LEADERSHIP IN TRANSFORMATION OF THE PEACE PROFESSION:

THE INTERNATIONAL CONFLICT RESOLUTION AND PEACE EDUCATION EXAMPLE

BACKGROUND May I have your permission and indulgence if I refer to

Peace Education too frequently – please transport these examples to Conflict Resolution if that is your preference or area of practice. What we learn in one area we may transport to others.

Whether we talk about Conflict Resolution or Peace, there is a sense of urgency in our discussions and actions. Literally, there is a human cost if conflicts are not transformed successfully and peacefully.

In the post 9/11 world, we find ourselves in what some have called “a crisis” – facing terrorism, weapons of mass destruction, and potential environmental disaster.  The Chinese symbol for crisis is a combination of danger and opportunity.  We need to make the best of it, and I see this and every “crisis” as part of the learning experience of Peace Education. 

Everyone connected with building a better world must recognize that we have a difficult task to turn things around, it will take very hard work, it will test our skills as Peace Professionals.  We will have to be patient, cautious, and optimistic.  This will test each of our characters.  At this point, time is of the essence which means we will not always have the liberty to spend the hours required to build the consensus on every detail that we wish.  A bias for action will be required. 

I offer some Gandhian words of wisdom from Dr. Shall Sinha following our previous CCOPP meetings, "one of the essential characteristics of a Culture of Peace is 'patience'. Impatience almost always leads to a culture of violence, whereas a continued practice of patience is guaranteed to develop a culture of peace. So may God grant you extraordinary patience and thereby peace within you."

Because this will test our character and friendships, we need some underlying guidelines.  In the development of the Canadian Culture of Peace Program, we have drafted a “Protocol To Guide Our Conversations and Relationships” at http://www.peace.ca/CCOPPprotocol.htm . 

I believe that everyone who chooses to continue our journey together to build a better world should read and will be assumed to agree with this Protocol unless we choose to refine it in light of the IPRA 2006 experience.  Suggestions are welcomed.

Protocol Key Principles include:

1. Safety2. Consequences 3. Acceptance4. Mutual purpose 5. Patience 6. Difference 7. Empowerment 8. Action 9. Responsibility

The Protocol also incorporates the principles of Manifesto 2000:

1. Respect all life2. Reject violence3. Share with others4. Listen to understand5. Preserve the planet6. Rediscover solidarity

The “Peace Pie” diagram to put what I refer to as Conflict Resolution in context with

Peace Education. When I refer to Conflict Resolution, I think more of current and near term program. When I refer to Conflict Transformation, Conflict and Violence Prevention, I am thinking more proactive and longer term. When I refer to Peace Education, I think of a holistic model, that includes education with respect to all things that impinge upon violence and peace, I am thinking proactive and long term (but undoubtedly it also has near term implications as well). But at this session, we are not focusing on definitions such as that, but rather leadership implications.

If a key party (or parties) to a conflict will not come to the table, it is difficult if not impossible to reconcile differences and conflict. This is one of the reasons that a party who feels they have a grievance resorts to violence: to get the other party to the table. (i.e. why the peace side is important)

The First Annual Leadership and Peace Workshop at McMaster University, November 2004 – highlights.

http://www.peace.ca/CCOPPleadership2004.htm

LEADERSHIP AND PEACE WORKSHOP Nov 2004 - HYPOTHESES:

this is Service Learning; a work-in-progress long term perspective & sense of urgency: time is of the

essence macro-level & micro-level approaches (or ‘top down’ &

‘bottom up’) to many peace professionals, leadership has a negative

connotation for a number of reasons:1. most violence is the result of unscrupulous leaders, out of

greed for power and resources, who exploit their people into violence, provoking them with religion, racism, fear, poverty, etc. (reference http://www.peace.ca/leadershipandacultureofviolence.htm )

2. the typical leadership model is a hierarchical (authoritarian) one, dependant upon coercion, and hence models a culture of violence

3. people with power and resources (and often in a leadership role) have a vested interest in the status quo

LEADERSHIP AND PEACE WORKSHOP Nov 2004 - HYPOTHESES (cont.):

unfortunately, many peace professionals have not had leadership training, and there is no University in Canada that has a course educating, researching or developing ‘Leadership and Peace’ (effectively, this is that course)

we have identified why the peace profession has floundered (or at least not excelled) in the past: lack of direction (leadership), capacity (resources), agreement, clarity, business-like (results oriented) and accountability.  Foremost in the issues that we have identified is leadership (this is the 'crux' of the matter): we have a crisis of leadership on a number of fronts (eg. within the peace profession, in National governance, in world governance, in business, education, religion, civil society, etc.), and we must help resolve this key issue with a workable model if we are to avert disastrous consequences. 

This was identified by Robert Greenleaf in his book "Servant Leadership" in the 1970s, along with an effective model in my professional opinion that is very consistent with the Culture of Peace Program (I urge you to read Greenleaf's book; ref. http://www.peace.ca/servantleadership.htm ).  This leadership crisis still exists today, however more 'leadership gurus' are now promoting servant leadership and stewardship (although it has not yet 'caught on' in a significant way in the world of realpolitick). 

