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LEADERSHIP IN TRANSFORMATION OF THE PEACE PROFESSION

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Title: LEADERSHIP IN TRANSFORMATION OF THE PEACE PROFESSION


1
LEADERSHIP IN TRANSFORMATION OF THE PEACE
PROFESSION
  • THE INTERNATIONAL CONFLICT RESOLUTION AND PEACE
    EDUCATION EXAMPLE

2
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. 

3
  • 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."

4
  • 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.

5
Protocol Key Principles include
  • Safety
  • Consequences
  • Acceptance
  • Mutual purpose
  • Patience
  • Difference
  • Empowerment
  • Action
  • Responsibility

6
The Protocol also incorporates the principles of
Manifesto 2000
  • Respect all life
  • Reject violence
  • Share with others
  • Listen to understand
  • Preserve the planet
  • Rediscover solidarity

7
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8
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)

9
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10
The First Annual Leadership and Peace Workshop at
McMaster University, November 2004 highlights.
  • http//www.peace.ca/CCOPPleadership2004.htm

11
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
  • 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/leadershipandacultu
    reofviolence.htm )
  • the typical leadership model is a hierarchical
    (authoritarian) one, dependant upon coercion, and
    hence models a culture of violence
  • people with power and resources (and often in a
    leadership role) have a vested interest in the
    status quo

12
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.h
    tm ).  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). 

13
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/se
    rvantleadership.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

14
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/PARADIGM2
    0SHIFT20IN20EDUCATION.doc )
  • leadership in our respective peace organizations
    (and other NGOs)
  • leadership in corporations/business (including
    Media)

15
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 )

16
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

17
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)  

18
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?

19
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)

20
AHA MOMENT
  • LEADERSHIP EMPOWERMENT
  •  
  • EDUCATION EMPOWERMENT
  •  
  • LEADERSHIP EDUCATION

21
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22
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?

23
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 anothers 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?)

24
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)

25
LEADERSHIP AND PEACE WORKSHOP Nov 2004
RECOMMENDATIONS (cont.)
  • develop
  • Culture of Peace Program (teaching of Manifesto
    2000, etc. reference University of Alberta new
    peace education program)
  • Leadership and Peace Program (develop
    leadership model, starting with Servant
    Leadership, Stewardship flatten hierarchy, etc.)
  • Peace Education Program (develop model of a
    Culture of Peace in the classroom and
    school/university, starting with reference
    www.peace.ca/PARADIGM20SHIFT20IN20EDUCATION.doc
    )
  • 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.)

26
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)

27
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/wa
    rning.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 Whats in it for me? test
    self interest vs. service above self)

28
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

29
(No Transcript)
30
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/servantleadersh
    ip.htm to read an excellent, detailed summary and
    ordering information

31
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.

32
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    

33
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
  • A genuine issue of mutual concern which elicits a
    high degree of passion.
  • High levels of complexity in terms of the
    elements of the issue.
  • High levels of diversity in terms of the people
    involved.
  • The presence of actual or potential conflict. 
  • A decision time of yesterday in short the issue
    was a not a sometime thing, but demanded
    immediate attention.
  • self-organization at work

34
Open Space -The critical elements
  • Invitation.
  • The Circle.
  • Passion and Responsibility.
  • The Four Principles
  • 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.
  • 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.
  • Whenever it starts is the right time. This
    reminds people that creativity cannot be
    controlled.
  • When its 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.
  • 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.

35
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.

36
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

37
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).

38
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.

39
HIGHLIGHTS
  • The new leader will be the collaborative catalyst
  • Society will change
  • We cant change the past or the present, but we
    can change the future
  • Infiltrating works better than revolutionizing

40
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

41
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.

42
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
    Humanitys Future
  • Web site www.wfs.org
  • Canadian Centres for Futures Studies
    http//www.futurescanada.ca

43
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

44
TRANSFORMATION MANAGEMENT/LEADERSHIP
  • A major role of any leader is to help provide a
    Vision.

45
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_schoo
    l_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/?page2 )

46
Compare that to
  • Carl Rogers The only learning which
    significantly influences behavior is
    self-directed, self-appropriated learning.
  • Montessori Rudolph Steinors 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/modellin
    gpeaceeducation.htm

47
A PARADIGM SHIFT IN EDUCATION
  • Current Characteristics
  • 1. in world terms, a good education system
  • 2. developed for the industrial revolution
  • 3. 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 Characteristics
  • 1. 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)

