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Welcome to TPU - the Transcend Peace University
The Transcend Peace University, TPU is an all-online university, currently headed by Prof. Dr. Johan Galtung, widely recognized as the core founding-figure of the academic discipline of peace-studies. Our inter-disciplinary courses are designed to cover issues pertaining to peace and development studies.
As specialists in this domain, we emphasize solution-oriented approaches. Our faculty members are leading peace scholars and internationally recognized mediators. The purpose of TPU, the educational institute of TRANSCEND, is to impart to our students the knowledge and skills required for professional peace and development work.
TPU equips students with analytical and practical competence in conflict-transformation and -resolution. Our methodology draws from more than fifty years of knowledge provided by distinguished researchers and practitioners from all over the world.
Next courses:
Our 12-week and 6-week (Summer Sessions) online courses are addressed to government and non-government practitioners - including students - in need of high level analytical peace & conflict competence. The Galtung-Institut offers additional on-site tutorials in southern Germany - for further information please visit the homepage of the institute: www.galtung-institut.de.
We will be happy to assist you with any additional information if you contact us:
E-mail: tpu@transcend.org
Contact person: Karoline Weber, Executive Secretary, weber@transcend.org FORMER PARTICIPANTS: For service pertaining to past semesters
please contact the new administrative secretary, Karoline Weber Enroll to our courses
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Karoline Weber,
Executive Secretary,
weber@transcend.org Courses
1st term 2012 (March 5th - May 25th)2nd Term 2012 (July 16th - August 31st)3rd Term 2012 (24 September 14 December)TPU online courses mainly appeal to participants of graduate or post-graduate level, or people with equivalent experience. Participation requires the commitment to read and analyze the materials posted by the academic course instructors, to participate actively in group discussions and assignments and to respect the reading and responding time frames. Our past experience has proven, that participants must be ready and willing to devote no less than six to eight hours a week in order to benefit satisfactorily from the course.
The fees per course amount to €500 for participants from OECD-countries and € 250 for participants from non-OECD countries. Please understand that our courses are designed
to accomodate a limited minimum aswell as a specified maximum number of
participants. When ever the minimum threshold is not met, we reserve
the right to cancel the course and whenever the maximum threshold is
exceeded, further applications will be encoured to enroll in a
different course or apply for the next semester. These are measures of
quality control that serve to improve our teaching and your online
learning experience. To deepen your studies please visit the Galtung-Institut which is the on-site carrier of the Transcend Peace Universtiy program, offering on-site tutorials on Conflict Transformation during the TPU-terms in Grenzach-Wyhlen in southern Germany.
Advanced Conflict TransformationProf. Dr. Johan GaltungThe course is based on the book "A Theory of Conflict" [ http://bit.ly/dTXaIF ] by Prof. Galtung, TRANSCEND University Press, 2010; freely available to participants,
assuming that the course participants know some of the pertinent freely available material here: http://bit.ly/a6TpUx
Further, the elementary book by the same author, Transcend & Transform, London-Boulder CO: Pluto, Paradigm 2003, should be read.
Topics:
1. Concepts, definitions
2. Simple actor conflicts
3. Complex actor conflicts
4. Structural conflicts
5. Conflict across spaces
6. Conclusion
Assignments during the course will be: four individual essays, and four collective essays; all with responses from the course director. All essays and all responses will be communicated to all participants for collective learning.
Goal: to acquire a creative, constructive and concrete idea of conflict and its transformation, through the book and complex, real life, exercises. At the same time to have the conflict of one's own choice discussed with the participants and the course director. Dialogue, Negotiation and MediationDr. S. P. UdayakumarAs someone put it tersely, we don’t get in this life what we deserve but only what we negotiate. In today’s world of growing complexities and contradictions, negotiation is a survival skill. Similarly, being an effective negotiator also helps one to be a good mediator and make meaningful contributions to peace and justice in our families, communities and in the larger world. To be an effective mediator is part of being a ‘good’ human being in today’s conflict-ridden world. Both negotiation and mediation are based on dialogue. If we think of a spectrum between nonpurposive and nonmanipulative discourse, and persuasive arts (such as rhetoric), dialogue lies somewhere between the two. It is not wholly free from purpose and it may involve arguments that seek to persuade (Lipman, 2003). Negotiation is a structured dialogue just as mediation is assisted negotiation. This course will deal with this important trio, Dialogue, Negotiation and Mediation (DNM).
As dialogue, negotiation and mediation are more of skills than theories, our course will also be skill-based. We will focus on the following sets of skills:
Speaking-Writing-Recording-Communicating;
Listening-Reflecting-Reproducing-Understanding;
Facilitation; Dialogue;
Negotiation; Cross-cultural negotiation
Mediation.
We will be favoring the ‘transformative approach’ supported by the Transcend method rather than the conventional ‘problem-solving approach’.
There will be quite a few short and long articles to be read and discussed (to be distributed); and we will also engage in some ‘online’ role-plays and play a few simulations (TPU website has wonderful avenues for these activities). As the course requirement, you could prepare a mediation case study or develop a simulation game or write a theoretical paper on any aspect of the course besides the occasional response papers on the readings.
Books to be followed:
[1] Johan Galtung, Transcend & Transform: An Introduction to Conflict Work ( London : Pluto Press, 2004): Johan Galtung distinguishes between hard and soft negotiations. Hard negotiations are “a continuation of war by other means. The front lines are called positions, there is fighting over the terrain between them. How much a party is ready to sacrifice and willing to retreat is kept secret. Victory comes to the party whose original position is closest to the result of the negotiation.” (page 172) Soft negotiations are the ones in which the link of the conflict worker is removed and the parties have dialogues directly with each other. The effort should be transcending the contradiction between dialogue and negotiation, and transcending “[t]he two extreme positions [that] are dialogue with one party at a time and hard negotiations in order to win.” (page 178) The transcending position would be having direct dialogues with each other both in pairs and in groups in order to develop ideas and not to win.
[2] Robert A. Baruch Bush and Joseph P. Folger, The Promise of Mediation: Responding to Conflict Through Empowerment and Recognition (San Franscisco: Jossey-Bass Publishers, 1994). This book contrasts two different approaches to mediation. The first is the problem solving approach which emphasizes finding solutions to problems and generating mutually-acceptable settlements. This kind of mediation, which has become dominant, tends to be quite directive and settlement oriented. The second approach is the transformative approach which emphasizes empowerment and recognition as primary goals, not settlement.
[3] Roger Fischer & William Ury (Harvard Negotiation Project), Getting to Yes (1981): offers concise, step-by-step strategy for coming to mutually acceptable agreements in every sort of conflict; teaches how to separate people from problem; focus on interests not positions; establish precise goals at the outset of negotiations; work together to create options that will satisfy both parties; negotiate successfully with opponents who are more powerful, or refuse to play by rules, or resort to dirty tricks; improved theory and practice of negotiation;
[4] William Ury, Getting Past No: Negotiating With Difficult People (New York: Bantam Books, 1991). Getting Past No begins with a recognition that some degree of cooperation is needed between the negotiators for an interest based system to work, and provides a series of techniques for obtaining that cooperation where the other negotiator is either unfamiliar with or rejects the interest based approach; In this book he uses a five step approach: taking time to think, restating the issues from the other person's viewpoint, changing the negotiation process, easing the process of agreement, and closing the option not to agree. Needless to say, his use of catch phrases and his clear examples make these approaches appear both attractive and feasible in situations where one might otherwise question whether they are workable.
[5] Christopher W. Moore , The Mediation Process: Practical Strategies for Resolving Conflict (San Francisco: Jossey-Bass Publishers, 1996). Mediation has become an integral part of resolving disputes in our increasingly contentious society. And while labor, family, and divorce conflicts were the major part of mediation practice just a decade ago, now the field has exploded to include a growing range of commercial, interpersonal, public, and international arenas.
[6] Matthew Lipman, Thinking in Education. Cambridge : Cambridge University Press, 2003.
[7] Brad McRae, Negotiating and Influencing Skills: The Art of Creating and Claiming Value. Thousand Oaks , CA : Sage, 1998.
[8] Roger Fischer and Daniel Shapiro, Beyond Reason: Using Emotions as You Negotiate. New York: Viking Penguin, 2005.NonviolenceDr. Jørgen JohansenNonviolence as Political tool and Philosophy
Week one :
Introduction to the course and getting to know your colleagues at the
course. The students will be divided into working-groups of five participants in each. It is
recommended that students who know each other well join different groups. Each group
will benefit from a diversity of backgrounds, ages and we will put in a good word for
gender balance. Students will be asked to write some pages about their background,
motivations and why they signed up for this course.
Week two and three:
What is meant by the terms CONFLICT, PEACE and WAR?
Discussions of the different definitions, their use, advantages and difficulties.
Students are asked to explain to each other in a written text (3-5 pages) How they
understand the concepts and the different ways they are used. After distributing all texts
to every student, they shall comment on each other texts. There will be guidelines
available for how good feedback is given and received. The instructor will focus more on
commenting on the comments and feedback than on the actual texts.
Week four and five: The concept of nonviolent handling of conflicts. Articles will
be distributed and must be read and used as references in the students papers.
The aim is for students to get a better understanding of conflicts and their handling when
nonviolent cases are included.
Each student writes a paper, distributes it among the others in her/his group and all
discuss each others papers.
Week six and seven:
The Gandhian concept of Nonviolence is much more that a political tool. A better
description could be “a philosophy of life”. What parts of the tradition from Gandhi are of
value to modern social movements of today? Each student are asked to describe one
movement which clearly are in the tradition and one who would benefit from adopting
more of the Gandhian practice. What are the possibilities and limitations of adopting a
nonviolent philosophy for social movement of today?