LEADERSHIP AND PEACE WORKSHOP Nov 2004 - HYPOTHESES (cont.):

implementation of the U.N. Culture of Peace and Non-violence Program requires transformation of all institutions (eg. Government, education, business, etc.; the State can and must be changed); this requires leadership and change management

“Servant Leadership” is more of a model of/for a Culture of Peace (reference http://www.peace.ca/servantleadership.htm )

“Realpolitick” is the predominant model of a Culture of Violence

our “Customer” is the public (i.e. citizens of Canada … and the world)

motivation vs. manipulation – the ‘Art’ of Influence the/an essence of peace education is empowerment Canada should develop a model of a Culture of Peace, and

Leadership & Peace Paradox: ‘we’ have no power and resources vs. ‘we’ have all

the power and resources (i.e. the other superpower) Professionalize peacebuilding

LEADERSHIP AND PEACE WORKSHOP Nov 2004 - AREAS OF INTEREST governance of Canada (should be doing, but are not;

peace falls through the cracks) governance/leadership of building a Culture of Peace in

Canada (Canadian Peace Initiative/Institute) governance/leadership of advancing peace education in

Canada (Ministries of Education; Boards of Education; Teachers Colleges; eg. http://www.transcend.org ; future-oriented vs. history; not teachers but facilitators – Freire; lecture style does not work for peace studies = different model, reference www.peace.ca/PARADIGM%20SHIFT%20IN%20EDUCATION.doc )

leadership in our respective peace organizations (and other NGOs)

leadership in corporations/business (including Media)

LEADERSHIP AND PEACE WORKSHOP Nov 2004 - VALUES

cohere to and advance the values as set out by the U.N./UNESCO Culture of Peace and Non-violence Program (Manifesto 2000 as an organizing frame; reference

http://cpnn-usa.org/learn/values.html )

VALUES, ATTITUDES AND BEHAVIORS COMPARISON:

CULTURE OF WAR AND VIOLENCE

Belief in power that is based on force

Having an enemy

Authoritarian governance Secrecy and propaganda Armament Exploitation of people Exploitation of nature Male domination

CULTURE OF PEACE AND NON-VIOLENCE

Education for a culture of peace

Tolerance, solidarity and international understanding

Democratic participation Free flow of information Disarmament Human rights Sustainable development Equality of women and

men

LEADERSHIP AND PEACE WORKSHOP Nov 2004 -SUMMARY/ENVIRONMENTAL SCAN we live in a ‘continuum’:

C a n a ! d !I a ! II--------i------i-------i------------!----------------------------------ICulture of m Culture ofWar & Violence i Peace & Non-violence(high incidence of                 d                (low incidence ofdirect & indirect violence)                 direct & indirect violence)  

LEADERSHIP AND PEACE WORKSHOP Nov 2004 -SUMMARY/ENVIRONMENTAL SCAN (cont.)

the U.N. Culture of Peace and Non-violence Program makes eminent sense

we need to transform Canada from a Culture of Violence to a Culture of Peace and Non-violence (it is a continuum or spectrum, as diagramed above; Canada places relatively well in comparison to many countries, which we should appreciate, but still falls within a Culture of Violence; where Canada places in the Culture of Violence compared to others is debatable – the point is that we can and should improve)

we are lacking in direction (including leadership and organization) and capacity (resources, including information, people, money, skills)

how do we bring direction and capacity?

LEADERSHIP AND PEACE WORKSHOP Nov 2004 –WHO IS OUR AUDIENCE? we are all leaders and followers/learners; also, we are

all peace educators and co-learners; hence we need to understand leadership expectations and skills from all perspectives/roles

our audience includes government (political and bureaucrats, all jurisdictions); Canadian Culture of Peace Program participants; peace and non-violence organizations (and other NGOs); Education System “governors” (including Ministries and Boards of Education, Universities, Teachers’ Unions, Teachers); commerce (business, including media, and unions); reference Diagram 1

the process is circular, for we are all co-leaders, co-developers, and co-learners (reference Diagram 2)

AHA MOMENT:

LEADERSHIP = EMPOWERMENT;  EDUCATION = EMPOWERMENT;  LEADERSHIP = EDUCATION

LEADERSHIP AND PEACE WORKSHOP Nov 2004 – ISSUES AND PROBLEM IDENTIFICATION refer to Hypotheses above how to make Culture of Peace mainstream? How to ‘sell’ a Culture of Peace? We need to understand the status quo (diagnose the current

environment) and utopia (our dreams), and how to go from the status quo toward utopia, via practical goal setting and achievement

How to change? Change management Who is going to do it? Champion; develop tool box/program There will be tons of opposition (“enemies”); natural resistance to

change; comfort zones Need funding; how to get (eg. Grant writing) Overwhelming; peace is complex (a “problem of convergence” of

many major issues, each one a dilemma in its own right); Need of a solid program to educate the private schools, public schools,

colleges and universities: What is peace? How do we define a culture of war and violence vs. a culture of peace and non-violence? Why is it important? Who is responsible? What should we do? Where should it go? How we fit in as an individual and on a global front? What does an ideal ‘ Peace Village ’ look like?

LEADERSHIP AND PEACE WORKSHOP Nov 2004 – ISSUES AND PROBLEM IDENTIFICATION (cont.)

