UNIT 4: Conflict

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What to do if we disagree?

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The concept of peace has an important cultural dimension. Traditionally, in Far Eastern cultures, peace has more to do with inner peace (peace in our minds or hearts) while in the western world, peace is understood to be outside the individuals (the absence of war or violent conflict). In India, for example, the word for peace is “shanti”, which implies a perfect order of the mind or peace of mind. Gandhi based his philosophy and strategy on a concept called “Ahimsa”, which broadly means “to refrain from anything at all harmful”. He said, “literally speaking, Ahimsa means non-violence. But to me it has a much higher, an infinitely higher meaning. It means that you may not offend anybody; you may not harbour uncharitable thoughts, even in connection with those who you consider your enemies. To one who follows this doctrine, there are no enemies.” In the Maya tradition, peace refers to the concept of welfare and is linked to the idea of a perfect balance between the different areas of our lives.16

“Positive peace” describes a state whereby the collective will is directed towards promoting peace and removing the barriers to peace. It includes a commitment to social justice, thereby moving beyond the idea that peace is the absence of fear, violence and war. It includes a commitment to non-violent conflict resolution and seeks to encourage the capacities of individuals and groups so they are able to address social problems in a constructive manner. For EDC educators, it also means promoting democratic processes in the classroom, addressing issues of power or the abuse of power, as well as seeking at all times to encourage the skills of listening and constructive dialogue and a commitment to resolve conflict.17

Is violence natural? Many people are convinced that human beings are naturally violent and that consequently we cannot avoid wars, conflicts and general violence in our lives and our societies. Other specialists in this field claim that we can avoid thinking, feeling and acting violently. The Seville Statement on Violence, elaborated in 1986 by a group of scholars and scientists from many countries, confirms this by stating that:

“1. It is scientifically incorrect to say that we have inherited a tendency to make war from our animal ancestors (…) Warfare is a solely human phenomenon and does not occur in other animals (…).

      1. There are cultures that have not engaged in war for centuries and there are cultures which have engaged in war frequently at some times and not at others (…).
      2. It is scientifically incorrect to say that war or any other violent behaviour is genetically programmed into our human nature (…).
      3. It is scientifically incorrect to say that humans have a ‘violent brain’ (…) how we act is shaped by how we have been conditioned and socialised (…).”

Most of us are conditioned by our environments to react aggressively and violently. We learn to think, feel and act aggressively and in some cases violently. Wherever we live, we are submitted to a social and cultural pressure that conditions us to read about violence, watch violence and hear about violence almost constantly. Television programmes, advertisements, newspapers, video games and the movie and music industries contribute greatly to this situation. Before reaching adolescence, a child has seen thousands of murders and violent acts just by watching television. Our modern societies, whether consciously or not, make no apology for violence. Violence is seen as being of positive value. In most cultures, saying no to violence and avoiding physical violence or confrontation may be perceived as a sign of weakness, especially for men, who are put under a lot of pressure by their peers from a very young age.18

For additional information, refer to the teachers’ resource sheet at the end of this unit.

Education for Democratic Citizenship and Human Rights

Through this series of lessons students will:

  • increase their insight into the mechanisms behind a conflict;
  • increase their insight into non-violent conflict resolution;
  • improve their ability to deal with conflict in their own environment;
  • improve their ability to consider the views and needs of all parties involved in a conflict;
  • increase their insight into conflicts between human rights;
  • increase their critical thinking about the use of violence;
  • increase their insight into how to cope with the violence they are confronted with;
  • be stimulated to approach conflicts in a non-violent way.

 

 

UNIT 4: Conflict

What to do if we disagree?

 

Lesson title Learning objectives Student tasks Resources Method

Lesson 1:

Conflict
resolution

 Introduction to a six-step approach to conflict resolution. Analyse a conflict; find solutions. Student handout 4.1 Small group work

Lesson 2:

Applying the six-step approach

 Learning to apply the six-step approach. Analyse a conflict; find solutions. Student handout 4.1 Student handout 4.2 Small group work

Lesson 3:

Conflicting human rights

 Learning to recognise and analyse situations where human rights are in conflict. Analyse a situation where human rights are in conflict. Student handout 4.3 Student handout 5.2 Small group
work.
Critical thinking.

Lesson 4:

Using
violence

 Develop critical thinking about the acceptability of the use of violence and about personal behaviour. Reflect upon use of violence and upon personal behaviour. Student handout 4.4 Small group
work.
Critical thinking.

 

 

16.Text from “COMPASS, a manual for human rights education with young people”, Council of Europe, Strasbourg 2002, p. 376ff.
17.From “A glossary of terms for education for democratic citizenship”, Karen O’ Shea, Council of Europe, DGIV/EDU/CIT (2003) 29.
18. Text from “COMPASS, a manual for human rights education with young people”, Council of Europe. Strasbourg 2002, p. 380.

Student handout 3.6: Key elements of human rights15
Lesson 1: Conflict resolution
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