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Generational conflict in the US is a Mc phenomenon. The Mc character of generational conflict is in part a function of the impact of the demands of post-industr society on the children of the Mc. A second factor affecting generational conflict is a change in the pattern of childhood soc'ization within the Mc. The decisive factor affecting the intensity of generational conflict is the disillusionment of the young with the pol'al & cultural systems of the society. This disillusionment is the product of a protracted series of confrontations between the younger & older generations, over race, the Vietnam War & cultural exp'tion. The original hope that the society was receptive to innovation has been replaced by anger at the intractability of the 'system.' HA.

Generational conflict in America is a middle- class phenomenon. The middle-class character of genera tional conflict is in part a function of the impact of the de mands of post-industrial society on the children of the middle class. A second factor affecting generational conflict is a change in the pattern of childhood socialization within the middle class. The decisive factor affecting the intensity of generational conflict is the disillusionment of the young with the political and cultural systems of the society. This dis illusionment is the product of a protracted series of confronta tions between the younger and older generations over race, the Vietnam War, and cultural experimentation. The original hope that the society was receptive to innovation has been replaced by anger at the intractability of the "system."

AbstractThis article makes the case for bringing theory of consciousness to the understanding of individual transformation in conflict resolution practice. It does so by highlighting consciousness engaged explicitly and implicitly in many conflict resolution practices and consciousness dynamics considered in the emerging literature by conflict resolution practitioners. In particular, increasing awareness, consciousness structures, shifts in consciousness, transitional space, and embodied engagement are useful frameworks for understanding individual transformation within conflict resolution processes. The article concludes that the study of conflict resolution is incomplete without consideration of consciousness in conflict and conflict resolution. Furthermore, formally engaging consciousness dynamics as part of the study of conflict resolution holds promise for improving conflict resolution practice.

AbstractIntegral Conflict presents a new map of conflict. Drawing on the work of James Mark Baldwin, William James, Ken Wilber, Leslie Combs, and others, we focus on the evolution of consciousness within the experience of conflict, refracting human experience into its four fundamental dimensions: individual and collective; internal and external. Using the River Conflict as a real‐life case study, the authors illustrate how an integral approach to conflict analysis and action allows practitioners to choose among the most relevant and effective tools, techniques, and insights to more effectively support the constructive engagement of conflict.

Our target article, "Insects have the capacity for subjective experience," has provoked a diverse range of commentaries. In this response we have collated what we see as the major themes of the discussion. It is clear that we differ from some commentators in our commitments to what subjective experience is and what the midbrain is capable of. Here we clarify where we stand on those points and how our view differs from some other influential perspectives. The commentaries have highlighted the most lively areas of disagreement. We revisit here the debates surrounding whether the cortex is essential for any form of consciousness in vertebrates, how to interpret interventionist evidence, and whether any specific behavioural criteria can be used to assess the occurrence of consciousness. We recognise that these debates will not be resolved once and for all in this discussion, and we take this opportunity to explore what new forms of experimental evidence might be needed to provide clarity. We emphasise how functional neurobiological analyses in combination with careful behavioural studies of a diverse range of animals will help progress our understanding of how neural circuits can support different forms of behaviour. Ultimately this will help us reach an understanding of how different conscious capacities could be supported by neural systems, and which animals are capable of them.

Nigeria suffers conflicts whose causes are pinned on ethnic consciousness and factors other than culture. As such, culture is considered as an epiphenomenon. But at the base of Nigerian conflicts is culture which shapes and stirs ethnic consciousness, and remains a divisive factor in human societies. Thus, Nigeria is socio-politically polarized along cultural lines and conflicting cultural contents despite the present world of traversing cultural boundaries. This paper analytically exposes culture as the socio-political base of ethnic consciousness and conflicts in Nigeria, and reveals the philosophical foundation of cultural character as well as axiological panacea to conflicts in Nigeria. The paper finds that in every socio-political setting, ethnic consciousness does not happen in a vacuum, and nobody speaks and acts from nowhere but from a cultural orientation; for culture is the matrix of human existence and nothing happens outside it. As such, ethnic consciousness and human socio-political exercises; behaviours, dispositions and actions are shaped, posited, viewed and interpreted from cultural spaces. But to bridle the negative impact of culture and enhance national unity, consciousness and patriotism of the citizenry, the study concludes that there is need for a national culture that is replete with indigenous values and overlapping similarities to form the content of curriculum in Nigerian education system.

The main types of conflicts between modern forms of religion and law have been identified. One of them is headed by representatives of traditional churches. The other is the bearers of a new, non-traditional religious consciousness – "New Religious Movements". The third – representatives of the secular legal worldview. Religious expertise is determined as the most adequate form of resolving conflicts between them. The key problems arising in the process of applying this expertise are analyzed.

The paper argues that ethnicity and ethnic consciousness among the Hazaras is inexorably linked with the emergence of the Afghan state in the end of the nineteenth century and the crisis and instability that it has gone through in recent decades. The paper explores the impact of incorporation of the Hazarajat region into the Afghan state and subsequent political marginalization and mass migration as well as internal responses to these external forces, in particular articulation and expression of a shared memory of persecution and marginalization by literate Hazaras, in particular the ulema and intelligentsia, in Afghanistan and certain places in the Pakistan, Iran and Iraq, in shaping and defining Hazara ethnic identity. To account for the different phases in articulation of ethnic identity as well as the dramatic changes in the external environment in which these developments took place, the paper makes a distinction between the periods before and after 1978, when the war began in Afghanistan. The main purpose of this paper is to demonstrate that the evolution of Hazaras ethnicity and ethnic consciousness is a salient but complex and dynamic process. It is the product of external political, economic and social environment as well as actions and initiatives by members of this particular ethnic group in different locations.

In the early 1960's, before the military coup, Paulo Freire and his collaborators experimented with a new method of literacy education in the Northeast of Brazil. The basic idea was simple: Teaching literacy was not to be an isolated activity but part of a larger broadening of die intellectual horizons of the previously illiterate. An important aspect was political. The illiterate were to learn reading and writing at the hand of topics (Freire called these "generative themes") that concerned everyday experience. For the impoverished and rural proletariat of the Northeast this was to a high degree an experience of deprivation, exploitation, and oppression.