Peace activism preaches to the choir; need to connect with others We should be able to rely on our government for this, but they are not doing (in

fact, government starves peacebuilding of resources; has a vested interest in the status quo)

Dispel the myths (eg. Canada the peacekeeper) Fear of sacrifice of a way of life Motivation lacking to (a) change ourselves, and (b) change our leaders Power: position power (uses fear, resources, is short term) vs.

persuasive/personal power (uses love and understanding, is long term) Culture of Peace “development level” in Canada : low competency and low

commitment Violent communications; ineffective communications (eg. Sharing, respecting

and attempting to understand one another’s ideas; may have cultural differences and thus barriers)

Who are our customers, that we are preparing for? Our “Customer” is the public (i.e. citizens of Canada … and the world), including children, youth, adults, elderly, communities, organizations, corporations

Research required (state of the art – who is doing what and how can we work collaboratively?; future trends and visioning – how do we create the world we want?)

LEADERSHIP AND PEACE WORKSHOP Nov 2004 – RECOMMENDATIONS

We must reappropriate the word ‘leadership’ (it is a necessity to build peace)

give solid steps “What to do to build a Culture of Peace”; provide a ‘toolbox’; clear goals

train the trainer (teacher) workshops; give some ‘answers’ and how to find your own

need Champions (to provide leadership in key areas) we need to engage the ‘enemies’ (i.e. constructive

engagement); listen to understand; dialogue how to unify the movement; prepare summary of what is

going on develop a Marketing Campaign, to ‘Sell’ Peace (reappropriate

the word ‘Peace’, which has been given a bad reputation in some circles)

need a base of social services, including ‘wealth’ infiltration and subversive tactics (eg. Hidden and informal

curricula)

LEADERSHIP AND PEACE WORKSHOP Nov 2004 – RECOMMENDATIONS (cont.)

develop:1. Culture of Peace ‘Program’ (teaching of Manifesto 2000,

etc.; reference University of Alberta new peace education program)

2. Leadership and Peace ‘Program’ (develop leadership model, starting with Servant Leadership, Stewardship; flatten hierarchy, etc.)

3. Peace Education ‘Program’ (develop model of a Culture of Peace in the classroom and school/university, starting with reference www.peace.ca/PARADIGM%20SHIFT%20IN%20EDUCATION.doc )

4. Peace Psychology ‘Program’ (UNESCO motto, “Since wars are created in the minds of men, it is in the minds of men that the defences of peace must be constructed.”)

LEADERSHIP AND PEACE WORKSHOP Nov 2004 – RECOMMENDATIONS (cont.)

proclaim the positives (eg. We are closer to a Culture of Peace); use an asset building approach predominantly (needs based approach to a lesser extent)

communication: non-violent and compassionate; cross-cultural communication learning to reduce the barriers to peaceful communication

conflict transformation education and resources (every community) need people working (“actionists”) peace studies students need to drive change in Universities, and research &

development consider building a ‘Peace Learning Centre(s)’, based on the model in

Indianapolis adopting schools in your community and working within to see if awareness can

change the thinking Can we describe an ideal community that lives a Culture of Peace? What are

the benefits the people are enjoying? How can we build such a community? Peace resource centre (library of books, videos, etc., and people to talk to) video lectures of peace ‘experts’ (eg. Laureates, Galtung, etc.) convene a Governance/Leadership and Canadian Culture Of Peace Program

Workshop soon; to develop a workable (and continuously improving) leadership model for the CCOPP; consider the Canadian Peace Initiative Charter of Principles (ref. http://www.peace.ca/CPImission.htm at bottom)

LEADERSHIP AND PEACE WORKSHOP Nov 2004 – MOTIVATORS, MOTIVATION AND

INFLUENCE “Leaders only change because they either see the light or feel the heat.” Values (at the root of change); reflection; it is your decision; give

information; social accountability (business and government); positive perspective (emphasis; asset building vs. needs based); legacy for future generations (our children and grandchildren); attitudes and feelings

Support structures Peer groups (‘pressure’) Sense of urgency (“A great change in our stewardship of the earth and the

life on it, is required, if vast human misery is to be avoided and our global home on this planet is not to be irretrievably mutilated.” World Scientists Warning to Humanity http://www.pgs.ca/pages/mem/warning.htm )

Hopeful vision: how we express the story (picture; goals; inspiration; the village; dramatic presentations)

Positive reinforcement (never a reprimand/coercion; redirection instead; nonviolent action)

Direction Give value (meet the “What’s in it for me?” test; self interest vs. service

above self)

LEADERSHIP AND PEACE WORKSHOP Nov 2004 – LEADERSHIP AND PEACE MISSION AND

VISION As peace leaders, our mission is to lead the way to a Culture of

Peace and Non-violence “Foresight is the ‘lead’ that the leader has. Required is that one live a

sort of schizoid life.  One is always at two levels of consciousness.  One is in the real world -- concerned, responsible, effective, value oriented.  One is also detached, riding above it, seeing today's events, and seeing oneself deeply involved in today's events, in the perspective of a long sweep of history and projected into the indefinite future. … Leadership by persuasion has the virtue of change by convincement rather than coercion.  Its advantages are obvious.” Robert Greenleaf

read “Servant Leadership” (reference summary http://www.peace.ca/servantleadership.htm

the Output of this Workshop fed into the development of a Canadian Culture of Peace Program Workshop

for further background reading, I recommend the references at http://www.peace.ca/peaceleader.htm

