This article explores some of the key sources of and reasons for the rapid growth of conflict-resolution programs in higher education in the United States. It highlights some benefits, as well as dilemmas, of academic work in conflict resolution. In addition, the author promotes the viewpoint that conflict-resolution content and approach should be infused by perspectives and values from peace studies, such as concerns for issues of social justice and fairness, and strategies for nonviolent social change.
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References
1.
Paul Wehr , Conflict Regulation (Boulder, CO: Westview Press, 1979). Since the respondents to my inquiries disagreed on the preferred terminology and meaning of the words, I will use the more common term, “conflict resolution.”
2.
2. See Neil H. Katz, “Report on Graduate and Undergraduate Programs in Conflict Resolution,”Peace and Change: A Journal of Peace Research, 11(2):81-94 (1986).
3.
3. Hewlett Foundation, Annual Report (Menlo Park, CA: Hewlett Foundation, 1987). The 12 Hewlett-funded university centers are Harvard, Wisconsin, Minnesota, Northwestern, Michigan, Rutgers, Hawaii, Syracuse, George Mason, Stanford, Colorado, and Penn State.
4.
4. Conversation with Robert Barrett, Program Officer, Hewlett Foundation, Oct. 1988.
5.
5. See Katz, “Report on Graduate and Undergraduate Programs in Conflict Resolution.”
6.
6. The World Game simulation was produced and presented by the World Game Projects, Inc., University City Science Center, 3508 Market Street, Philadelphia, PA 19104.
7.
7. Neil H. Katz and R. Averell Manes, “The Use of Mediation in the Great Peace March” (Working Paper no. 4, Program on the Analysis and Resolution of Conflicts, Syracuse University, Nov. 1987).
