On March 28th, Saybrook's Dr. Pilisuk will participate in the invitation-only event OccuPsy: Mobilizing Critical Psychoanalysis for the Movement. This gathering brings together people who think psychologically, psychoanalytically, and critically to brainstorm and dialogue about what might be helpful in strengthening the movement, especially with regard to helping it grow and become more effective.
Saybrook student Geoffrey Thompson publishes chapter in "Mental Illnesses - Evaluation, Treatments and Implications"03/21/2012
The Vitality of Fragmentation: Desublimation and the Symbolic Order
By Geoffrey Thompson
This chapter will focus on theoretical, clinical and personal challenges surrounding my work as an art therapist in an adult outpatient service of a psychiatric hospital. The evolution of my thinking pervades my clinical work with the client discussed in the vignette, as I sought to integrate desublimation from art theory and philosophy with psychoanalytic theory. (Thompson, 2007).
Stanley Krippner to receive the APA's award for distinguished lifetime contributions to humanistic psychology03/13/2012
Saybrook University is thrilled to announced that PHS faculty member Stanley Krippner has been selected to receive the American Psychological Association's Award for Distinguished Lifetime Contributions to Humanistic Psychology.
By BETTY REARDON, Founder Emeritus, International Institute on Peace Education
For those who have been striving for the realization of the human rights of women, the first week of March - the 8th day of which is International Women’s Day - is a time of in-gathering of the international women’s movements with the convening of the annual session of the United Nations Commission on the Status of Women (CSW). This year, the 56th CSW session brings women (and a few but increasing number of men) from all over the world, some of them representing the member states that sit on the Commission, charged with advancing UN policy statements adopted over the past half century to “reaffirm…the equal rights of men and women….” in such documents as the Convention on the Elimination of all forms of Discrimination against Women, the Beijing Platform for Action, and Security Council Resolution 1325 on Women Peace and Security.
Well before the Arab Spring and the current direct democracy movement, Clay Shirky not only argued that social media represented the “greatest increase in human expressive capability in history,” but that it would radically empower individuals at the expense of their own governments. In response, a more skeptical Evgeny Morozov cautioned that there was a flip side to this ‘good news’ story – i.e., both the internet and social media can just as readily enhance the legitimacy of authoritarian regimes (and stifle political change) than not. Well, given the dual nature that social media has, and given our incorrigible optimism here at the International Relations and Security Network, today we would like to burnish further the pro-empowerment case. In particular, we would like to look at Gene Sharp’s legendary handbook of non-violent resistance,From Dictatorship to Democracy: A Conceptual Framework for Liberation, but from a social media perspective.
As part of its mission to educate key audiences about peacebuilding and conflict management, the United States Institute of Peace (USIP) in February activated a virtual Global Peacebuilding Center, providing younger audiences and educators with substantial peacebuilding resources and activities.
The website––www.buildingpeace.org––is the digital arm of USIP’s onsite Global Peacebuilding Center, a public education space which extends USIP’s educational work to new audiences through multimedia exhibits and educational programs.
The new website features educational materials, a Virtual Passport experience, and many ways for young people to learn about the work of USIP and the importance of peacebuilding.
No time is more appropriate than now to build the culture of peace. No social responsibility is greater nor task more significant than that of securing peace on our planet on a sustainable foundation. Today's world with its complexities and challenges is becoming increasingly more interdependent and interconnected. The sheer magnitude of it requires all of us to work together.By Anwarul K. Chowdhury
Recognition of the human right to peace by the international community, particularly the United Nations, will surely generate the inspiration in creating the much-needed culture of peace in each one of us.
Nearly thirteen years ago in 1998, on the occasion of the 50th anniversary of the Universal Declaration on Human Rights, a group of civil society organizations launched a global campaign for the recognition by all of the human right to peace. They declared, "We are convinced that after this century with its horrible wars, barbarism and crimes against humanity and human rights, it is high time for the 'Human Right to Peace' ".
They elaborated by underscoring that "the right to live is not applied in times of war – this contradiction and the undermining of the universality of human rights must be ended by the recognition of the human right to peace". They called upon all "to prevent violence, intolerance and injustice in our countries and societies in order to overcome the cult of war and to build a Culture of Peace".
Both objectives still remain elusive, unattained – human right to peace has not yet been fully, formally and directly recognized as well as efforts needed for advancing the culture of peace remain sidelined in the UN system.
©UNESCO/Mustafa R. M. Daras
Under human rights law, governments everywhere are obliged to facilitate the right to education, according to a recent UN report. They must also secure sustainable investment in education. Prepared by the UN Special Rapporteur on the right to education, the report also addresses education in contexts affected by conflict and disaster.
The right to education is also at the heart of an ongoing consultation of UNESCO Member States. Launched in September 2011, it concerns the implementation of the Convention and Recommendation against Discrimination in Education (2006-2011).
An exhibition of graphic, brightly-coloured posters illustrating the right to education will be launched on 8 December in the context of the partnership between UNESCO and the NGO “Posters4tomorrow”. A video of the posters is on YouTube.
Education as a human right and teaching and learning about human rights are two aspects of UNESCO’s rights-based work in education. Knowledge of rights and freedoms ensures respect for the rights of all. Human rights education creates a “human rights-friendly” environment. It aims to develop learners’ competencies to apply a rights-based approach to everyday issues for a sustainable and peaceful future.
How does one learn nonviolent resistance? The same way that Martin Luther King Jr. did—by study, reading and interrogating seasoned tutors. King would eventually become the person most responsible for advancing and popularizing Gandhi’s ideas in the United States, by persuading black Americans to adapt the strategies used against British imperialism in India to their own struggles. Yet he was not the first to bring this knowledge from the subcontinent.
By the 1930s and 1940s, via ocean voyages and propeller airplanes, a constant flow of prominent black leaders were traveling to India. College presidents, professors, pastors and journalists journeyed to India to meet Gandhi and study how to forge mass struggle with nonviolent means. Returning to the United States, they wrote articles, preached, lectured and passed key documents from hand to hand for study by other black leaders.
By ELTON SKENDAJ, Visiting Research Fellow, Kroc Institute for International Peace Studies at the University of Notre Dame
Original post found in the Global Campaign for Peace Education Newsletter, February 2012 issue.
I write this as a research fellow at the Kroc Institute for International Peace Studies at Notre Dame, where reflection and action in peace research are encouraged. In a review of current practices of peace education by US Institute of Peace, the writers celebrate the diversity of peace practice, but sound a note of caution that we need better evaluation of the strategies that work in peace education. In this spirit of reflection, I want to make a plea for learning from our failures and sharing information about when our strategies work and when they don’t. As peace educators, we often share information about what we consider successful outcomes of our efforts, and failures to achieve the peace we seek are used to justify the claim that more peace education activities are needed.