Saybrook students are invited to submit an abstract for consideration in an upcoming publication on peace education. The finished volume will be published by Information Age Press as part of its peace education series.
The end of the twentieth century marked the beginning of an upsurge of interest in peace education. Starting in the 1950s, as exemplified in the United States with the Committee for a Sane Nuclear Policy (SANE), concerned citizens at the grassroots level developed peace education strategies to inform others about the dangers of violence and the need for peace. They mobilized to stop the build up of nuclear arms, to oppose the war in Vietnam, to cease support for cruel dictatorships, to support human rights, to endorse environmental sustainability, and to promote nonviolence. These campaigns. sprung up out of the hearts and minds of ordinary people concerned about their own welfare and the future of “Mother Earth.”
These grassroots peace education efforts throughout the globe teach children and adults how to live sustainably and how to resolve conflicts nonviolently. Ordinary citizens, parents, teachers, and community organizers become spiritual agents who initiate peace education programs that have contributed to the end of the war in Vietnam, disillusionment about nuclear power and weapons, regime change in places as diverse as Tunisia, Argentina, the Philippines, and Serbia, the preservation of ecosystems, the development of human rights, truth and reconciliation commissions, and the breakup of the Soviet Union.
Some of these peace education efforts took place entirely within civic society organized by community-based organizations. Some were directed towards churches and religious organizations. Others struggled to gain access to formal education systems. As a result of these efforts there are now over 300 colleges and universities around the world that have peace studies programs; schools in El Salvador, Uganda, the Philippines, and Nepal include peace education in their curricula; and schools throughout the world have adopted a variety of peacemaking strategies that teach violence prevention techniques to children and reduce violence and hostility on campuses.
The Fifth Annual Conference of the Society for Humanistic Psychology, Division 32 of the American Psychological Association will take place March 29 - April 1, 2012. The theme of this year's conference is Person, Consciousness and Community: The Experiential Revolution in Humanistic, Existential, Constructivist and Transpersonal Theory and Practice.
The conference is hosted by Point Park University in Pittsburgh and the
Simon Trace is the CEO of the international development charity Practical Action, which works to help poor people in the developing world use technology to transform their lives.
Human development has gone hand-in-hand with technical change. Technology (defined for these purposes as both knowledge and tools) enables people to achieve well-being with less effort and drudgery, or at lower cost and with fewer resources. Technical innovation is essential for people to be able to make more effective use of the resources available to them and to respond to social, economic and environmental changes.
For those of us lucky enough to live today in one of the so-called “developed nations,” modern technology is so woven into the fabric of our daily lives that we barely notice how dependent we are on it. But remove even just one simple strand and things start to unravel very quickly, as a simple thought experiment demonstrates.
The Tech Disparity
Try to replay the first two hours of your day after getting out of bed on a cold, dark winter’s morning in your mind. Then repeat the exercise imagining how you would have fared if you did not have an electricity or gas supply to your house, your neighborhood or your place of work. That’s how a third of humanity lives. One hundred and thirty-two years after Edison introduced the first commercially viable incandescent light bulb, 1.3 billion people are still living in darkness, with no access to electricity, and 2.7 billion still cook over open fires. Clearly we have a problem ensuring well-established technologies are made available to all who need them.
I was honored to be asked by Cheryl Fracasso and Harris Friedman to contribute to a special Leaders and Mentors issue of Neuroquantology. What a great way to highlight Creativity at Saybrook, and our new programs, I thought! The attached article is called Creativity Revisited.
As per the format, I did need to say a few things about my own curious background and path, and added some useful research findings on creativity and mental health. But I then switched to Saybrook, the development of our Creativity programs, and colorful figures such as Stan Krippner, and Steve Pritzker.
The best part of all was when I got all of ten (10) Saybrook students/alums to write about their own experience, their own work with creativity, and their own visions for the future. Clearly this (the last half) is the best part! Judith Kolva, Ph.D., Alumna who just did the wonderful memoir for Saybrook's 40th anniversary, edited this last part, and put in her own amazing story.
Denita Benyshek (who is almost done with her doctorate!) decided to write her own piece for Neuroquantology, which I hope you will see later on--along with her own original artwork.