  THIS IS A WORK-IN-PROGRESS, TO BE BUILT UPON BY FUTURE

WORKSHOPS

Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness by Robert K. Greenleaf. We (locally, nationally and globally) have a leadership

crisis, which profoundly affects peace (in fact, it is the single most important factor - see http://www.peace.ca/leadersandviolence.htm ).  This book puts Leadership into perspective, as to what we should expect and do.  It epitomizes the quote: "He profits most who serves best."    Robert Greenleaf (1904 - 1990) spent most of his life in the field of management, research, development and education.  He distilled his observations in a series of essays, books and videotapes on the theme of The Servant as Leader -- the objective of which is to stimulate thought and action for building a better, more caring society.  The Robert K. Greenleaf Center for Servant-Leadership continues Robert's good work. Robert makes a compelling argument that the leaders we choose, and that we choose to be, should be servant leaders.  Click on the link to http://www.peace.ca/servantleadership.htm to read an excellent, detailed summary and ordering information

Open Space “Liberation” (reference http://www.peace.ca/ost.htm )

The Practice of Peace,  by Harrison Owen.  I wish to tell you about this because I see another convergence between the comments that the peacebuilding happens during the process of working on projects (for example), and using the Open Space conferencing in the process.  Owen is the leader behind Open Space Technology. 

Open Space Technology or methodology of conferencing is very complimentary to what we have come around to thinking in terms of Servant Leadership style, non-hierarchical organizing, and the principles contained in the draft Charter (borrowed from the World Social Forum). 

I have come to believe (an "aha" moment) that essentially the Canadian Peace Initiative may be as simple as providing venues or "Open Spaces to Open Minds to Peace".  (Another "reality check" -- It has been my personal view that I saw my contribution as simply providing venues where peace educators and peace builders could come together to dialogue, network, disseminate information, plan, etc. - in a sense, I/we have been doing Open Space for the past 3 years + without realizing it, through our conferences, my web site, our email listservers, etc.) 

What Harrison Owen is saying is, "do not worry about spending a lot of time organizing an agenda.  Just provide an Open Space, have a general theme(s), invite people with a passion to come, the conference will organize itself based on what these passionate people really want to discuss".  He confirms what I think many of our participants have said at the last National Peace Education Conference -- that our best time was in the personal chats outside the presentations.

Open Space (cont.): Suggestion: do all your group educational

work as a series of Open Space conferencing.  In Owen's words, it will be self-organizing (which coincidentally takes a lot of stress off you).  You may well think that I have gone a bit crazy with this Open Space stuff.  However, I feel it is right for us, for what we have been working on, for the peace constituents, and for these times.  Open Space has all the features of a Culture of Peace (eg. democratic participation, respect, listening to understand, etc.)  

 http://www.peace.ca/openspace.htm    

Open Space Technology may also be understood as a bridge between a general understanding of self-organization, and its application to the concrete, and critical, issues such as C/R and Peacebuilding:

the first part of Open Space ... Gather in a circle. the second part of Open Space ... Create a bulletin board. the final piece of OST ... open a market place. the vast majority of those involved were infinitely more

concerned with "doing" as opposed to keeping exact records and writing papers.

Open Space works, and works well, in any situation characterized by the following:

1. A genuine issue of mutual concern which elicits a high degree of passion.

2. High levels of complexity in terms of the elements of the issue. 3. High levels of diversity in terms of the people involved. 4. The presence of actual or potential conflict.  5. A decision time of yesterday; in short the issue was a not a

sometime thing, but demanded immediate attention. self-organization at work

Open Space -The critical elements: 1. Invitation.2. The Circle. 3. Passion and Responsibility.4. The Four Principles:

1. Whoever comes are the right people. This reinforces that the wisdom to achieve solutions is present in the room and the group is not to worry about who is not present or to panic about who is.

2. Whatever happens is the only thing that could have. This keeps the attention on the best possible effort in the present, not worrying about “what we should have done”.

3. Whenever it starts is the right time. This reminds people that creativity cannot be controlled.

4. When it’s over, its over. This encourages people to continue their discussion so long as there is energy for it. Some sessions will finish well within the anticipated time. Others will run longer than the time allotted.

5. The Law of Two Feet (or Mobility): This indicates that people can enter or leave an open space session as they choose. If the session you are in is not meeting your needs for either contributing or learning, go to another one.

United Nations Culture of Peace Program:

we aspire to “fundamentally alter the way we think and do things”; “work to change behaviors, forge values and incite institutional transformations from the current culture of war and violence to a Culture of Peace and Non-violence.”

LESSONS FROM FUTURISTS: “We need to adopt the mindset of most

professional futurists and become systemic optimists - those who believe that life can get better, but only if we fundamentally alter the way we think and do things.  We need to embrace whole-system change.“

A better future is a future with peace

The Information Revolution: Massive forces are transforming the

21st century, driven by technology and innovation.

Our task is to understand and redirect

these forces toward a Culture of Peace and Non-violence (much like a judo expert redirects the force of his/her opponent).

CULTURE CHANGE: Our new media (computers, internet,

real time television, cell phones, etc) drive new perceptions drive new worldviews, drive new understandings, drive new psychology, drive new relationships, drive new institutions, drive new culture.

HIGHLIGHTS:

The new leader will be the collaborative catalyst

Society will change We can’t change the past or the

present, but we can change the future

Infiltrating works better than revolutionizing

Implications for peace/peaceful resolutions of conflicts: The future of power and force Look at nature – stress creates evolution Dissatisfaction with the status quo is healthy

and necessary Civil society – the real and future superpower

vs. no government wants to recognize people power because it threatens them

The larger the network, the greater the value Transformational model Organic learning environments Internet/distance learning – the most effective

education is self-learning

Implications for peace/peaceful resolutions of conflicts (cont.): Help find solutions to the other guys’ problems Importance of addressing systemic problems It is relatively easy to deal with technological change –

the challenge is the social and behavioral side The importance of Social Intelligence There is a lack of public discourse about these vital

things Total solutions and service (holistic) Transformation management vs. institutions that do not

know how to grapple with ‘cultural’ change (starting with the Peace Industry and Peace Professionals)

A new Social Contract: ethics, accountability, citizen involvement, collaboration, flexibility, patience with its citizens and civil society organizations, educational institutions, business, media, religions, etc.