Each student writes a paper, distributes it among the others in her/his group and all
discuss each others papers.
Week eight and nine:
The Arab Spring and the use of Nonviolent means to remove authoritarian regimes. The student shall write a paper on one aspect of these events and use literature on NV-theories to explain what happened.
Week ten and eleven:
Nonviolent responses to wars and/or terror. What are the possibilities and limitations for nonviolent reactions to extreme violence? Articles will be circulated and links to web-sites provided.
Each student writes a paper, distributes it among the others in her/his group and all
discuss each others papers.
Week twelve:
This week the course focus on a proposal for how to promote the
nonviolent options in conflicts. What are the roles for schools, NGOs, States, Business
community, International organisations etc etc?
Each student writes a proposal on one specific promotion activity. Arguments in favour
and against the proposal shall be included. Put emphasis on the possible problems,
conflicts and hindrances with promoting Nonviolence.
Examination: The teacher evaluate each students participation in the discussions. In
addition to the texts for each case, the summarizing text for week fifteen is included in
the evaluation. A Certificate is send to all who meets the required standard.
The last week includes a discussion if the whole, or parts of, the group wants to continue
to keep in contact and build a network for support and mutual encouragement in the
future.
All students are offered to receive information via mail for coming courses and activities within TPU and associates.
Methods of Analysis & Research for PeaceProf. Dr. Alberto L`AbateThis course will be based on my forthcoming book “Methods of Analysis in Social Sciences and Research for Peace. An Introduction”. The course will be in English but if you are fluent in Italian I will also grant you the possibility to participate in Italian.
The lessons will be on:
1) The purpose of research;
2) The image of man and research for peace;
3) Paradigms in scientific research and the cognitive cycle;
4) Hypothesis in research for Peace;
5) Values in social research;
6) Methodological individualism;
7) Other problems of research: understanding and/or explanation; problems of the observation, quantity and quality;
8) Causal analysis;
9) Structural analysis;
10) Functional analysis;
11) The analysis of social processes;
12) The problem of war and peace analyzed using these various methods.
For further information on this course please contact Karoline Weber from the Transcend Peace University weber@transcend.org
Methods of Analysis & Research for PeaceProf. Dr. Alberto L`AbateThis course will be based on my forthcoming book “Methods of Analysis in Social Sciences and Research for Peace. An Introduction”. The course will be in English but if you are fluent in Italian I will also grant you the possibility to participate in Italian.
The twelve lesson will be on:
1) The purpose of research;
2) The image of man and research for peace;
3) Paradigms in scientific research and the cognitive cycle;
4) Hypothesis in research for Peace;
5) Values in social research;
6) Methodological individualism;
7) Other problems of research: understanding and/or explanation; problems of the observation, quantity and quality;
8) Causal analysis;
9) Structural analysis;
10) Functional analysis;
11) The analysis of social processes;
12) The problem of war and peace analyzed using these various methods.
For further information on this course please contact Erika Degortes from the Transcend Peace University degortes@transcend.org
The Crisis of Democracy and Capitalism Prof. Paul D. ScottFrom the Arab Spring to China's Bloggers to Occupy Wall Street
Dr. Paul D. Scott
RATIONALE
Why democracy? What is democracy? Who does development benefit? What is the
nature, scope, and impact of development? What is the causal link between
development and democratization? These questions challenge us at a variety of levels.
All writers on political theory are confronted by the contradictions and gaps that exist
in almost all states that call themselves democratic. These contradictions and gaps
raise more questions than they answer.
In many parts of today’s world, there is a mistrust of democracy as the practice itself
is associated with exploitation, imperialism, colonialism, and war.
There are few satisfactory definitions of democracy. If participation rates are low, is
this democratic? If participation rates are low and this is coupled with a first past the
post election system then is majoritarian rule democratic? Some analysts talk about
party democracy but what happens when the political parties themselves are corrupt,
opaque, and undemocratic? In this case, instead of the term party democracy,
shouldn’t we use the term elite democracy? Finally, the media and IT shapes and
frames political activity. Already in a few short sentences we have at least six
different democracies: electoral, participatory, majoritarian, party, elite, and media.
Since the events of September 11, the debate over democracy has taken on even more
significance. Was Tony Blair’s decision to go to war in Iraq, despite the
overwhelming opposition of the people of Great Britain, democratic? Disturbing
questions remain about fairness, equality, clarity of the voting process, and the
manipulation of information.
The rise of the People’s Republic of China as an economic power has led many
pundits to declare that authoritarian rule is the better political form as it provides both
stability and growth. On a variety of levels this author is repelled by this line of false
reasoning. This, along with the challenge of illiberal democracies, will be discussed.
We are certainly living within the third wave of democratization. Most notably, we
can point to the rise of new democratic states in the immediate aftermath of the First
World War. Tragically, these democracies were easily swept aside by more powerful
reverse currents of militarism, war, and totalitarian regimes. The Cold War and its
surge of frontier wars in which the Soviet Union and the United States challenged
each other indirectly by supporting their client states was not a time when democracy
flourished. In fact, in the name of anti-communism right-wing regimes were
supported, encouraged and propped up. Northeast and Southeast Asia (Cold war
geographies themselves) with the exception of Japan, were categorized by
revolutionary violence and endemic poverty.
There are a number of fundamental questions relating to the third wave: 1) How deep
and lasting has this process been? 2) Will we soon witness another historic reversal?
3) If the new democratic states are weak, then how can we measure and evaluate their
performance in order to strengthen institutions and build a civil society? 4) Lastly,
since all state systems are dynamic, and all traditions inventions, what steps must the
older democracies take in order to enhance and ensure that their political rhetoric
matches reality. Interlocked with the myth and metaphor of democracy comes the
experience and the practice. The concepts of democratization and development have
been shaped and reshaped as political institutions and economic structures have
evolved and changed.
A critical examination of the ideas, interests, competing forces and institutions
involved in the democratization and development debate is at the core of this course.
The stage for this course is of course global but students are encouraged to address
and discuss each weekly topic from their own local-national-regional experience.
Grading will be based on the weekly and bi-weekly assignments.
Peace Business: The Global CompactProf. Frederick C. DubeePEACE AND THE GLOBAL COMPACT
RATIONALE
In-depth critical exploration of the context, concept and development of the Global Compact. Examination of theoretical underpinnings of the notion of corporate social responsibility and the role business can and should play in pursuit of peace and justice. Human rights principles; labour rights principles and environmental principles - where do they come from and how can they be applied in different situations?
The Global Compact itself is an exciting experiment in multi-stakeholder network architecture which not only raises issues in governance and credibility but also provides a platform for a number of creative inititaves.
AIMS & OUTCOMES
Opportunity to explore the Global Compact and the role of business with Fred Dubee, a Senior Advisor and long term advocate of the Global Compact - the UN global initiative to engage with business and harness its energy and creativity for peace, development and sustainability. Fred is a highly experienced business executive who was in at the start of this project launched with the personal prestige of UN Secretary General Kofi Annan. This is a rapidly growing field in international development and the course will be of potentially great practical use for students in their future career.
COURSE OVERVIEW
A. Origins and Concept of Global Compact (weeks 1 and 2)
Corporate social responsibility and the role business can and should play in pursuit of peace and justice.
B. Human rights principles (week 3)
C. Labour rights principles (week 4)
D. Environmental principles (week 5)
E. Tackling corruption (week 6)
F. Accountability and Credibility (week 7)
G. Governance (week 8)
H. Creating Levers, The Financial Community (week 9)
I Building for the Future, The Academic Community (week 10)
K. Making a Difference, the research question (week 11)
L. Putting it All Together (week 12)
ASSESSMENT AND PROCEDURES
On-line learning process based on:
• Q and A
• Chats
In this course, the work in each of weeks One to Twelve inclusive will Q and A or chats. The work for each week is worth 5% of
your course mark, making 60% altogether.
At the end of the course, you will be asked to write a 2,500-word essay, which will be worth the additional 40% of the mark. Details of the essay question and criteria for assessment will be distributed later. You have to pass both the coursework section
and the essay in order to gain a Pass mark for the unit.Education for PeaceProf. Dr. H.B. Danesh Course-Overview (not to be reproduced without permission)
Education for Peace course is based on the Integrative Theory of Peace (ITP) formulated by H.B. Danesh. ITP consists of four subtheories:
• Peace is a psychosocial and political as well as moral and spiritual condition;
• Peace is the main expression of a unity-based worldview;
• Comprehensive, integrated, lifelong education is the most effective approach for
developing a unity-based worldview;
• A unity-based worldview is the prerequisite for creating both a culture of peace and a culture of healing.
Education for Peace (EFP) course integrates the concept of unity, in the context of diversity, into contemporary peace education, peace-building, community development, leadership, and governance practices. This course will provide a basic introduction on the theory and practice of EFP, and explores the application of unity-centered methodologies to inter-personal, organizational, inter-group, and global contexts. Topics covered include: concept of unity, definition and classification of worldview, the intersections of developmental psychology with peace and peace-building, theories of social change, and the skills of peace-based education and relationships in the family, school and the community.
Objectives
The study of peace requires exploration of both the genesis of peace and the practice of peace building at intrapersonal, interpersonal, intergroup, and global levels. The development of creative and critical perspectives on theoretical assumptions underlying contemporary theories and practices of peace is another objective of the course.
