.3 Typical conflict behavioursThe
- Page 104 and 105:
conflict transformation skills as i
- Page 106 and 107:
AttitudeAttitude means the way an i
- Page 108 and 109:
Respect: self‐respect, personal i
- Page 110 and 111:
acquired by everyone. If dialogue a
- Page 112 and 113:
Sources of powerThere are various s
- Page 114 and 115:
. Needs and their classificationsHu
- Page 116 and 117:
or any other differentiating charac
- Page 118 and 119:
How we are likely to feel when our
- Page 120 and 121:
Structural conflict is caused by un
- Page 123 and 124:
IV.TOOLS FORANALYSIS
- Page 125 and 126:
Context analysis in peace building
- Page 127 and 128:
Conflict analysis can be carried ou
- Page 129 and 130:
a) good conflict analysis skills,b)
- Page 131 and 132:
Decide and agree on the meaning of
- Page 133 and 134:
Example - Age limit for CYF members
- Page 135 and 136:
3.4 ABC - triangleWhat is it?▶ Th
- Page 137 and 138:
When to use it?▶ with a group hav
- Page 139 and 140:
3.7 Pyramid - three level triangleW
- Page 141:
▶ Relationship: identify and desc
- Page 144 and 145:
1. IntroductionViolence is a phenom
- Page 146 and 147:
▶ Worldwide, violence is used as
- Page 148 and 149:
Core of use of objects (weapons)Vis
- Page 150 and 151:
4. Dimensions of violence - a typol
- Page 152 and 153:
▶ Direct violence means an indivi
- Page 154 and 155:
using industrialized nations cause
- Page 156 and 157:
tual condition compared to what wou
- Page 158 and 159:
6. The dynamics of conflicts and vi
- Page 160 and 161:
Survival or physical level - The in
- Page 162 and 163:
6.1.2 Aggression and…Aggression a
- Page 164 and 165:
▶ One can use so‐called ‘invi
- Page 166 and 167:
tooth” are common all over the wo
- Page 168 and 169:
6.3.1 From unmet needs to crisis -
- Page 170 and 171:
Fire begins to burnConfrontation/Op
- Page 172 and 173:
6.3.4 F. Glasl’s - nine stages of
- Page 174 and 175:
3. LEVEL THREE (LOSE-LOSE)Stage 7:
- Page 176 and 177:
to describe emotions or speak about
- Page 178 and 179:
eaction and answer concerning the d
- Page 180 and 181:
7.3 Violence and genderSEXrefers on
- Page 182 and 183:
Gender based violenceGender based v
- Page 184 and 185:
7.5 Violence and ideology▶ Nation
- Page 186 and 187:
with equal alacrity by people on th
- Page 188 and 189:
9. Effects of violenceViolent confl
- Page 191 and 192:
VI.NONVIOLENCE
- Page 193 and 194:
2. Historical roots2.1 ReligionNonv
- Page 195 and 196:
Mahatma Gandhi was born a Hindu, pr
- Page 197 and 198:
colonial and post‐colonial eras.
- Page 199 and 200:
▶ Generations to come will scarce
- Page 201 and 202:
elieve people and not profit are ce
- Page 203 and 204:
Methods of nonviolent protestNonvio
- Page 205 and 206:
Nonviolent communication skills are
- Page 207 and 208:
▶ Mr. A is more concerned about t
- Page 209 and 210:
A kind of misery about one’s own
- Page 211 and 212:
Demand‘I want you to do it, if yo
- Page 213 and 214:
▶ “When I see…” “When I h
- Page 215 and 216:
The following list provides some mo
- Page 217 and 218:
Feelings are often associated with
- Page 219 and 220:
To clearly identify and name our em
- Page 221 and 222:
Fun fulfilled by laughing and playi
- Page 223 and 224:
RequestThe fourth and last componen
- Page 225 and 226:
We help others to trust that we are
- Page 227 and 228:
This involves the four areas of non
- Page 229 and 230:
3) Connect your thoughts with your
- Page 231 and 232:
A verbal wound is as bad as a physi
- Page 233 and 234:
4. Translating the others’ blame
- Page 235 and 236:
VII.FAIR PLAY
- Page 237 and 238:
2. Fairness and sportsAlthough fair
- Page 239 and 240:
▶ Sports can be used to counter v
- Page 241 and 242: Fair Play PointsIf rules are establ
- Page 243 and 244: 4. Principles for teaching fair pla
- Page 245 and 246: GangingAn irritating situation can
- Page 247 and 248: national institutions to send out a
- Page 249 and 250: VIII.CONFLICTTRANSFORMATION
- Page 251 and 252: flict is either settled forever or
- Page 253 and 254: The major aims of dealing construct
- Page 255 and 256: 7. Introducing a third party with s
- Page 257 and 258: ▶ Do not damage your opponent’s
- Page 259 and 260: 2. Conflict strategies -approaches
- Page 261 and 262: modate put relationships first, ign
- Page 263 and 264: New ideas are created when working
- Page 265 and 266: CONFRON TA-TION /COMPETITIONAVOIDAN
- Page 267 and 268: parency about feelings and percepti
- Page 269 and 270: Answers to the following questions
- Page 271 and 272: ▶ Interest‐based negotiation is
- Page 273 and 274: “Blessed be the peacemakers for t
- Page 275 and 276: They can talk directly (with the me
- Page 277 and 278: Strength and weaknessA mediator’s
- Page 279 and 280: 5.4 Phases of mediationThe process
- Page 281 and 282: Ground rulesExplain the ground rule
- Page 283 and 284: Phase 3 Clarify the problem/develop
- Page 285 and 286: Deliberate on every optional soluti
- Page 287 and 288: CHECKLIST FOR MEDIATORSPhase IOpeni
- Page 289 and 290: APPENDIX
- Page 291: 15. United Nations: Charter of the
- Page 295 and 296: 24. Burton, John: Resolving deep ro
- Page 297 and 298: 24. Dugan, Máire A.: Aggression. B
- Page 299 and 300: Part VI - Nonviolence1. Wink, Walte
- Page 301 and 302: 5. Sadako Ogata (High Commissioner
- Page 303 and 304: ReferencesAbiew, Francis Kofi & Kea
- Page 305 and 306: Foucault, Michael: The History of S
- Page 307 and 308: Lederach, John Paul: Preparing for
- Page 309 and 310: Schweitzer, Christine (et al): Civi
- Page 311 and 312: Gandhi’s principlesLive as if you
- Page 313 and 314: “I have a dream” - Martin Luthe
- Page 315 and 316: persecution and staggered by the wi
- Page 317 and 318: Excerpts from the joint position pa
- Page 319 and 320: experts and their local colleagues.
- Page 321: Katharina Schilling is a medical nu