WORLD FUTURE SOCIETY ANNUAL CONFERENCE: Met and listened to incredibly

interesting people; learned lots 2006 Conference July 28 – 31, Sheraton

Centre, Toronto 2006 Theme “Creating Global Strategies

for Humanity’s Future” Web site: www.wfs.org Canadian Centres for Futures Studies

http://www.futurescanada.ca

What does this mean for an International Conflict Resolution and Peace Education Institution?

will have to change with the times = transformation management to achieve full potential

will have to “live on purpose” = members of the future will force us to “walk the talk” (particularly re Peace)

Address systemic problems As a truly international organization,

INCREPE will have to build its Social Intelligence

TRANSFORMATION MANAGEMENT/LEADERSHIP:

A major role of any leader is to help provide a “Vision”.

Transformation of the Education System: from a culture of violence to a Culture of Peace

started in Prussia in 1819 with a clear vision of what centralized schools could deliver: Obedient soldiers to the army; (reference http://www.tysknews.com/Depts/Educate/public_school_nightmare.htm )

expanded for the Industrial Revolution to produce: Obedient workers for the assembly line and to the mines; Well subordinated civil servants to government; Well subordinated clerks to industry; Citizens who thought alike about major issues.

William Torrey, the US Commissioner of Education, about the purpose of the education system: “Ninety-nine out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.”

John Dewey, considered one of the fathers of the modern education system wrote, “Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth.”

President Woodrow Wilson on education: “We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forego the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.” (reference http://revtread.gnn.tv/?page=2 )

Compare that to: Carl Rogers: “The only learning which

significantly influences behavior is self-directed, self-appropriated learning.”

Montessori; Rudolph Steinor’s Waldorf Schools; Paulo Friere; Ivan Illich

Goals: raise social intelligence; empower; self esteem; self actualization

Modeling a Culture of Peace in the Classroom/School - reference www.peace.ca/modellingpeaceeducation.htm

A PARADIGM SHIFT IN EDUCATION:

Current Characteristics1. in world terms, a good education

system2. developed for the industrial

revolution3. no popular involvement in the

formation of education policy (designed by and for the interests of the dominant segment of society; those with wealth and power)

4. institution for indoctrination/doctrinal system: imposing obedience, blocking/ impeding independent thought, institutional role in a system of control & coercion

5. propaganda (pretense of objectivity)

“Utopia” Characteristics1. an excellent education system

2. prepared for the information, cultural and spiritual revolutions

3. popular involvement

4. institution for true freedom & democracy: positive choices; find truth for themselves; independent thought & critical thinking; no or minimal control & coercion

5. factual (true objectivity; critical tools to unveil the ‘lie’)

A PARADIGM SHIFT IN EDUCATION (cont.):

Current Characteristics

6. illiterate in terms of world comprehension (ignorance is bliss)

7. teachers as “commissars”

8. embody dominant ideology9. do not teach about: engineering

social progress; relationship building; independence of thought, finance, self-sufficiency; conflict transformation; ___)

10. in the social sciences, constraints imposed by the outside world are weaker, hence distortions & misinformation

11. holders of education power fight/resist change

“Utopia” Characteristics

6. coherent comprehension of the world (adapt a more critical attitude to the world)

7. teachers as mentors helping students discover truth & democracy for themselves

8. no or minimal ideology9. teach about: engineering social

progress; relationship building; independence of thought, finance, self-sufficiency; conflict transformation; transforming the world;___)

10. information verification (social accountability)

11. distributed education power

A PARADIGM SHIFT IN EDUCATION (cont.):

Current Characteristics

12. involuntary

13. certain information not allowed in schools

14. hawks15. indoctrinates the ideology of

Realpolitik (getting, keeping, increasing, demonstrating power; military strength & deterrence; fear)

16. produces corrupt leaders17. produces poor people:

intellectually, economically, socially, politically)

18. students as peon/worker

“Utopia” Characteristics

12. voluntary (eg. Peace ed., all of above)

13. virtually all info allowed in schools

14. owls (not doves or hawks)15. human well-being ideology;

rule of law; prevention of war

16. produces ethical leaders17. produces self sufficient people;

equity18. students as agents for

constructive transformation of larger society

United Nations Culture of Peace Program

Canadian Cultureof Peace Program

Peace Education

Social Intelligence

United Nations Culture of Peace Program

Canadian Cultureof Peace Program

Peace Education

Social Intelligence

PERSONAL MANAGEMENT/LEADERSHIP: The people who need the most peace education is peace educators

(then ripple-down effect) What we learn at the personal level can be ‘transported’ to: The family level, The community level, The national level, The world level Develop a love of change, transformation and diversity (vs. resistance

to change: “what you resist, persists”) Live on purpose, walk the talk, set example, be the guide – Servant