By the end of the course students should:
- Understand the concepts of Unity, Worldview, and Individual and Collective
Development
- Be able to use these concepts to analyze processes of peace-building, including their own practices and skill-sets as peace-builders
- Understand the relationship between peace, unity, justice, equality, at interpersonal, intergroup, and global levels
- Have a basic understanding of the stages and steps of Education for Peace
- Have a preliminary exposure to skills involved in the practice of EFP
The course provides the necessary framework for analyzing peace-building processes through the lens of unity and engages the participants in creative individual and small group experiments on how to create a culture of peace in their respective work/life environments.
Evaluation
To successfully complete this course, students are required to:
1. Complete a reflection paper of about 2,000 words. The paper should reflect on your journey through the course and your engagement with the course materials. You are encouraged to provide your own thoughts and describe your experiences with regard to the concepts of unity and worldview and how they relate, or do not relate, to conflict-prevention and peace building in your unique environment. The paper is due within 8 weeks after the completion of the course.
2. Participate in online discussion sessions and complete all individual and group exercises and assignment.
Participation Requisites
This course is open to all interested individuals and is particularly suited for those involved in peace studies, educators, education policymakers, those involved with peace-oriented programs by NGO or governmental organizations, and individuals working in zones of conflict, post-conflict communities, and with refugees.Peace, Music and the ArtsDr. Olivier UrbainPEACE, MUSIC AND THE ARTS Course Director: Olivier Urbain
The course is mostly based on Felicity Laurence and Olivier Urbain, eds., Music and Solidarity, Questions of Universality, Consciousness and Connection, Transaction Publishers, 2011.
Some articles from Olivier Urbain, ed., Music and Conflict Transformation: Harmonies and
Dissonances in Geopolitics, I.B.Tauris, 2008 will also be used. Finally the website of the
Transcend: Art and Peace Network (T:AP) will serve as a third source of references. Even though the books are about music, essays can be written about other types of arts, based on the methodology and insights gained from the course.
The twelve weeks will be organized as follows:
Introduction: the power of music and musicians for peace and conflict transformation.
Two weeks with one individual essay.
Theoretical Background: Music, Conflict Transformation, Universality and Identity.
Two weeks with collective essays.
Case Studies: Music, Conflict Transformation and Connectedness.
Two weeks with collective essays.
Musical Events: Music and Ideal Relationships.
Two weeks with collective essays.
Music and the Arts Database: Critical Evaluation of the Transcend: Art and Peace Network (T:AP) Website. Two weeks with collective essays.
Conclusion: Ways to Maximize the Power of Music and the Arts for Peace.
Two weeks with one individual essay.
In short: two individual essays and four collective essays.
Students will learn how to explore and analyze the power of music and the arts for peacebuilding based on the writings of expert researchers and activists. They will also learn how to develop a database as well as their own methodology and expertise in order to further explore this field.ReconciliationDr. Joanna Santa BarbaraPrior Reading: Johan Galtung’s “After the Violence: Reconstruction, Reconciliation, Resolution” is available from the TRANSCEND website www.transcend.org
Course structure: This will be based on the forthcoming text, Reconciliation: Closing the Past, Opening the Future’ by Joanna Santa Barbara, Johan Galtung, Diane Perlman. TRANSCEND University Press, 2011.
Week 1: Introduction
Weeks 2 and 3: Elements and Dimensions of Reconciliation
Week 4: Practices of Reconciliation
Week 5: Cases of reconciliation
Week 6: Dilemmas of Reconciliation
Weeks 7-12 will be spent on application of this developing knowledge to cases of reconciliation relevant to each participant, to pursuing issues generated by the participants, and to broadening knowledge by wider reading and discussion.
Assignments: Essays every second week. Some of these may be collective essays.
Evaluation: Will be pass/fail on the basis of written work, comments, research and questions during the course. Where essays are judged to be below standard, there will be opportunity to incorporate feedback and improve them, except for the last one.
Additional reading:
1.Prager CL, Govier T. Dilemmas of Reconciliation: Cases and Concepts. Waterloo: Wilfred Laurier University Press; 2003.
2.Abu-Nimer, Mohammed (ed.) Reconciliation, Justice and Coexistence: Theory and Practice. Lanham, Maryland and Oxford: Lexington Books, 2001
3.Govier Trudy. Taking Wrongs Seriously. Amherst New York: Humanity Books. 2006.
4.Minow, Martha. Between Vengeance and Forgiveness: Facing History after Genocide and Mass Violence. Boston: Beacon Press. 1998.
Peace and IslamPD Dr. Abbas Aroua A- Thematic sessions
1- Islamic history & culture: An introduction to the geography, history, and demographics of the Muslim world and the interaction of Islam with various cultures.
2- Islamic Law: An introduction to Islamic law, its aims, the main domains of goodness, the basic principles of human rights and the laws of war in Islam.
3- Conflict Cartography of the Muslim World (1): Scanning and mapping the conflicts within or involving the Muslim Arab world.
4- Conflict Cartography of the Muslim World (2): Scanning and mapping the conflicts within or involving the Muslim non-Arab world.
5- Conflict & Peace in Islam: Concept of conflict in Islam, non violent vs. violent conflict, perception of conflict in the Arab culture, peace in Islam through its foundational texts.
6-Conflict Resolution in Islam: Conflict resolution as a religious duty, Islamic theory of reconciliation, treatment of historical wounds.
7- Facts vs. Interpretation: Conflicts and the content and interpretation of images, discourses and sacred texts.
8-Positions vs. Interests: Political-Religious Conflicts (Algeria, BinLaden|Bush).
9- Positions vs. Interests: Political-Ethnic Conflicts (Somalia, Soudan).
10- The Clash of Values: Discussion of conflicts related to apparently contradictory values such as “respect of sacred vs. freedom of speech”, “democracy vs. human rights”. Illustration with a number of examples (“Muhammad’s Face” Cartoons - Denmark, “Fitna” Film - The Netherlands, The Scarf - France, The Minarets - Switzerland).
B- Case studies: Conflict Cartography of the Muslim World
A list of 25 conflicts within or involving the Muslim world is given, covering various geographic regions and cultural areas. Some of them will be selected and studied and presented individually or in groups of students. The presentation will address the following:
— Background information (geography, history, geopolitics);
— Nature of the conflict. What is at stake? Beware, one conflict may hide another! Look at the various types of conflicts in the same place (intra-state, inter-state, national, regional, global, political, socioeconomic, religious, ethnic, etc.).
— Mapping (identification of the parties in conflict and their positions/interests/needs, third parties – internal or external – influencing the conflict)
— How to transcend the conflict. This will consist in legitimizing the goals and trying to bridge them in a creative way.
List of suggested conflicts
01— Afghanistan - Pakistan
02— Algeria
03— AlQaeda / USA
04— Azerbaijan
05— Balkans
06— Baluchistan
07— Chad
08— North Caucasus (Chechnya, Ingushetia, etc.)
09— Egypt
10— Horn of Africa (Somalia, Ogaden, etc.)
11— India / Pakistan (Kashmir)
12— Iraq
13— Iran / Gulf States
14— Kurd regions (Iraq, Iran, Syria, Turkey)
15— Lebanon
16— Morocco / Spain
17— Nigeria
18— Sahel
19— Saudi Arabia
20— Southeast Asia (Philippines, Indonesia, etc.)
21— Sudan
22— Turkey/Armenia
23— Western Sahara
24— Xinjiang (East Turkestan)
25— Yemen
In order to give all the students equal chance, the selected 10 conflicts will be studied in random order.Introduction to GaltungismProf. Dr. Johan GaltungThis course is directed by Prof. Johan Galtung.
The rationale for giving a six weeks' course with that title is that the word "galtungism" is increasingly heard, and it might be interesting to have a course--and a dialogue!--about its meaning. It is actually done in 50 Years: 25 Intellectual Landscapes Explored, TRANSCEND University Press, 2008, www.transcend.org/tup, the text-book for the course, with 25 chapters. However, only thee first 12 will be explored in this short course focussed on four basic themes:
1. HOLISM AND DIALECTICS - Introduction to epistemology.
This daoist-Orient approach enriches the aristotelian-cartesian views in the Occident and Western universities considerably. Participants will be asked to write a one-page essay on a problem of their choice.
2. DEEP NATURE-STRUCTURE-CULTURE - Three Pillars.
"Something basic underneath"--maybe insights by Darwin, Marx, Freud can be enriched holistically and dialectically? The participants will be divided into chat rooms and produce collective essays.
3. SEEKING VS TRANSCENDING INVARIANCES - Time symmetry.
Are we slaves of the past or are we basically able to "go beyond", to transcend, and create new realities? Can we identify some conditions for transcendence at various levels of the human condition? Again, there will be collective essays focused on specific problems.
4. A VIEW OF MACRO-HISTORY - Sufficiency vs necessity.
Realism vs idealism, optimism vs pessimism; are there other angles such as degree of logical, space and time coupling, and where do they bring us? To Ibn Khaldun? Participants will be asked to write individual essays related to the problem chosen in the first week.
Essays are one page. The course language is English, but the essays can also be in Spanish, French, Italian, German and Norwegian.The Arab Spring and the use of NonviolenceDr. Jørgen JohansenWeek one: presentation of participants, relevant background, and expectations. Each write at least one page and circulate to the full group.
Week two: A short history of opposition movements in Tunis and Egypt. Texts will be circulated and the students asked to write a minimum two pages on the situation prior to the first large demonstrations in January 2011.
Week three: The means used my the opposition in Tunis and Egypt. Texts and links to be circulated and each student to write a minimum of three pages of their
understanding and views on the protests, demonstrations, strikes etc.