See what you think (PDF). Oh yes, there are stunning photos of these 10 Saybrook graduate students/alums, including Judith. Are Saybrook Creativity graduate students naturally good looking? Seems so :-)
-- Ruth Richards
Robert Jackson-Paton has been chosen as a presenter at the upcoming White Privilege Conference, occurring March 28-31 in Albuquerque, NM. The theme of the conference is Intersectionality: Vision, Commitment, and Sustainable Partnerships.
He will facilitate a workshop entitled Settlement Privilege: Unpacking the Invisible Covered Wagon.
As with White privilege, invisible benefits—to Whites—accrue to White settlers through the ongoing occupation of Indigenous territories taken through a variety of dishonest means, and the transmission of that conquest through generations to the present day. The subsequent access to resources, land, wealth, education, and so on manifests as both White and settlement privilege. Environmentalism as a settler narrative will be a focus of discussion. Detailed analysis, personal narratives, as well as various interactive exercises will be provided to initiate the decolonization of White settlers in the United States, and begin conversations toward collective and individual healing.
Additionally, Jackson-Paton will be leading an all-day institute - along with Saybrook Professor Jürgen Kremer and David Raymond - on the topic Facing Collective Shadows: Accounting for and Healing from White Settlement.
In this experientially grounded workshop participants will begin to face, account for, and heal from the collective shadows of White settlement in the United States. Individual and group healing exercises will be initiated and reflected upon through a variety of ways of knowing, including but not limited to the arts, movement, and mindfulness-based practices. Particular attention will be given to making connections between the conquest of First Nations (Indigenous Peoples) and ongoing White and settlement privilege in order to facilitate deep self-reflection, self-exploration and collective transformation. Conversations will include decolonization strategies for Whites, the intergenerational transmission of the trauma of settlement, cultural identities connecting Whiteness and settlement, creating ceremonial protocols for collective and individual healing, as well as the possibilities of reclaiming relationships with nature, people and society.
Prior to attending and presenting at the White Privilege Conference, Jackson-Paton has been selected to participate in Healing Historical Harms, February 6-7 at Eastern Mennonite University in Harrisonburg, VA. This training presents tools that assist in analyzing the legacies and aftermaths of historical trauma. The approach includes comprehensive strategies and practices for addressing historical trauma.
On Wednesday, February 8th, 2012, from 12:00 pm - 1:00pm PT, Dr. Donald Moss, Chair of Saybrook's Graduate College of Mind-Body Medicine, will host a conference call to discuss unique MBM program opportunities. Developed in conjunction with James S. Gordon, Director of the Center for Mind-Body Medicine, Saybrook offers the only fully accredited master's and PhD MBM degrees in the US.
Mind-body medicine (MBM) represents a new consensus view of health and wellness that combines mainstream western medicine with alternative practice; psychological health with nutritional and behavioral change. Together, these perspectives create more effective treatments that lead to lasting health.
Dr. Moss, who serves on the Board of Directors of the Biofeedback Institute of America and is president of the American Psychological Association of Hypnosis, is an internationally sought after trainer on Mind-Body Medicine techniques to medical professionals. After providing conference call participants information about MBM programs, he will engage prospective students in an open question and answer session. To register for the event, please RSVP HERE!
5th Annual Conflict Resolution Education summit takes place March 14 – 19, 2012 in Cleveland, Ohio.
- Conference Planning Committee (.pdf)
- Keynote Speakers (.pdf)
- Pre-Conference Workshops, March 14 and 15, 2012 (.pdf)
- Conference Agenda (.doc)
- Conference Workshops Schedule (.pdf)
- Conference Workshop Descriptions (.pdf)
- Conference Costs (.doc)
- Registration Information (.doc)
- Hotel and Travel Information (.pdf)
- Oxfam America Hunger Banquet® (.pdf)
Conference Audience: Those interested in CRE/SEL/PE, including policy makers, practitioners, researchers, educators, college and university faculty, staff, and students, K-12 educators, public health officials, prevention specialists, state, local, national, and international policy makers, and individuals who work with youth serving organizations.