Leadership Address systemic problems/issues (otherwise it wont go away) If you want quick fixes for immediate results, that is a different school

of thought/approach – the tip of the iceburg; i.e. it is OK to go for the quick win and show some positive progress, but the base of the iceburg is systemic change: we need both, similar to top-down and bottom-up approaches for success

Build Social Intelligence …. And Spiritual Intelligence

The Prescription for Change: work smarter not harder expose current paradigms (their strengths, weaknesses,

opportunities, and threats) cross pollinate new ideas and collaborations develop new tools and language craft a new narrative infiltrate all institutions, everywhere find opportunities for change support communities of fans recapture the spirit of the citizens and amateurs who are good

citizens rooted in amoré: love and passion. Lever our power of information and social capital for the

common good – be entrepreneurial; developing sustainable action

Champion peace and all its elements

Change Model - Effective change takes 2 to 5 years:

1. Knowledge (increase knowledge)2. Attitude (change attitudes - motivation)3. Individual Behaviour (change individual

behaviour)4. Group (Organizational) Behaviour (change

group behaviour)  Managing the Journey video Marketing Strategy: How to sell

peace/ideas (the science of influence) One Minute Sales Person video

We good people need to work on leader motivation:

Our own personal leadership – we can do better

Leaders close to us (in our organizations)

Political and “establishment” leaders Alternative leaders (eg. Good

citizenship civil society organizations) Future leaders – our youth

“The Noble Eightfold Path” (from Buddhist learning):

1. Right Understanding (or Right View)2. Right Thought (or Right Intention)3. Right Speech4. Right Action5. Right Livelihood6. Right Effort7. Right Mindfulness (or Right Attention)8. Right Concentration

Haste sets up violent environment vs. patience: "one of the essential characteristics of a Culture of Peace is 'patience'. Impatience almost always leads to a culture of violence, whereas a continued practice of patience is guaranteed to develop a culture of peace. So may God grant you extraordinary patience and thereby peace within you."

Galtung’s Conflict Transformation Model: win/win/win http://www.transcend.org/manuals.htm

A leader takes carefully calculated risks, and tries things. Look at what other leaders are doing to find good examples and inspiration.

Stewart’s Law: “It is easier to get forgiveness than permission.”

Bob Stewart peace bio: www.peace.ca – over 50,000 visitors per month – peace

tools through mass communication www.cultureofpeace.ca – Canadian Culture of Peace

Program Communication tools for peace National and Provincial Peace Education Conferences University Chairs in Peace Studies Canadian Peace Education Foundation Leadership and Peace Workshops – to help transform

the Peace Profession Help Rotary International achieve its peace goals Mentor

PEACE PSYCHOLOGY: Peace Psychology - American Psychological Association

(APA) Division 48 has sponsored development of the first college textbook on peace psychology (all proceeds are donated to the division).  The book is a 426 page paperback, very attractively packaged. If you teach at the college level, this may be the perfect text for your peace psychology or conflict and violence course. Knowing that an excellent text is available, some of you may now want to develop the first peace psychology course for your college. 5 Star Must Reading

www.peace.ca/peacepsychology.htm

Psychology for Peace Activists by David Adams: Introduction by David Adams: I believe that history is

made by people like you and me. That means that "peace is in our hands", which was the slogan of the International Year for the Culture of Peace (2000). To learn how this could be possible, I undertook the study presented here in Psychology for Peace Activists which examines the lives of great peace activists, based primarily on their own autobiographies. Being American, I chose to study activists from American history. This was later expanded to include the important example of Nelson Mandela from South Africa. From this, I draw the conclusion that while the task is difficult, it is also possible, and we have much to learn from those who have gone before us. For this reason, I have sometimes given this little book the sub-title of "A New Psychology for the Generation Who Can Abolish War." Available online at http://www.culture-of-peace.info/ppa/title-page.html 

"Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed". UNESCO’s motto

The social and behavioral side of living together is about psychology and sociology. That is why it is complicated – people’s minds are complicated. It includes my psychology, and the psychology of those I am trying to influence. But of those two, my psychology is the most important. Hence the phrase, “Peace starts with me”. As a leader, builder and educator, I have to get my act together. Hence another phrase, “The people who require the most peace education is Peace Educators.”

Open space to open minds to peace. The danger of frustration, burn-out and depression. (eg. M: a

‘canary in the mine’; a gentle man hurt by toxins, both internal and external)

You are of lesser use if you are frustrated, burned-out, depressed or dead.

Take good care of yourself (Joy of Stress, The One Minute Manager Gets Fit videos): acknowledge (ala A.A.), rid yourself of the toxins, deal with them, resolve/transform the internal conflict

Self leadership: my Attitude, I am in control and responsible for me, my

actions, feelings, mind and body; I can do anything I put my mind to. I can only help and serve others, voluntarily.

“The longer I live, the more I realize the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, the education, the money, than circumstances, than failure, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company... a church... a home. The remarkable thing is we have a choice everyday regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% of how I react to it. And so it is with you... we are in charge of our Attitudes." Charles Swindoll

Self leadership (cont.): I am not in control or responsible for others. They are. They

can do anything they put their minds to. They can only help and serve others, voluntarily.