Week four: What was different in Libya? Based on texts to be circulated the student shall analyse the factors that turned Libya into a civil war and why external states were intervening with military means. The UNSC resolution 1973 shall be commented. A minimum of three pages to be written.
Week five: The opposition in other states in the region. Each student shall give an
overview of the present situation in the region and pick one state for more detail
description. Links and articles will be circulated and the students are encouraged to search for more information on the web and from other sources.
Week six: The role of nonviolence as a way to change the political leadership in
states and the importance of Egypt and Tunis as sources of inspiration for other
oppositional movements in the region. A minimum of two pages from each student. And a short evaluation of the course added to the paper.The Challenges of Democracy and Constructing Just PeaceProf. Paul D. ScottRationale
Why democracy? What is democracy? Who does development benefit? What is the nature, scope, and impact of development? What is the causal link between
development and democratization? These questions challenge us at a variety of levels. All writers on political theory are confronted by the contradictions and gaps that exist in almost all states that call themselves democratic. These contradictions and gaps raise more questions than they answer.
In many parts of today’s world there is deep mistrust and suspicion of the older democracies who are associated with violence, war, (neo)colonialism and exploitation. The older democracies in many cases supported and propped up anti-democratic regimes. Yet, in the Mahgreb and other areas it is democratic revolutions that are overthrowing the old regimes. Moreover, the use and misuse of information technologies add new dimensions to social and political activism that are beyond the control of the state.
There are few satisfactory definitions of democracy. If participation rates are low, is this democratic? If participation rates are low and this is coupled with a first past the post election system then is majoritarian rule democratic? Some analysts talk about party democracy but what happens when the political parties themselves are corrupt, opaque, and undemocratic? In this case, instead of the term party democracy, shouldn’t we use the term elite democracy? Finally, the media, both traditional and electronic, shape and frame political activity. Already in a few short sentences we have at least six different democracies: electoral, participatory, majoritarian, party, elite, and media.
Since the events of September 11, the debate over democracy has taken on even more significance. In Pakistan, when General Musharraf took power, he declared that he was instituting “not martial law only another path towards democracy. The armed forces have no intention to stay in charge any longer than is absolutely necessary to pave the way for true democracy to flourish in Pakistan.”
Clearly we can see that by attaching the word democracy to behaviour, even a
military coup d’etat, is advantageous because it adds the gloss of legitimacy and
credibility. General Musharraf also justified his coup by comparing the “sham
democracy” to “true democracy.” Who sets the standards?
We are certainly living within the third wave of democratization. Most notably, we
can point to the rise of new democratic states in the immediate aftermath of the First World War. Tragically, these democracies were easily swept aside by more powerful reverse currents of militarism, war, and totalitarian regimes. The Cold War and its surge of frontier wars in which the Soviet Union and the United States challenged each other indirectly by supporting their client states was not a time when democracy flourished. In fact, in the name of anti-communism right-wing regimes were supported, encouraged and propped up. Northeast and Southeast Asia, with the exception of Japan, were categorized by revolutionary violence and endemic poverty.
There are a number of fundamental questions relating to the third wave:
1) How deep and lasting will this process be?
2) Will we soon witness another historic reversal?
3) If the new democratic states are weak, then how can we measure and evaluate their performance in order to strengthen institutions and build a civil society?
4) Lastly, since all state systems are dynamic, and all traditions inventions, what steps must the older democracies take in order to enhance and ensure that their political rhetoric matches reality. Interlocked with the myth and metaphor of democracy comes the experience and the practice.
A critical examination of the ideas, interests, competing forces and institutions
involved in the democratization and development debate is at the core of this course. The stage for this course is of course global but students are encouraged to address and discuss each weekly topic from their own local-national-regional experience.
Course Overview
Week One – Why Democracy.
Readings, videos, tasks
http://www.whydemocracy.net/
Tasks –Please add another 10 questions.
View one of the videos and write a two page reflection paper
Week Two – What is Democracy. What is an “illiberal democracy?”
How can democracy be practiced at the small group level?
How can rules of order and procedure be changed to allow for increased voice?
Read
http://www.foreignaffairs.com/articles/53577/fareed-zakaria/the-rise-of-illiberal-democracy
http://www.newsweek.com/2010/03/11/how-democracy-dies.html
http://www.economist.com/node/15270960
Task - List the minimum requirements (benchmarks) for democracy.
And
Should be employing the term “illiberal democracy?”
Week Three – Democracy in Asia or Asian Democracy? Democracy in Islam or Islamic Democracy? The battle of values and political/social practice.
Readings:
http://mideast.foreignpolicy.com/posts/2011/02/02/game_over_the_chance_for_democracy_in_egypt_is_lost
http://www.huffingtonpost.com/amnesty-international/unfounded-fears-of-egypti_b_818029.html
Task – Is the above article in Foreign Policy correct? And, should we be fearing Egyptian democracy?
Week Four – Roland Paris At War’s End – a critique of post-conflict reconstruction and Wilsonianism.
Readings - http://pdx.academia.edu/PyucinMyoKyawMyint/Papers/547106/At_wars_end_building_peace_after_civil_conflict
Roland Paris’s book At War’s End is a must read. In it he critiques the formula that has been applied to most post-conflict transitions. Mandy Turner, above reading in turn critiques Paris. You can read the introductory chapters of At War’s End on google books.
Question – Do we have the luxury of choosing institutional building before liberalization?
Week 5 – Measuring Democracy.
Look at Freedom House, the Economist ‘s Index of Democracy and the Asia Democracy Index (ADI). I am the Project Director of ADI.
Question: Is it fair to categorize countries as democratic, partially democratic, and undemocratic? What questions should be asked or can be added to give an accurate snapshot of the state of democracy?
Week 6 - – The role of information technology. Debating the “twitter revolution.”
Read Morozov, The Myth of Techno-Utopia http://online.wsj.com/article/SB10001424052748703983004575073911147404540.html
Questions:
What role does anonymity play in how network based social movements function? Is anonymity necessary or a precondition – is representation overvalued? How would you imagine a movement that does not hinge on anonymity? According to Evgeny, open source is not necessarily neo-liberal. This means that the idea of unfettered information the Internet provides does not necessarily make societies more free. Do you agree with his argument?
When we speak of information technology, we still posit positive and negative effects. However, if we accept a certain ontological scale in terms of effect (one being more 'real' more 'important' than the other) - then by the same measure - is political action in a city square more effective (both positive and negative) than online activism in the digital square? Compare the two modes of action - if there is a difference, what that difference is, and how they function differently.
Supplementary readings:
• Pusey, Michael, 1993: Jürgen Habermas. London: Routledge, pp 89-113.
• Rawls, John, 1996: Political Liberalism. New York: Columbia University Press, pp 3-46.
• Macpherson, C. B., 1973: ‘Rawls’ Distributive Justice’, ch 3 in Democratic Theory: Essays in Retrieval, Clarendon Press, pp 87-94.
• Fukuyama, Francis, 1995: ‘Reflections on The End of History Five Years
Later’, History and Theory vol 34 no 2, pp 27-43.
• Lynch, Jake, 2009: ‘The post-aligned mediascape’, in Reporting Conflict: New
Directions in Peace Journalism, Jake Lynch and Johan Galtung. Brisbane: University of Queensland Press, forthcoming.
• Rogers, Paul, 2009: ‘A World on the Edge’, opendemocracy.net Jan 31.
Suggested but not required readings:
• Alagappa, Muthiah, ‘Indonesia: Transformation of Civil Society and
Democratic Breakthrough’, in Alagappa, Muthiah, Civil Society and Political
Change in Asia. Stanford: Stanford University Press, 2004, pp 61-96.
• Goldsmith, Benjamin E. and He, Baogang, 2008: ‘Letting Go without a Fight:
Decolonization, Democracy, and War, 1900-94’, Journal of Peace Research
45, 5, pp 587-611. Advanced Peace TheoryProf. Dr. Johan Galtung The course is based on the book "A Theory of Peace" by Prof. Johan Galtung, TRANSCEND University Press, 2011 [ http://bit.ly/w3fhAY ] ; freely available to the participants. Having read Peace By Peaceful Means (London: SAGE, 1996) is an advantage, but not indispensable. Warning: This is not an introductory peace course.
The five parts of the book are divided over the twelve weeks of the course as follows:
Concepts, definitions: Two weeks with individual essays, first your own concept of peace applied to a peace problem of particular concern, then having it challenged, then writing a second version;
Peace Discourses: The theory of the book draws on health studies and the idea that heath:disease=peace:violence, on similarities between pathologies and violences, of diversity+symbiosis taken from ecology, on entropy and chaos and the idea of cosmology (deep culture). There will be two weeks for one collective essay--chat rooms!--on a peace problem applying these perspectives; material to be distributed;
Peace Factors: Major causes of war and peace, macro-histories of war and peace; the role of states and regions, the role of nations and civilization; of the state-capital-civil society-media system. There will be two weeks for one collective essay--chat rooms!--on a peace problem and the role of these factors; material to be distributed;
Peace Actors: The role of peace actors based on gender and generation, religion, law-human rights-democracy, the future professionals taking shape, peace education-business-movements-journalism-arts. There will be two weeks for one collective essay--chat rooms!--on a peace problems and possible role of these actors; material to be distributed;
Peace across levels: Peace with self, across fault-lines, abolition of war as social institution, the role of globalization. There will be two weeks for one collective essay--chat rooms!--on a peace problem at one of these level; material to be distributed.
