1. Heading: CONFLICT RESOLUTION AND PEACEMAKING
Conflict Resolution and Peacemaking
Adreena Lind
November 4,2013
Psychology 400
Pr. Jodi Clarke
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Abstract
This paper will describe peacemaking in reference to a situation based on collected information
from a secondary source.Additionally, this paper will investigate specific elements of conflict
resolution and peacemaking.The collected information will be used as a platform toanalyze
information based on a social psychological perspective in order to provide a clearer
understanding of conflicts, peacemaking techniques, and resolutions. Furthermore, this paper
will work to develop a comprehensive understanding of how social interactions and influence
affect the ability to deal with conflict and create resolution ina group dynamic.Finally,this paper
will describe how the secondary source addresses and uses conflict resolution to deal with
mattersdescribed in the article.
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Conflict Resolution and Peacemaking
Conflict is a very common part of social interaction and human life. A conflict is
basically an understood incompatibility of actions or goals between two or more people (Myers,
2010). Many people have a very difficult time, regardless of age, in finding adequate solution for
resolving conflicts. To develop a solution it is often very helpful to understand how to go about
finding the solution first. For example by following a few basic steps it is often more tangible to
reach a solution to almost any problem rather than create an increasingly difficult work
environment. Most people and societies do not establish methods that teach children or adults
about the changing nature of conflict and peacemaking based upon societal differences (Rossi,
2003).
John Allen Rossi (2003) makes the point that the decision to teach children based upon
social and individual identity in an international environment will develop understanding in
society and help to instill peacemaking processes based on national identity (p. 149). Rossi
basically focuses on developing how to teach values and compassion. People come to the
realization that most conflicts stem from cultural identity and often involve historical
experiences, ethnicities, and modern backgrounds (Rossi, 2003, p. 149). The goal is to build a
curriculum that establishes the learner as a world citizen; conflicts left unresolved and thus
manifests to create a perspective based on revenge rather than healing. Positive social
interactions have the potential to build an individual’s capability to be empathetic, respectful of
others, and learn to be excepting of all people and his or her rights to equality (Myers, 2010).
According to Rossi (2003) “to attain peace requires looking beyond the mainstream of
politics to genuine reconciliation between everyday people” (p. 150). The failure of established
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systems of traditional diplomacy occurs when groups cannot create nor have a degree of focus on
the social and psychological scars left by the conflict. In addition, those concepts provide the
foundation for a five-stage process of reconciliation at the community level. In society people
often look to a desire for power and assume power will sooth the flame of conflict. The truth is
that conflict is often the result of misunderstanding how to deal with “the enemy” and the idea of
power often only blankets the problem rather than solves it.
Rossi (2003) establishes that there are specific methods and stages that need to be
followed to find a solution. The first of which would be for the involved parties to decide to
engage with a trained and unbiased mediator to develop talks for peace (Rossi, 2003). Secondly,
both parties have to acknowledge that the conflict is unhealthy and problematic for all
participants and decide to listen to one another. Moreover, there must be some kind of honest
revaluation about the conflict and the past wrongs of both parties (Rossi, 2003). There should be
some kind of plans to include plans for reconciliation and reflect the common needs for the
communities. Additionally, participants in the conflict should be able to share individual views,
feelings, and stories as well as learn to talk that he or she is conflicted with in an effective
manner (Rossi, 2003). Finally, those involved must be able to full understand the gravity of the
conflict to implement and act to create the necessary change to occur.
Emotions play a very important role in both the development of the initial conflict as well
as the ability to find a resolution to the conflict. David Myers (2010) describes emotions as the
expressed biological or psychological reaction to an event in a verbal or nonverbal manner. One
of the most valuable characteristics to find a solution to any conflict is empathy. Empathy is the
ability to perceptive an accurate another’s thoughts and feelings based on one’s own experiences
(Myers, 2010). Empathy is a very important aspect of conflict resolution. Empathy is the
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emotional state that allows people from different backgrounds and social groups to come
together and understand how the other person feels. Learning and develop the skill to solve
problem children need to learn to understand his or her emotions; this emotional awareness
allows the child to build a heightened level of understanding. A famous quote reflects this same
sentiment; “He who knows others is wise; he who knows himself is enlightened” (Majka, n.d.).
There will always the potential for conflict when dealing with other people; when people
are better equipped with the right tools and techniques to solve the dilemmas without resorting to
power struggles, or violence there becomes an opportunity to promote social equality and
compassion. Knowing oneself and building an aptitude for understanding the feelings of others
give the student the ability to realize conflict without immediately becoming emotional and
irrational (Myers, 2010). The skills help create a foundation for how to resolve the problem in
the most amicable ways possible. As children, individuals should have the opportunity to learn
and become more excepting of other; something he or she will carry his or her entire life.
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References
Majka, C.(n.d.) Lao Tzu: Father of Taoism retrieved from
http://www.chebucto.ns.ca/Philosophy/Taichi/lao.html database.
Myers, D. (2010). Social Psychology (10th ed.). New York: McGraw Hill.
Rossi, J. A. (2003, Summer). Teaching about International Conflict and Peacemaking at the
Grassroots Level. Social Studies, Vol. 94(4), p. 149-157.
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