Everybody is an educator and leader, hence education and leadership is shared: it is not all up to me

You can provide the right environment to ‘open space to open minds to peace’ (see OST rules) = liberating

Patient gardener: cultivate ground, plant seeds, encourage growth, change environment

Humility: the humble servant – accept that I am not perfect, I do not know everything, I must be the first to learn, many heads are better than one (collaboration)

"God, give us grace to accept with serenity the things that cannot be changed, courage to change the things that can be changed, and the wisdom to distinguish one from the other" Reinhold Niebuhr

Self leadership (cont.): Have no fear – replace it with cautious care, prevention and

optimism Be optimistic. Pessimism, burning the bridge before you cross it, will

certainly not bring systemic/cultural change. There are others dealing with “acute care” (eg. Amnesty

International, Red Cross, etc.) You are dealing with minds: (1) generally long term (depend upon

this), (2) may be epiphany (try this; it will happen sometimes) Be fit mentally and physically Meditate 2 times per day (20 minutes each), to clear the mind and

get back in touch with your own body and spirit Vacation/vacate, more frequently (get away; escapism) Love yourself (self esteem; self actualization) and need yourself: we

love you and need you (solidarity; connection to others; relationships)

Be patient with yourself – a decades approach = living on purpose, having goals (the greatest stress reliever); a purpose greater than yourself, by building a better future, for future generations

Self leadership (cont.): Yin and Yang: taking the good with the bad;

underwrite the costs of doing what you want by doing some things you have to (eg. A job on the side; going outside your comfort zones; public speaking; etc.)

Voluntarily do your best, within your own constraints; push the boundaries if you are able

Have no regrets; make your best decisions one at a time, with your best information (in light of all the facts), with your best intentions: I do not think you can ask for more

Catalyst and process

WHAT DO PEOPLE (FOLLOWERS, CO-LEARNERS) NEED? WALK A MILE “IN THEIR SHOES”

When someone asks me “What does peace education look like?”, I point to the Montessori classroom as the best example that I have found.

Input:1. Information – age/stage appropriate; research2. Direction – based on analysis of Development Level3. Support – ditto (‘high performers in a new task’

problem)4. Tools/Resources (information, human, financial, time)

Open Space – liberation for self-directed, self-appropriated learning = buy in; co-opt

Contracting for a Leadership/Management Style: Mentor/guide/counseling/example Experiential

Tell Show Let them try Observe Praise or Redirect

Respect You work at their level (physically and mentally), communicate in their

language (we have to communicate in different languages to different audiences)

You analyze their development level, with them if possible Contract with them; mutually agreeable boundaries; no over- or under-

supervision Protocol/guidelines (ref. above)

Co-learners (Paulo Friere; Socratic Method; etc.) They have been heard Patience

WHAT DO PEOPLE (FOLLOWERS, CO-LEARNERS) NEED? (cont.) What if they wont come to the table? (physically and/or mentally)

Can’t do – begin again process of teaching (tell, show, let them try, etc.) Wont do – one minute reprimand; consider career change; they have to see

the light or feel the heat Things work best when both/all parties recognize needs and process Offer your hand in fellowship and support/service You have to carry on with your own work, purpose, trying different

paths, finding “co-operatives” (good word)

Motivation:1. What motivates people? - get “in their shoes”2. Coercion and fear are only temporary, and usually not too effective (except

in a fire/war)3. If you want systemic/cultural change, coercion and fear will not work – need

a positive, asset-based approach (superior to needs-based approach) = buy in

4. Allay fear (book – The Gift of Fear, by Gavin de Becker)5. Good “bedside manner” – empath(y) – suck the toxins and spit them out

WHAT DO YOU NEED AS LEADER?It is in the minds of people that peace must be built – starting

with mePurpose and method: Homework (Environmental Scan; SWOT analysis – Strengths,

Weaknesses, Opportunities, Threat; research; problem identification; solution identification)

Vision, foresight = conceptual map (the big picture; the major task of a leader is to provide a vision)

Strategy for implementation = action plan (SMART goals, objectives - Specific, Measurable, Attainable, Relevant, Tracked)

The Planning Cycle = plan, action, monitor, evaluate results, redirect

Results oriented vs. action oriented (i.e. rather than doing a lot of activity but achieving little, work smarter not harder = minimize activity to achieve maximum results; Pareto’s Law 80:20 – 80% of our results comes from 20% of our activity)

WHAT DO YOU NEED AS LEADER? (cont.)Integrity Social Contract Protocol GuidelinesInfluence of Mind Lead by example, Servant Leadership Psychology Science and Practice of Influence

http://www.peace.ca/cialdini_Influence_Sci_Practice.htm Not manipulation, abuse or unethicalCommunication Nonviolent communication (Dr. Marshall Rosenberg) Talk in different languages to different audiences (eg. Business) You will have to go to them; do not expect they will come to you (it is nice when

they do, and it may happen in future when they see the value)Reflection Look in the mirror – plan, monitor, evaluate, redirect “Am I doing the best I can?”

This is personal – its not just a job. How else can a person have such passion and love for what they do?

SO, LET’S APPLY THIS TO A SPECIFIC EXAMPLE: THE CREATION OF A NEW INTERNATIONAL CONFLICT RESOLUTION EDUCATION AND PEACE EDUCATION INSTITUTION (“INCREPE”)

See Modeling a Culture of Peace in the Classroom/School as a guide - reference www.peace.ca/modellingpeaceeducation.htm

Flattest possible organizational structure

Co-operative model/network/web: co-learning – collaboration

Facilitated by a “Primus Inter Pares” (first among equals, per the book ‘Servant

Leadership’) The ‘Chief Executive Officer’ (“CEO”) will be asked to help, because of their

skills, experience and ability, to fill a requirement in leadership, decision making, operational and financial management (with suitable assistance).  If this were easy, anyone could do it – but it is not easy. This places the CEO in a difficult position, and she/he will need our empathy, understanding and support. 