Conclusion: Two weeks with individual essays, one applying the course to the peace problem picked in Week 1, and one on course evaluation.
In short: four individual essays, and four collective essays; all with responses from the course director.
All essays and all responses will be communicated to all participants for collective learning.
Goal: to acquire a creative, constructive and concrete idea of peace an how to build it, through the book and complex, real life, exercises; having the peace problem of one's own choice discussed with the participants, and with the course director.
General rule: Essays due on Saturdays, next assignments on the following Sunday with the responses. No waiting for latecomers.Principles of peace-based leadership and governanceProf. Dr. H.B. DaneshCourse Description (Not to be reproduced without permission)
Peace-Based Leadership and Governance (Leadership for Peace) is a conceptual and practical course designed to provide students with the necessary knowledge and practical skills to:
1. Diagnose various modes of leadership and governance,
2. Evaluate the salient characteristics of each of these models,
3. Determine the type of leadership most appropriate for specific circumstances,
4. Identify their own unique potentials and skills of leadership, and
5. Be able to act as effective and progressive leaders in their respective domains of activity in the context of progress and peace.
Topics covered include:
1. Concept of leadership;
2. Definition and classification of various types of leadership;
3. The intersection of developmental psychology, peace and peace-building, and leadership;
4. Theories of social change, and
5. Principles and skills of peace-based leadership and governance.
Course Objectives
The study of leadership, in general, and peace-based leadership, in particular, requires exploration
of:
1. The nature and dynamics of power and authority in human social relationships;
2. The role of worldview in choice of and practice of leadership;
3. The nature and dynamics of peace-based leadership at interpersonal, inter-group, international, and global levels;
4. Ones own approach to leadership, its genesis, positive qualities, possible negative dimensions, and
5. Whether our respective leadership styles are conducive to peace-based approaches to leadership and governance.
By the end of the course students should:
• Understand the concepts underlying the practice of Peace-Based Leadership;
• Be able to use these concepts to analyze processes of Peace-Based Leadership, including their own practices and skill-sets as leaders;
• Understand the relationship between power, authority, justice, and leadership at interpersonal, inter-group, and global levels;
• Have a basic understanding of the prevalent modes of leadership in various parts of the globe and levels of governance; and
• Have basic skills of Leadership for Peace
Evaluation
Students will be evaluated on the basis of:
• Their participation in the course;
• Demonstration of their understanding of the conceptual foundations of peace-based leadership and governance and the methods of their implementation through completion of course assignments; and
• Completion of a 2000 word reflection paper. The paper should reflect on your journey through the course, and your engagement with the course materials. You are encouraged to provide your own thoughts and describe your experiences with regard to the concept of peace-based leadership and how it relates to your own experiences of leadership be yourself and others. The paper is due within 8 weeks after the completion of the course.
Participation Requisites
This course is open to all interested individuals and is particularly suited for those involved in leadership responsibilities both in the civil society and governmental agencies; business community; and those involved with peace-oriented programs by NGO or governmental organizations, and individuals working in zones of conflict, post-conflict communities, and with refugees.
Peace EconomicsProf. Dr. Johan GaltungThe course is based on Johan Galtung, Peace Economics, TRANSCEND University Press, 2012; freely available to participants.
The five parts of the book (see below) are divided over the twelve weeks with two individual and five collective essays; with responses from the course director, as follows:
Concepts, definitions: One week with individual essays, picking a problem, having the analysis challenged;
A Killing Economy: Two weeks with one collective essay--chat rooms--on a concrete problem; material to be distributed;
Economism: Two weeks with one collective essay--in chat rooms--on a theory problem; material to be distributed;
A Life-Sustaining Economy: Two weeks with one collective essay--chat rooms!--on a theory problem; material to be distributed;
Factor-generated Alternatives: Two weeks with one collective essay--chat rooms!--on a concrete problem; material to be distributed;
Space-generated Alternatives: Two weeks with one collective essay--chat rooms!-on a concrete problem; material to be distributed;
Conclusion: One week with individual essays on the problem picked in Week 1, and course evaluation.
All essays and all responses will be communicated to all participants for collective learning.
Goal: to acquire a creative, constructive and concrete idea of the economy and its transformation, through the book and complex, real life, exercises. And, to have the problem of one's own choice discussed with the participants and the course director. The more work you put into the course, the more you get out of it!
General rule: Essays due on Saturdays, next assignments on the following Sunday, with the responses. No waiting for late-comers.
Introduction to "Galtungism"Prof. Dr. Johan GaltungThis course is directed by Prof. Johan Galtung.
The rationale for giving a six weeks' course with that title is that the word "galtungism" is increasingly heard, and it might be interesting to have a course--and a dialogue!--about its meaning. It is actually done in 50 Years: 25 Intellectual Landscapes Explored, TRANSCEND University Press, 2008, www.transcend.org/tup, the text-book for the course, with 25 chapters. However, only thee first 12 will be explored in this short course focussed on four basic themes:
1. HOLISM AND DIALECTICS - Introduction to epistemology.
This daoist-Orient approach enriches the aristotelian-cartesian views in the Occident and Western universities considerably. Participants will be asked to write a one-page essay on a problem of their choice.
2. DEEP NATURE-STRUCTURE-CULTURE - Three Pillars.
"Something basic underneath"--maybe insights by Darwin, Marx, Freud can be enriched holistically and dialectically? The participants will be divided into chat rooms and produce collective essays.
3. SEEKING VS TRANSCENDING INVARIANCES - Time symmetry.
Are we slaves of the past or are we basically able to "go beyond", to transcend, and create new realities? Can we identify some conditions for transcendence at various levels of the human condition? Again, there will be collective essays focused on specific problems.
4. A VIEW OF MACRO-HISTORY - Sufficiency vs necessity.
Realism vs idealism, optimism vs pessimism; are there other angles such as degree of logical, space and time coupling, and where do they bring us? To Ibn Khaldun? Participants will be asked to write individual essays related to the problem chosen in the first week.
Essays are one page. The course language is English, but the essays can also be in Spanish, French, Italian, German and Norwegian.From the Arab Spring to Chinas Bloggers to Occupy Wall Street -- The Crisis of Democracy and CapitalismProf. Paul D. ScottFrom the Arab Spring to China's Bloggers to Occupy Wall Street
Dr. Paul D. Scott
RATIONALE
Why democracy? What is democracy? Who does development benefit? What is the
nature, scope, and impact of development? What is the causal link between
development and democratization? These questions challenge us at a variety of levels.
All writers on political theory are confronted by the contradictions and gaps that exist
in almost all states that call themselves democratic. These contradictions and gaps
raise more questions than they answer.
In many parts of today’s world, there is a mistrust of democracy as the practice itself
is associated with exploitation, imperialism, colonialism, and war.
There are few satisfactory definitions of democracy. If participation rates are low, is
this democratic? If participation rates are low and this is coupled with a first past the
post election system then is majoritarian rule democratic? Some analysts talk about
party democracy but what happens when the political parties themselves are corrupt,
opaque, and undemocratic? In this case, instead of the term party democracy,
shouldn’t we use the term elite democracy? Finally, the media and IT shapes and
frames political activity. Already in a few short sentences we have at least six
different democracies: electoral, participatory, majoritarian, party, elite, and media.
Since the events of September 11, the debate over democracy has taken on even more
significance. Was Tony Blair’s decision to go to war in Iraq, despite the
overwhelming opposition of the people of Great Britain, democratic? Disturbing
questions remain about fairness, equality, clarity of the voting process, and the
manipulation of information.
The rise of the People’s Republic of China as an economic power has led many
pundits to declare that authoritarian rule is the better political form as it provides both
stability and growth. On a variety of levels this author is repelled by this line of false
reasoning. This, along with the challenge of illiberal democracies, will be discussed.
We are certainly living within the third wave of democratization. Most notably, we
can point to the rise of new democratic states in the immediate aftermath of the First
World War. Tragically, these democracies were easily swept aside by more powerful
reverse currents of militarism, war, and totalitarian regimes. The Cold War and its
surge of frontier wars in which the Soviet Union and the United States challenged
each other indirectly by supporting their client states was not a time when democracy
flourished. In fact, in the name of anti-communism right-wing regimes were
supported, encouraged and propped up. Northeast and Southeast Asia (Cold war
geographies themselves) with the exception of Japan, were categorized by
revolutionary violence and endemic poverty.
There are a number of fundamental questions relating to the third wave: 1) How deep
and lasting has this process been? 2) Will we soon witness another historic reversal?
3) If the new democratic states are weak, then how can we measure and evaluate their
performance in order to strengthen institutions and build a civil society? 4) Lastly,
since all state systems are dynamic, and all traditions inventions, what steps must the
older democracies take in order to enhance and ensure that their political rhetoric
matches reality. Interlocked with the myth and metaphor of democracy comes the
experience and the practice. The concepts of democratization and development have
been shaped and reshaped as political institutions and economic structures have
evolved and changed.
A critical examination of the ideas, interests, competing forces and institutions
involved in the democratization and development debate is at the core of this course.
The stage for this course is of course global but students are encouraged to address
and discuss each weekly topic from their own local-national-regional experience.
Grading will be based on the weekly assignments.The concept and use of NonviolenceDr. Jørgen JohansenDr. Jørgen Johansen is an international free-lance academic and activist with 35 years of experiences in more than 100 countries. The course will explore the concept of Nonviolence as political tool and philosophy.
The participants will explore the role of nonviolence as a way to change the political leadership and to intervene in the decision-making process based on examples from history and ongoing movements.
Responsibility to ProtectProf. Paul D. ScottWill be offered if requested.