48
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 ideology
  • 9. 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 ideology
  • 9. 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

49
A PARADIGM SHIFT IN EDUCATION (cont.)
  • Current Characteristics
  • 12. involuntary
  • 13. certain information not allowed in schools
  • 14. hawks
  • 15. indoctrinates the ideology of Realpolitik
    (getting, keeping, increasing, demonstrating
    power military strength deterrence fear)
  • 16. produces corrupt leaders
  • 17. 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 leaders
  • 17. produces self sufficient people equity
  • 18. students as agents for constructive
    transformation of larger society

50
(No Transcript)
51
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

52
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

53
Change Model - Effective change takes 2 to 5
years
  • Knowledge (increase knowledge)
  • Attitude (change attitudes - motivation)
  • Individual Behaviour (change individual
    behaviour)
  • 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

54
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

55
The Noble Eightfold Path (from Buddhist
learning)
  • Right Understanding (or Right View)
  • Right Thought (or Right Intention)
  • Right Speech
  • Right Action
  • Right Livelihood
  • Right Effort
  • Right Mindfulness (or Right Attention)
  • Right Concentration

56
  • 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."
  • Galtungs 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.
  • Stewarts Law It is easier to get forgiveness
    than permission.

57
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

58
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

59
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.in
    fo/ppa/title-page.html 

60
"Since wars begin in the minds of men, it is in
the minds of men that the defences of peace must
be constructed". UNESCOs motto
  • The social and behavioral side of living together
    is about psychology and sociology. That is why
    it is complicated peoples 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

61
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

62
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

63
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

64
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

65
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
  • Information age/stage appropriate research
  • Direction based on analysis of Development
    Level
  • Support ditto (high performers in a new task
    problem)
  • Tools/Resources (information, human, financial,
    time)
  • Open Space liberation for self-directed,
    self-appropriated learning buy in co-opt

66
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

67
WHAT DO PEOPLE (FOLLOWERS, CO-LEARNERS) NEED?
(cont.)
  • What if they wont come to the table? (physically
    and/or mentally)
  • Cant 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
  • What motivates people? - get in their shoes
  • Coercion and fear are only temporary, and usually
    not too effective (except in a fire/war)
  • 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
  • Allay fear (book The Gift of Fear, by Gavin de
    Becker)
  • Good bedside manner empath(y) suck the
    toxins and spit them out

68
WHAT DO YOU NEED AS LEADER?
  • It is in the minds of people that peace must be
    built starting with me
  • Purpose 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 Paretos Law
    8020 80 of our results comes from 20 of our
    activity)

69
WHAT DO YOU NEED AS LEADER? (cont.)
  • Integrity
  • Social Contract
  • Protocol Guidelines
  • Influence of Mind
  • Lead by example, Servant Leadership
  • Psychology
  • Science and Practice of Influence
    http//www.peace.ca/cialdini_Influence_Sci_Practic
    e.htm
  • Not manipulation, abuse or unethical
  • Communication
  • 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?

70
SO, LETS 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

71
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 INCREPEs 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.

72
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
    everyones 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.

73
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 Galtungs
    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
  • internal
  • real time (eg. Email list discussion board)
  • conferencing (in-person electronic)
  • external (eg. Mass communication web site
    public relations)

74
INCREPE case study (cont.)
  • Our own tests
  • Truth grounded (fact balance if it exists
  • Fair and beneficial to all concerned (culturally
    sensitive)
  • Build goodwill and better relationships
  • Rich in information and social contacts (i.e. the
    new currency)
  • A counseling resource
  • Research resources

75
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
  • Dont duplicate utilize existing
    infrastructure/institutions as much as possible
    and ask them to fill gaps (if they dont, then
    you do no turf wars/empire building/hegemony)
  • Share
  • Catalyst and process

76
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.

77
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, INCREPEs
    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. 

78
PROFESSIONAL CRE/PE HANDBOOK (sample index
considerations)
  • Oath or Pledge (Code of Conduct)
  • Generally Accepted CRE/PE Principles (GAPP)
  • Definitions (so we all may talk the same
    language)
  • Accreditation, education, practice experience
  • Other

79
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

80
  • THANK YOU ?
  • ANY QUESTIONS?
  • Prepared by Robert Stewart, C.A., C.M.C.
  • Director, Canadian Centres for Teaching Peace
    http//www.peace.ca and
  • Director, Canadian Culture of Peace Program
    http//www.cultureofpeace.ca
  • September 23, 2005
  • stewartr_at_peace.ca
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