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The book primarily employs Coser's (1956) social conflict theory for a discussion of tourism development in Chinese communities.
First published in 1973, this was the first detailed comparative analysis of the writings of Karl Marx and John Stuart Mill. it contains a full, careful and sympathetic account of their respective social doctrines, and concludes with a critical comparative evaluation of the two thinkers.
The Zapotec observe that 'a bad compromise is better than a good fight'. Why? This study of the legal system of the Zapotec village of Talea suggests that compromise and, more generally, harmony are strategies used by colonized groups to protect themselves from encroaching powerholders or strategies the colonizers use to defend themselves against organized subordinates. Harmony models are present, despite great organizational and cultural differences, in many parts of the world. However, the basic components of harmony ideology are the same everywhere: an emphasis on conciliation, recognition that resolution of conflict is inherently good and that its reverse - continued conflict or controversy - is bad, a view of harmonious behaviour as more civilized than disputing behaviour, the belief that consensus is of greater survival value than controversy. The book's central thesis is that harmony ideology in Talea today is both a product of nearly 500 years of colonial encounter and a strategy for resisting the state's political and cultural hegemony.
Originally published in 1975, this book was something of a pioneering study. It examines the three main traditions of African educational development – indigenous, Islamic and ‘Western’ – and the resulting harmonies and conflicts that arise from these traditions. Its contributors are all specialists writing about their own particular area of interest covering many countries of tropical Africa. They include a number of well-known African scholars as well as some comparatively new names in the field of African Studies at the time. A feature of the book is the attention that it gives to the education of women – an aspect of ‘nation-building’ that had often been rather neglected. This study is an inter-disciplinary work, calling into contribution History, Sociology, Anthropology, Law, Linguistics, and Medicine, as well as Education. It seeks to show how complex the educational situation is in Africa – and how this complexity needs to be appreciated as a background to educational planning. Nobody who has read this volume will be inclined to dismiss educational reform in Africa as ‘a relatively simple matter’ – a point of view too frequently implied by those who have not studied the subject in depth. ‘Off with the old – on with the new’ cannot be so easily implemented as critics within and without the continent sometimes seem to think. More constructively, however, this volume provides many useful insights into ways in which social tension may be reduced and harmony promoted in, and through, education. Although it is likely to be of most immediate value to those who are concerned with African education and its administration (especially in teacher-education), the book constitutes a significant contribution to understanding problems of ‘development’.
In a world of conflict and strife, how can we be advocates of peace and justice? In this volume acclaimed scholar-monk Bhikkhu Bodhi has collected and translated the Buddha’s teachings on conflict resolution, interpersonal and social problem-solving, and the forging of harmonious relationships. The selections, all drawn from the Pali Canon, the earliest record of the Buddha’s discourses, are organized into ten thematic chapters. The chapters deal with such topics as the quelling of anger, good friendship, intentional communities, the settlement of disputes, and the establishing of an equitable society. Each chapter begins with a concise and informative introduction by the translator that guides us toward a deeper understanding of the texts that follow. In times of social conflict, intolerance, and war, the Buddha’s approach to creating and sustaining peace takes on a new and urgent significance. Even readers unacquainted with Buddhism will appreciate these ancient teachings, always clear, practical, undogmatic, and so contemporary in flavor. The Buddha’s Teachings on Social and Communal Harmony will prove to be essential reading for anyone seeking to bring peace into their communities and into the wider world.
Using Conflict Theory presents how and why conflict erupts, and how it can be managed.
A standard text on social conflict, which covers key research in the field. This edition has been updated and rewritten, with new co-author Sung Hee Kim, and now emphasizes cross-cultural conflict and includes recent research in conflict escalation, stalemate, negotiation and settlement.
This is a book on conflict and consensus aimed at the general reader. In active, plain and direct language it makes the seemingly abstract and complex issues simple. Its view of peace is well-rounded, tough-minded, one that well understands the difficult world of social and personal violence and conflict. At its heart is a simple finding: "to wage peace we need to foster freedom." The human race can best achieve that simple aim by "leaving people alone to form their own communities." "The Conflict Helix "avoids the ambiguous in favor of the categorical; the hedged, qualified statement for the direct Rummel presents a series of basic principles, each concerning an aspect of conflict and peace - psychological, interpersonal, societal, international - and each aspect having its own master principle. These principles are not mere organizational props, but are deeply theoretical and empirically fundamental. The volume expresses the core ideas, results and conclusions of Rummel's major, five-volume work on "Understanding Conflict and War. "In discarding technical material and focusing on principles and meaning, "The Conflict Helix "presents an executive summary of a lifetime of work in a digestible form. In light of recent events in Europe, Asia and Latin American this work takes on a special poignancy for the developing no less than the industrialized worlds. Hence, this book should be of value to the general reader as well as professionals and advanced students of international politics.
This book is devoted to the issue of how we can learn to live together in the face of division and conflict. It is dedicated to the life and work of a remarkable human being, Dr Epimenidis Haidemenakis, scientist, statesman, visionary leader, President Emeritus of the International S.T.E.P.S. Foundation and founding father of The Olympiads of the Mind (OM). The monograph consists of a collection of papers presented at the 8th and 9th Olympiads of the Mind held in Washington, DC and Chania, Crete respectively. Distinguished international scholars, government and corporate representatives, leading researchers and academics from multiple disciplines and Nobel Laureates Leon Lederman (Physics, 1988), Martin Perl (Physics, 1995) and Yuan T. Lee (Chemistry, 1986) address a broad range of issues all with the aim of improving the human condition and achieving cooperation among the people of the world. The topics include the environment, sustainability and security; diversity and how to achieve integration and peace among people in a fractured world; the important role of brain research; how to overcome poverty and inequality; how to enhance creativity and improve education at all levels; and how new technologies and tools can be used for common benefit. The culmination of the book is a call to action, to join what one might call the “OM Movement”—bringing the best minds in the world together to create solutions to world issues so that we can all live together in harmony.
This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.