Course description coming soon.Advanced Peace TheoryProf. Dr. Johan Galtung The course is based on the book "A Theory of Peace" by Prof. Johan Galtung, TRANSCEND University Press, 2011 [ http://bit.ly/w3fhAY ] ; freely available to the participants. Having read Peace By Peaceful Means (London: SAGE, 1996) is an advantage, but not indispensable. Warning: This is not an introductory peace course.
The five parts of the book are divided over the twelve weeks of the course as follows:
Concepts, definitions: Two weeks with individual essays, first your own concept of peace applied to a peace problem of particular concern, then having it challenged, then writing a second version;
Peace Discourses: The theory of the book draws on health studies and the idea that heath:disease=peace:violence, on similarities between pathologies and violences, of diversity+symbiosis taken from ecology, on entropy and chaos and the idea of cosmology (deep culture). There will be two weeks for one collective essay--chat rooms!--on a peace problem applying these perspectives; material to be distributed;
Peace Factors: Major causes of war and peace, macro-histories of war and peace; the role of states and regions, the role of nations and civilization; of the state-capital-civil society-media system. There will be two weeks for one collective essay--chat rooms!--on a peace problem and the role of these factors; material to be distributed;
Peace Actors: The role of peace actors based on gender and generation, religion, law-human rights-democracy, the future professionals taking shape, peace education-business-movements-journalism-arts. There will be two weeks for one collective essay--chat rooms!--on a peace problems and possible role of these actors; material to be distributed;
Peace across levels: Peace with self, across fault-lines, abolition of war as social institution, the role of globalization. There will be two weeks for one collective essay--chat rooms!--on a peace problem at one of these level; material to be distributed.
Conclusion: Two weeks with individual essays, one applying the course to the peace problem picked in Week 1, and one on course evaluation.
In short: four individual essays, and four collective essays; all with responses from the course director.
All essays and all responses will be communicated to all participants for collective learning.
Goal: to acquire a creative, constructive and concrete idea of peace an how to build it, through the book and complex, real life, exercises; having the peace problem of one's own choice discussed with the participants, and with the course director.
General rule: Essays due on Saturdays, next assignments on the following Sunday with the responses. No waiting for latecomers.A Theory of Civilizations (?)Prof. Dr. Johan GaltungCourse description coming soon.Education for PeaceProf. Dr. H.B. Danesh Course-Overview (not to be reproduced without permission)
Education for Peace course is based on the Integrative Theory of Peace (ITP) formulated by H.B. Danesh. ITP consists of four subtheories:
• Peace is a psychosocial and political as well as moral and spiritual condition;
• Peace is the main expression of a unity-based worldview;
• Comprehensive, integrated, lifelong education is the most effective approach for
developing a unity-based worldview;
• A unity-based worldview is the prerequisite for creating both a culture of peace and a culture of healing.
Education for Peace (EFP) course integrates the concept of unity, in the context of diversity, into contemporary peace education, peace-building, community development, leadership, and governance practices. This course will provide a basic introduction on the theory and practice of EFP, and explores the application of unity-centered methodologies to inter-personal, organizational, inter-group, and global contexts. Topics covered include: concept of unity, definition and classification of worldview, the intersections of developmental psychology with peace and peace-building, theories of social change, and the skills of peace-based education and relationships in the family, school and the community.
Objectives
The study of peace requires exploration of both the genesis of peace and the practice of peace building at intrapersonal, interpersonal, intergroup, and global levels. The development of creative and critical perspectives on theoretical assumptions underlying contemporary theories and practices of peace is another objective of the course.
By the end of the course students should:
- Understand the concepts of Unity, Worldview, and Individual and Collective
Development
- Be able to use these concepts to analyze processes of peace-building, including their own practices and skill-sets as peace-builders
- Understand the relationship between peace, unity, justice, equality, at interpersonal, intergroup, and global levels
- Have a basic understanding of the stages and steps of Education for Peace
- Have a preliminary exposure to skills involved in the practice of EFP
The course provides the necessary framework for analyzing peace-building processes through the lens of unity and engages the participants in creative individual and small group experiments on how to create a culture of peace in their respective work/life environments.
Evaluation
To successfully complete this course, students are required to:
1. Complete a reflection paper of about 2,000 words. The paper should reflect on your journey through the course and your engagement with the course materials. You are encouraged to provide your own thoughts and describe your experiences with regard to the concepts of unity and worldview and how they relate, or do not relate, to conflict-prevention and peace building in your unique environment. The paper is due within 8 weeks after the completion of the course.
2. Participate in online discussion sessions and complete all individual and group exercises and assignment.
Participation Requisites
This course is open to all interested individuals and is particularly suited for those involved in peace studies, educators, education policymakers, those involved with peace-oriented programs by NGO or governmental organizations, and individuals working in zones of conflict, post-conflict communities, and with refugees.Peace-Based Leadership and GovernanceProf. Dr. H.B. DaneshCourse Description (Not to be reproduced without permission)
Peace-Based Leadership and Governance (Leadership for Peace) is a conceptual and practical course designed to provide students with the necessary knowledge and practical skills to:
1. Diagnose various modes of leadership and governance,
2. Evaluate the salient characteristics of each of these models,
3. Determine the type of leadership most appropriate for specific circumstances,
4. Identify their own unique potentials and skills of leadership, and
5. Be able to act as effective and progressive leaders in their respective domains of activity in the context of progress and peace.
Topics covered include:
1. Concept of leadership;
2. Definition and classification of various types of leadership;
3. The intersection of developmental psychology, peace and peace-building, and leadership;
4. Theories of social change, and
5. Principles and skills of peace-based leadership and governance.
Course Objectives
The study of leadership, in general, and peace-based leadership, in particular, requires exploration
of:
1. The nature and dynamics of power and authority in human social relationships;
2. The role of worldview in choice of and practice of leadership;
3. The nature and dynamics of peace-based leadership at interpersonal, inter-group, international, and global levels;
4. Ones own approach to leadership, its genesis, positive qualities, possible negative dimensions, and
5. Whether our respective leadership styles are conducive to peace-based approaches to leadership and governance.
By the end of the course students should:
• Understand the concepts underlying the practice of Peace-Based Leadership;
• Be able to use these concepts to analyze processes of Peace-Based Leadership, including their own practices and skill-sets as leaders;
• Understand the relationship between power, authority, justice, and leadership at interpersonal, inter-group, and global levels;
• Have a basic understanding of the prevalent modes of leadership in various parts of the globe and levels of governance; and
• Have basic skills of Leadership for Peace
Evaluation
Students will be evaluated on the basis of:
• Their participation in the course;
• Demonstration of their understanding of the conceptual foundations of peace-based leadership and governance and the methods of their implementation through completion of course assignments; and
• Completion of a 2000 word reflection paper. The paper should reflect on your journey through the course, and your engagement with the course materials. You are encouraged to provide your own thoughts and describe your experiences with regard to the concept of peace-based leadership and how it relates to your own experiences of leadership be yourself and others. The paper is due within 8 weeks after the completion of the course.
Participation Requisites
This course is open to all interested individuals and is particularly suited for those involved in leadership responsibilities both in the civil society and governmental agencies; business community; and those involved with peace-oriented programs by NGO or governmental organizations, and individuals working in zones of conflict, post-conflict communities, and with refugees.
NonviolenceDr. Jørgen JohansenNonviolence as Political tool and Philosophy
Week one :
Introduction to the course and getting to know your colleagues at the
course. The students will be divided into working-groups of five participants in each. It is
recommended that students who know each other well join different groups. Each group
will benefit from a diversity of backgrounds, ages and we will put in a good word for
gender balance. Students will be asked to write some pages about their background,
motivations and why they signed up for this course.
Week two and three:
What is meant by the terms CONFLICT, PEACE and WAR?
Discussions of the different definitions, their use, advantages and difficulties.
Students are asked to explain to each other in a written text (3-5 pages) How they
understand the concepts and the different ways they are used. After distributing all texts
to every student, they shall comment on each other texts. There will be guidelines
available for how good feedback is given and received. The instructor will focus more on
commenting on the comments and feedback than on the actual texts.
Week four and five: The concept of nonviolent handling of conflicts. Articles will
be distributed and must be read and used as references in the students papers.
The aim is for students to get a better understanding of conflicts and their handling when
nonviolent cases are included.
Each student writes a paper, distributes it among the others in her/his group and all
discuss each others papers.
Week six and seven:
The Gandhian concept of Nonviolence is much more that a political tool. A better
description could be “a philosophy of life”. What parts of the tradition from Gandhi are of
value to modern social movements of today? Each student are asked to describe one
movement which clearly are in the tradition and one who would benefit from adopting
more of the Gandhian practice. What are the possibilities and limitations of adopting a
nonviolent philosophy for social movement of today?
Each student writes a paper, distributes it among the others in her/his group and all
discuss each others papers.
Week eight and nine:
The Arab Spring and the use of Nonviolent means to remove authoritarian regimes. The student shall write a paper on one aspect of these events and use literature on NV-theories to explain what happened.
Week ten and eleven:
Nonviolent responses to wars and/or terror. What are the possibilities and limitations for nonviolent reactions to extreme violence? Articles will be circulated and links to web-sites provided.
Each student writes a paper, distributes it among the others in her/his group and all
discuss each others papers.
Week twelve:
This week the course focus on a proposal for how to promote the
nonviolent options in conflicts. What are the roles for schools, NGOs, States, Business
community, International organisations etc etc?
