Suchergebnisse

Goss-Mayr, a nonviolent activist & a teacher of activists, has spent her life working for nonviolent change throughout the world. After earning a Ph.D. in philosophy, Goss-Mayr worked for the organization her father had helped to found, the International Fellowship of Reconciliation (IFOR). She began her work in facilitating peace efforts between the iron curtain countries & the West. She & her husband were influential in getting the Catholic Church to take a stand against war. They trained Philippine activists to peacefully resist the Marcos government & worked for the nonviolent overturn of the US-backed Pinochet dictatorship in Chile & the fall of the Soviet Empire in Eastern Europe. Current efforts include aiding the grieving & healing process among the peoples of Burundi & Rwanda to avoid future revenge & broadening their nonviolent efforts to strive for peaceful civil societies after revolution, an area needing deeper solutions. Hildgard teaches that nonviolence is more powerful than war. L. A. Hoffman

This is an exploration of nation-building around the world and the related problems and challenges - from conflict to the role of democracy. This work covers aspects including the rebuilding of Iraq, Afghanistan and East Timor, and examines nation-building as a civilian and military enterprise

Some development patterns of views on war & peace among 200 Swedish children are studied from a sociol'al point of view. Data indicate that pol'al soc'ization re participation begins early. Activity (participation) for all age-groups is oriented toward secondary-groups. Girls are less active than boys, esp toward secondary-groups. The dimensions of war perceived are mainly 'war-processes' & 'consequences,' which r with age negatively & positively, respectively. We assume that children are soc'ized to think more about consequences & less about concrete aspects of war as they grow older. Girls seem to think less about 'war-processes' & more about 'consequences' than do boys. Perceptions of conflict were found to be r'ed with the diff intellectual stages of the children. The concept of peace was mainly perceived by all age-groups as negation of war, or as a state of stillness, silence, etc, & not as a process towards integration. Thus, children mainly perceived 'negative peace.' One explanation might be that normative or descriptive expectations put to children are elementary & not adapted to the intellectual capacity at varying age-levels. Any soc'ization to the will to defend does not seem to have occurred in the age-interval studied. But r'ed with sex & activity, some interesting patterns appear, which lead us to assume that perceptions of the will to defend change in childhood, such that the older the child grows, the more will he perceive the will to defend as a universal instead of a particularistic norm. IPSA.