We will all want to encourage freedom of discussion, a friendly atmosphere, a proper exchange of views and respect.  The controversial nature of many problems – especially financial problems – presents difficulties and dangers.  But one of our goals as CR/Peace Professionals must be to replace political passion with a desire for understanding and service.  We cannot escape controversial issues.  How we face them is one measure of INCREPE’s mettle.  

In our peace studies we teach that dissent is good – it is how we evolve, learn and improve.   The atmosphere of INCREPE must be friendly, familiar fellowship (collegiality) which bears up under strong difference of opinion.  From time to time, we may have to “agree to disagree”, particularly when we do not have the luxury of time to go to lengths of building full consensus.  Some decisions, particularly financial ones, will require substantial agreement of the Organizing Committee without any significant numbers of Members attempting to block the process.  But the fundamental is not that we must agree 100%, only that we must explore and inform our minds so that our service to community as we go about organizing INCREPE may be informed, intelligent service.  Everyone with a genuine interest in the peace process must be prepared to come to the table, set aside our egos and sort out our differences for the greater good.

Consensus: it should be expected that INCREPE will be able to achieve

substantial agreement on controversial issues, without any significant numbers of Members attempting to block the process. 

However, it is best that we anticipate that one or more controversial issues may arise in which INCREPE is not able to achieve substantial agreement.  With our permission, someone may be charged with taking the responsibility to use their best efforts and cast the deciding vote.  Having said that, if the number of blocking Members is so significant that the necessary commitment for INCREPE is gone then that person may decide this initiative should be terminated. 

The key to success is going to be goodwill on everyone’s part connected with INCREPE, otherwise the negative consequences (financially and in human terms) can not be understated.  That places a burden on the Board, Executive Committee, each of the Sub-Committees and each Member to achieve consensus.

INCREPE case study (cont.): Lead by example; walk the talk Patient: allow Open Space fullness of discussion/dialogue;

everyone satisfied that they have been heard Voluntary participation: seek broad participation (inclusive

of all parties affected, ala Galtung’s Conflict Transformation methodology)

Handbook/Guide (see example at end) In-house Conflict Transformation resource person of

wisdom – to help us through our own conflicts Effective communication and Protocol:1. internal

real time (eg. Email list; discussion board) conferencing (in-person; electronic)

2. external (eg. Mass communication; web site; public relations)

INCREPE case study (cont.): Our own tests:

1. Truth grounded (fact; balance if it exists2. Fair and beneficial to all concerned

(culturally sensitive)3. Build goodwill and better relationships

Rich in information and social contacts (i.e. the new currency)

A counseling resource Research resources

INCREPE case study (cont.): An accountability mechanism to the

public/others (measure results, monitor, report, redirect)

Financial resources – fund raising ability (an International CRE/PE Foundation)

Identify the gaps – fill them Don’t duplicate; utilize existing

infrastructure/institutions as much as possible and ask them to fill gaps (if they don’t, then you do; no turf wars/empire building/hegemony)

Share Catalyst and process

INCREPE case study (cont.): Interdependence and success: We have to count on each

other to do the best of our abilities to make INCREPE a success, for the sake of future generations.  This will require commitment to do everything within our power to make it a success.  That includes financial viability and program credibility.  We will have to control costs as if we were spending our own personal money (i.e. with prudence and frugality).  We will have to do everything we can to raise revenues to cover our expenditures, and meet all financial commitments. 

Commitment: That will take a personal commitment from everyone associated with INCREPE – and it is never ending: this is a journey, not a destination. If anyone wishes to opt out, then they should probably do it sooner rather than later.  Otherwise, people will depend on you to serve, through “thick and thin”.

Every one of us has been asked to serve on the INCREPE Committee because we have special skills to bring.

INCREPE case study (cont.): We have to get our act together as soon as possible. 

There will be key milestones – evaluation points. At this moment, INCREPE’s success is uncertain.  We need to collaborate like never before, focus our work, eliminating the uncertainties.  Everyone who can make a contribution must be called upon.

We simply have to plan the work, and work the plan.  Do not wait until it is perfect – do something. Since those of us who stay on are all committed

volunteers, it may be expected that we are doing our best, within our respective personal constraints (i.e. day jobs, family, money, etc.).  We must be optimistic of the outcome. Our eventual celebration with all our INCREPE friends, will be particularly sweet. 

PROFESSIONAL CRE/PE HANDBOOK (sample index considerations)

1. Oath or Pledge (Code of Conduct)2. Generally Accepted CRE/PE

Principles (“GAPP”)3. Definitions (so we all may talk the

same language)4. Accreditation, education, practice

experience5. Other …

Conclusion:The preceding material has been based on the

example of the Canadian Culture of Peace Program: A Vision A Mission Goals and objectives (what does success looks

like?) Marketing Strategy Outreach http://www.cultureofpeace.ca

THIS IS A WORK-IN-PROGRESS, TO BE BUILT UPON BY FUTURE WORKSHOPS

THANK YOU

ANY QUESTIONS?Prepared by Robert Stewart, C.A., C.M.C.Director, Canadian Centres for Teaching Peace

http://www.peace.ca andDirector, Canadian Culture of Peace Program

http://www.cultureofpeace.ca September 23, 2005 stewartr@peace.ca