Toward Global Conflict Resolution: Lessons from the Akan Traditional Judicial system

Abstract

This paper examines issues of traditional Akan (the largest ethnic group in Ghana-West Africa) philosophies related to conflict resolution. The discussion is illustrated with a consideration of how conflict resolution procedures are expressed through the vehicle of traditional political /chieftaincy judicial and arbitration systems. The philosophies and cultural values behind these practices and rituals have been ‘reclaimed’, and interpreted for use as another level upon which conflict resolution in our modem societies can be built. The educational implications for our students in the discussion notice that in the classroom, learning other traditional methods that ensure peaceful coexistence will arouse children's interest. It is realized that when children of one country come to know and love the stories and systems of other countries, they reach an important beginning toward international understanding. To know the classic stories of a country creates a climate, an attitude for understanding the people for whom the literature is a heritage (Freeman and Lehman, 2001).

The paper also illuminates an understanding of a common bond of relationship that exists among the human race, but which has been relegated to the background by design or by accident of technology that is taking the greater part of humanity today. This awareness and understanding of how traditional Akan settled conflicts will help modem educators and politicians to develop a more critical and sensitive understanding of people from different cultures and to adapt some of their schemes in our modem societies. It will also establish a discourse between traditional culture and modem conflict resolution methods. Thus, another dimension would be added to the already existing literature on conflict resolution. The project also intends to arrest the purely Western oriented conflict resolution procedures that fail to take into consideration the traditional customs and norms of the parties involved in such conflicts, which creates a sense of alienation from their own culture. Again, this discourse will help students to develop critical thinking through traditional African judicial systems for reasoned decision-making.

The findings and recommendations are meant to enhance multicultural, social studies and other educational curricula by providing a unifying scheme in education, which can also improve school-community relations. Thus, an attempt has been made to situate the indigenous/traditional philosophies of adjudication in the heart of formal and informal educational discourse both in school and actual life situations.