Each student writes a proposal on one specific promotion activity. Arguments in favour
and against the proposal shall be included. Put emphasis on the possible problems,
conflicts and hindrances with promoting Nonviolence.
Examination: The teacher evaluate each students participation in the discussions. In
addition to the texts for each case, the summarizing text for week fifteen is included in
the evaluation. A Certificate is send to all who meets the required standard.
The last week includes a discussion if the whole, or parts of, the group wants to continue
to keep in contact and build a network for support and mutual encouragement in the
future.
All students are offered to receive information via mail for coming courses and activities within TPU and associates.
Peace and the Global CompactProf. Frederick C. DubeePEACE AND THE GLOBAL COMPACT
RATIONALE
In-depth critical exploration of the context, concept and development of the Global Compact. Examination of theoretical underpinnings of the notion of corporate social responsibility and the role business can and should play in pursuit of peace and justice. Human rights principles; labour rights principles and environmental principles - where do they come from and how can they be applied in different situations?
The Global Compact itself is an exciting experiment in multi-stakeholder network architecture which not only raises issues in governance and credibility but also provides a platform for a number of creative inititaves.
AIMS & OUTCOMES
Opportunity to explore the Global Compact and the role of business with Fred Dubee, a Senior Advisor and long term advocate of the Global Compact - the UN global initiative to engage with business and harness its energy and creativity for peace, development and sustainability. Fred is a highly experienced business executive who was in at the start of this project launched with the personal prestige of UN Secretary General Kofi Annan. This is a rapidly growing field in international development and the course will be of potentially great practical use for students in their future career.
COURSE OVERVIEW
A. Origins and Concept of Global Compact (weeks 1 and 2)
Corporate social responsibility and the role business can and should play in pursuit of peace and justice.
B. Human rights principles (week 3)
C. Labour rights principles (week 4)
D. Environmental principles (week 5)
E. Tackling corruption (week 6)
F. Accountability and Credibility (week 7)
G. Governance (week 8)
H. Creating Levers, The Financial Community (week 9)
I Building for the Future, The Academic Community (week 10)
K. Making a Difference, the research question (week 11)
L. Putting it All Together (week 12)
ASSESSMENT AND PROCEDURES
On-line learning process based on:
• Q and A
• Chats
In this course, the work in each of weeks One to Twelve inclusive will Q and A or chats. The work for each week is worth 5% of
your course mark, making 60% altogether.
At the end of the course, you will be asked to write a 2,500-word essay, which will be worth the additional 40% of the mark. Details of the essay question and criteria for assessment will be distributed later. You have to pass both the coursework section
and the essay in order to gain a Pass mark for the unit.Responsibility to Protect or Humanitarian Imperialism? Debating and Discussing InterventionProf. Paul D. ScottCourse description coming soon.Peace and DemocracyProf. Paul D. ScottRationale
Why democracy? What is democracy? Who does development benefit? What is the nature, scope, and impact of development? What is the causal link between
development and democratization? These questions challenge us at a variety of levels. All writers on political theory are confronted by the contradictions and gaps that exist in almost all states that call themselves democratic. These contradictions and gaps raise more questions than they answer.
In many parts of today’s world there is deep mistrust and suspicion of the older democracies who are associated with violence, war, (neo)colonialism and exploitation. The older democracies in many cases supported and propped up anti-democratic regimes. Yet, in the Mahgreb and other areas it is democratic revolutions that are overthrowing the old regimes. Moreover, the use and misuse of information technologies add new dimensions to social and political activism that are beyond the control of the state.
There are few satisfactory definitions of democracy. If participation rates are low, is this democratic? If participation rates are low and this is coupled with a first past the post election system then is majoritarian rule democratic? Some analysts talk about party democracy but what happens when the political parties themselves are corrupt, opaque, and undemocratic? In this case, instead of the term party democracy, shouldn’t we use the term elite democracy? Finally, the media, both traditional and electronic, shape and frame political activity. Already in a few short sentences we have at least six different democracies: electoral, participatory, majoritarian, party, elite, and media.
Since the events of September 11, the debate over democracy has taken on even more significance. In Pakistan, when General Musharraf took power, he declared that he was instituting “not martial law only another path towards democracy. The armed forces have no intention to stay in charge any longer than is absolutely necessary to pave the way for true democracy to flourish in Pakistan.”
Clearly we can see that by attaching the word democracy to behaviour, even a
military coup d’etat, is advantageous because it adds the gloss of legitimacy and
credibility. General Musharraf also justified his coup by comparing the “sham
democracy” to “true democracy.” Who sets the standards?
We are certainly living within the third wave of democratization. Most notably, we
can point to the rise of new democratic states in the immediate aftermath of the First World War. Tragically, these democracies were easily swept aside by more powerful reverse currents of militarism, war, and totalitarian regimes. The Cold War and its surge of frontier wars in which the Soviet Union and the United States challenged each other indirectly by supporting their client states was not a time when democracy flourished. In fact, in the name of anti-communism right-wing regimes were supported, encouraged and propped up. Northeast and Southeast Asia, with the exception of Japan, were categorized by revolutionary violence and endemic poverty.
There are a number of fundamental questions relating to the third wave:
1) How deep and lasting will this process be?
2) Will we soon witness another historic reversal?
3) If the new democratic states are weak, then how can we measure and evaluate their performance in order to strengthen institutions and build a civil society?
4) Lastly, since all state systems are dynamic, and all traditions inventions, what steps must the older democracies take in order to enhance and ensure that their political rhetoric matches reality. Interlocked with the myth and metaphor of democracy comes the experience and the practice.
A critical examination of the ideas, interests, competing forces and institutions
involved in the democratization and development debate is at the core of this course. The stage for this course is of course global but students are encouraged to address and discuss each weekly topic from their own local-national-regional experience. Methods of Analysis & Research for PeaceProf. Dr. Alberto L`AbateThis course will be based on my forthcoming book “Methods of Analysis in Social Sciences and Research for Peace. An Introduction”. The course will be in English but if you are fluent in Italian I will also grant you the possibility to participate in Italian.
The lessons will be on:
1) The purpose of research;
2) The image of man and research for peace;
3) Paradigms in scientific research and the cognitive cycle;
4) Hypothesis in research for Peace;
5) Values in social research;
6) Methodological individualism;
7) Other problems of research: understanding and/or explanation; problems of the observation, quantity and quality;
8) Causal analysis;
9) Structural analysis;
10) Functional analysis;
11) The analysis of social processes;
12) The problem of war and peace analyzed using these various methods.
For further information on this course please contact Karoline Weber from the Transcend Peace University weber@transcend.org
StaffCourse InstructorsAdministrationDr. Lynda-ann Blanchard & Dr. Freya Higgins-Desbiolles LYNDA ANN BLANCHARD is the Programme Development Officer for the Centre for Peace and Conflict Studies at the University of Sydney, is a consultant to the Conflict Resolution Network and an executive member of the International Institute for Peace through Tourism (Australia). She is currently a doctoral candidate at Sydney University and her research focuses on cultural difference and social justice. As a teacher and educational consultant in Australia and Japan, she developed curricula, advised on policy formulation and taught in prisons schools and universities. At Sophia University (Japan), Lynda taught international studies and more recently has conducted peace education workshops for the Japanese Association of Language Teachers (JALT). In 2002, she was invited to teach a proseminar on the intersection of gender and peace at the University of Innsbruck and is coordinator of the postgraduate course Gender and the Development of Peace at the University of Sydney. Awards include the inaugural King Hussein Scholarship for the Asia Pacific Region for a paper entitled "Building A
Culture of Peace through Tourism" (1999). Publications include six articles for domestic and international books and journals. She is also co editor of Managing Creatively: Human Agendas from Changing Times (1996) and has collaborated on Human Rights Corporate Responsibility: A Dialogue (2000), Indigenous People and the Law in Australia (1995) and Women, Male Violence and the Law (1994).
FREYA HIGGINS DESBIOLLES is a lecturer in Tourism with the School of International Business of the University of South Australia. She holds a B.A. in Politics from the University of Dallas and a M.A. in International Relations from Schiller International University in London. She is currently completing a PhD thesis on the topic of "Tourism, Globalisation and the Responsible Alternative" with the School of International and Political Studies of Flinders University of South Australia.
She has an interest in the topic of tourism as a force for peace through the life experiences she has accumulated. She was a Peace Corps volunteer between 1987 and 1989 to the Kingdom of Tonga. She then moved to the United Kingdom in order to obtain a Masters Degree in International Relations, which she achieved through course work in Foreign Affairs and Diplomacy as well as through a thesis focused on terrorism in the European Union in light of the Schengen Agreement of 1992. Moving to Australia in 1995, she worked as the coordinator of a NGO called the Global Education Centre in Adelaide for three years. It was working simultaneously as a volunteer with Community Aid Abroad's tours unit (now Oxfam CAA in Australia), which put her firmly in the discipline of tourism and led to her embarkation on the path towards a PhD focused on tourism. She has also worked with the Ngarrindjeri Aboriginal community of South Australia for five years and has written and presented on their contribution to Reconciliation Tourism through their facility called Camp Coorong Race Relations and Cultural Education Centre.Prof. Dr. H.B. Danesh Dr. H. B. Danesh is the founder and president of the International Education for Peace Institute (Canada and Switzerland), visiting faculty at the European Peace University (Austria); World Peace Academy, University of Basel (Switzerland), and the former president of Landegg International University, Switzerland (1998–2003). He is a retired professor of conflict resolution and peace education, (1998–2003) and psychiatry, University of Ottawa, Canada (1973–1983). His areas of research and expertise include Peace studies, Education for Peace, Leadership for Peace, religion and peace, causes and prevention of violence, marriage and family therapy, unity-based conflict resolution, and psychology of spirituality. Dr. Danesh is the author and creator of the internationally acclaimed Education for Peace Program—first piloted in Bosnia and Herzegovina—and the main author of its 11-volume curriculum. Prof. Frederick C. Dubee Frederick Charles Dubee
Born in Canada, Professor Fred Dubee was educated in Canada,
Switzerland, Ireland, the United Kingdom and Austria; he joined the
automotive industry in 1968 where he spent three decades focused on
marketing, strategy and international bridge building in North and South
America, Europe and Asia. Since 2000, Fred Dubee has served the United
Nations Global Compact initially as Senior Officer, Executive Office of the
Secretary-General and continues to serve as Special Advisor with focus on
supporting the development of the Global Compact Network in China.