Event Overview: The 5th International Conference on CRE is an opportunity to engage in interdisciplinary collaboration and research on issues related to the development of infrastructure in CRE. Presentations will focus on innovations in the fields that are making broad impacts in local, state, national, and international communities. Participants will exchange best practices, evaluation methodology, creation of policy implementation structures, consideration of obstacles to success, and new and innovative use of training, resources and technology. Conference participants will be drawn from the local, state, national, and international community. College students and faculty are encouraged to attend and present their findings. On-site events include a meeting of Ohio Colleges and University Network developing peace and conflict studies programs, March 15th, 6:30PM – 9:30PM, Association for Conflict Resolution Education Section meeting, and a capacity building seminar for U.S. Community Colleges developing peace and conflict studies programs in partnership with the United States Institute of Peace.
Global Issues Resource Center and Library at Cuyahoga Community College is partnering with colleges and universities, and local, national, and international non-governmental and governmental organizations to host the 5th International Conference on Conflict Resolution Education (CRE), Developing Global Citizens in Schools, Higher Education, and the Community in Cleveland, Ohio, USA. This conference builds upon the following conferences and working group meetings:
- Inter-American Summit on CRE 2007,
- the International Summit on CRE, Youth and Conflict: Global Challenges – Local Strategies 2008,
- Collaboration across Fields: Implementation and Sustainability of Social and Emotional Learning (SEL), CRE, Peace Education (PE), and Citizenship Education (CE) 2009,
- 3rd International Conference on Conflict Resolution Education (CRE), Building Infrastructures for Change: Innovations in Conflict Resolution Education (CRE) and Justice Initiatives (2009),
- Sustainable Regional Education Efforts for Safer More Inclusive Communities, Heredia, Costa Rica, 2010.
- 4th International Conference on Conflict Resolution Education (CRE), Building Infrastructures for Change: Innovations in Conflict Resolution Education (CRE) June 2010
These earlier conferences and working group meetings brought together government representatives from among the 50 states, around the globe, and their non-governmental organization partners who have legislation or policies in place to deliver CRE/SEL/PE and Civics Education at the K-12 level and in universities. Conference and meeting publications are available on this website.
Questions? Please contact Global Issues Resource Center at 216-987-2224 or e-mail Elizabeth Wuerz at Elizabeth.Wuerz@tri-c.edu
The Berghof Handbook for Conflict Transformation is Berghof Conflict Research’s key publication. Constantly evolving and developing, this online platform presents cutting-edge knowledge and experience for scholars and practitioners working on transforming violent ethnopolitical conflict.
Since its inception in 1999, the Berghof Handbook is designed to present state-of-the-art research and practice in conflict transformation to an international audience. It has three primary aims:
- fostering critical discussion both among and between academics and practitioners;
- bridging the gap between theory and practice in the field of conflict transformation; and
- including a wide range of voices and perspectives from different regions throughout the world, as well as from multiple disciplines and faculties.
The Berghof Handbook for Conflict Transformation is a comprehensive and cumulative website resource that provides continually updated cutting-edge knowledge, experience and lessons learned for those working in the field of transforming violent ethnopolitical conflict. The website content comes from two central resources: 1) commissioned Articles by leading experts from current practice and scholarship; and 2) a Dialogue Series on key issues, in which practitioners and scholars critically engage and debate with one another in light of their varying experience. Dialogues, along with a 2004 and a 2011 version of the main body of the Handbook, are also distributed in print.
The Berghof Handbook is not attempting to summarise the consolidated knowledge of a well-established discipline. It is an effort to draw attention to established practices and concepts, as well as to thorny issues and challenges. Instead of presenting a collection of recipes or ready-made tools, our goal is to put these established practices into a broader conceptual framework in order to understand their functions, strengths and weaknesses.
The Handbook's topic structure is organised into five sections according to the various dimensions of conflict transformation. In the coming year, our special focus will be on post-conflict regeneration, reconciliation and the legacy of the past, and support for peace processes. To date, the Handbook includes:
- Preface & Introduction
- Section I: Concepts and Cross-Cutting Challenges
- Section II: Analysing Conflict and Assessing Conflict Transformation
- Section III: Third-Party Tools and Capacity Building
- Section IV: Structural Reforms, Institution Building and Violence Control
- Section V: Recovering from War – Post-Conflict Regeneration and Reconciliation
If you would like to see a complete list of articles, please click here.