Fred Dubee teaches at the post-graduate level at the World Peace
Academy, University of Basel, Switzerland, the University of Sydney,
Australia and in China at Shanghai University where he is also Executive
Director (International) of the MBA Center and Global Management
Education Institute. He is a professor (hc) at BGI (Beijing Genomics
Institute). Fred is also the Chairman of Cosmos International.
Fred is a Senior Advisor to a number of high level institutions including the
State Administration of Foreign Expert Affairs (SAFEA) and China’s umbrella and most prestigious think tank, the China Center for International Economic Exchanges (CCIEE).China and lectures internationally at academic institutions and research institutes. He is a frequent contributor at high level national and international events and acts as an advisor to leaders of government and industry around the world. Fred is an elected Memberof the Club of Rome. He has authored numerous academic papers co-authored the book “Peace Business” published in 2009 which has been translated into Chinese and will be published by Shanghai University. Fred is the co-editor of “China the Way Forward” which was published in China in June 2010 by the World Trade Centers Association.
Prof. Dr. Johan Galtung Johan Galtung, born 1930 in Oslo, Norway, lives in Spain, France, Japan and the USA and is mainly engaged in mediation and research. He is one of the core founding figures of the academic discipline of peace studies and is currently rector of the TRANSCEND PEACE UNIVERSITY.
Professor Galtung founded TRANSCEND International – A Peace, Development and Environment Network for Conflict Transformation by Peaceful Means – in 1993. Today, the global network is composed of 400 experts and practitioners from over 80 countries around the world. He has authored and co-authored 150 books and 1500 articles/research papers over the last 50 years. Since 2008, he has published 8 of the 15 academic textbooks he began writing simultaneously about 25 years ago. Dr. Jørgen Johansen Jørgen Johansen is an international free-lance academic and activist with 35 years of experiences in more than 100 countries.
Johansen has published 6 book and thousands of articles in 16 languages. His engagement in peace-, environment-, solidarity, women's-, human rights-, and democracy- movements is ongoing.
Training, lecturing, and reserach on Nonviolence, Democracy, and Social Movements are his main focus in recent years. Johansen works closely with a huge network of people around the globe.
Some of his present engagements are:
Resistance Studies Magazine, http://rsmag.org/
The Transnational Foundation, www.transnational.org
Syracuse University, Strasbourg, France, http://suabroad.syr.edu/programs/location/strasbourg/
Transcend Peace University, Global, http://tpu.transcend.org/
European Peace University, Austria, www.epu.ac.at
World Peace Academy, Switzerland www.world-peace-academy.ch/
Centre for Peace and Reconciliation Studies, Coventry University, UK, www.coventry.ac.uk/peacestudy
Networkers SouthNorth, http://www.networkers.org/
Culture Clinic, www.cultureclinic.org/
Skjeberg Folkehøyskole, http://www.skjeberg.fhs.no/ Dr. Graeme MacQueen GRAEME MACQUEEN has recently retired from the Religious Studies Department at McMaster University in Hamilton, Ontario, Canada, where he taught for 30 years. His academic specialization is Buddhist Studies, in which he received his doctorate from Harvard University. In 1989 Graeme helped found McMaster's Centre for Peace Studies, of which he became director from 1989 until 1996. He was also a founder and co director of the Centres War and Health programme committee, which has carried out research and activities on behalf of victims of war in several zones of armed conflict (Croatia, Gaza, Sri Lanka, north India, Afghanistan). He remains committed to developing the fruitful connections between health and peace, on the one hand, and spirituality and peace, on the other hand. Graeme has been a social activist for years. He was a member of the Alliance for Nonviolent Action and he has at various times chaired the Hamilton Disarmament Coalition, the Board of Directors of Peace Magazine, and the National Coordinating Committee of Peace Brigades International (Canada).Dr. Joanna Santa Barbara Prof. Dr. JOANNA SANTA BARBARA was a child and family psychiatrist for over 30 years and is an Associate of the Centre for Peace Studies, McMaster University, Hamilton, Ontario, Canada where she has taught Introductory Peace Studies, Conflict
Transformation and Peace through Health. She has been a member of Physicians for Global Survival Canada since 1982, and was a past president of that organization. She has been actively involved in International Physicians for the Prevention of Nuclear War, serving as a board member and a vice president. She was part of annual delegations of IPPNW affiliates to NATO in Brussels from 1999 to 2002. She is a member of Science for Peace and of the Pugwash group in Canada. Besides ongoing work on the abolition of nuclear weapons, other projects include trauma healing and peace education with war affected children in Croatia and in Afghanistan, nonviolence and respect for diversity
in high school youth, media violence, and using health as a bridge to peace. She has published work in some of these areas. A textbook on Peace through Health, coedited with Neil Arya, will be published in May 2008. Joanna Santa Barbara is currently in New
Zealand to contribute to the development of sustainable settlements in response to climate change, peak oil, loss of biodiversity and ecosystem degradation. Peace between
humans and the Earth, as well as between humans, is a major preoccupation. Prof. Paul D. Scott Dr. PAUL D. SCOTT , born in 1950 in New York, is a Professor of Modern Chinese and Japanese History in the Asian Studies Program at Kansai Gaidai University in Osaka, Japan, since 1985. His specialization is modern Sino Japanese relations. His publications include:
Arao Sei, Japan China and the Paradox of Cooperation; Japanese Literary Travelers to China (with Joshua Fogel), and "Conflicted Pacifism
SDF Recruitment in Japan."
For the past ten years, he has been involved in democratization movements in Asia and is the project director of the Asia Democracy Index. He majored in Chinese and Asian Studies at Seton Hall University, 1972. In 1971 he spent one year on a kibbutz in Israel. He has and M.A. in comparative political analysis and international relations from New York University. 1975 77 he lived in Taiwan and taught at National Taiwan University. 1977 81 he was Head of International Programs, Nagoya International School, Japan. He has an MA in Chinese and Japanese History, and a Ph.D. in history 1985. 1983 85 he was a graduate student at the University of Tokyo. He is a Steering Committee member of The Alliance for Reform and Democracy in Asia; an advisor to the Zorig Foundation in Mongolia. He has made frequent research and speaking trips to Pakistan and Mongolia. He is an Associate Editor of The Intercultural Research Institute at Kansai Gaidai University; Political editor, Kansai Timeout; consultant, Kyoto Journal. Except for two years in Virginia, USA, he has lived in East Asia since 1975. He is co-author, most recently, of "Democracy Peace Development" with Johan Galtung, TRANSCEND University Press (www.transcend.org/tup), 2008.Dr. S. P. Udayakumar S. P. Udayakumar has an MA in Peace Studies from University of Notre Dame (IN, US) and a Ph.D. from University of Hawaii (HI, US). He is teaching peace and conflict-related courses in several institutions around the world. He has published several books, journal articles and essays in popular publications on many topics. The latest book is co-authored with Johan Galtung (More than a Curriculum: Education for Peace and Development). He lives near the southernmost tip of India with his wife, two sons and parents. He and his wife are running a school here with peace education focus. He is also an anti-nuclear activist and creative writer. Dr. Olivier Urbain Olivier Urbain is the director of the Toda Institute for Global Peace and Policy Research
(Tokyo and Honolulu) and the founder and coordinator of the Transcend: Art and Peace Network (T:AP).
He was formerly professor of modern languages and peace studies at Soka University, Japan. He is also the founder of the Commission on Art and Peace of the International Peace Research Association (IPRA).
Publications include articles about the power of the arts for peace, a book entitled Daisaku Ikeda’s Philosophy of Peace (2010), as well as the editing of Music for Conflict Transformation (2008) and the co-editing of Music and Solidarity (2008) with Felicity Laurence. PD Dr. Abbas Aroua DR. ABBAS AROUA , born in Algeria, is a medical physicist and peace activist living in Switzerland. He obtained his PhD from the Ecole Polytechnique Federale de Lausanne in 1991. He is currently Adjunct Professor at the Lausanne Faculty of Medicine and head of Aroua Health and Education. He is Director of the Center for Conflict and Peace Studies at the Cordoba Foundation in Geneva. He leads the Hoggar Institute, a research institute publishing works related to Algerian politics and history, particularly on human rights violations by the Algerian government in and since the Algerian Civil War. He co-authored An Inquiry into the Algerian Massacres (Hoggar Press, 1999), an extensive analysis of the Algerian massacres of the 1990s arguing for government complicity in them, and edited Horroris Causa: Feminisme a l'ere de la Sainte-Eradication (Hoggar Press, 2000). In 2007, he co-founded Rachad, an organisation dedicated to changing the Algerian government through mass nonviolent resistance. Prof. Dr. Alberto L`Abate Biography coming soon. |
