A Pioneer's Legacy: the Influence of Morton Deutsch

Total Page:16

File Type:pdf, Size:1020Kb

A Pioneer's Legacy: the Influence of Morton Deutsch Running head: THE INFLUENCE OF MORTON DEUTSCH 1 A Pioneer’s Legacy: The Influence of Morton Deutsch Daniel Druckman Daniel Druckman is professor emeritus of government and politics at the Schar School of Policy and Government at George Mason University in Arlington, Virginia. He is also an honorary professor at Macquarie University in Sydney and at the University of Queensland in Brisbane, Australia. His e-mail address is [email protected]. Morton (Mort) Deutsch had a long life and productive career. I was one of many who had the good fortune to know him and benefit from his advice and contributions. In this tribute, I recount many of these experiences with an emphasis on the substantive contributions that Mort made to my work including a debate that we had on sources of conflict. Always a source of inspiration, Mort pioneered the study of social-psychological aspects of conflict with his original laboratory experiments, theoretical innovations, and practical advice. Never have we needed his proposal on preventing World War Three more than at this difficult moment in international relations (see Wright, Evan, and Deutsch 1962). He was the last of the illustrious band of students of Kurt Lewin, considered by many to be the founders of modern social and organizational psychology; others included Leon Festinger (the theory of cognitive dissonance), Stanley Schachter (the psychology of affiliation), Harold Kelley and John Thibaut (the social psychology of groups), Kurt Back (on the dynamics of group processes), and Roger Barker (founder of ecological psychology). Their collective influence on social psychologyAuthor Manuscript has been monumental. This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of record. Please cite this article as doi:10.1111/nejo.12218. This article is protected by copyright. All rights reserved. Although trained in the Lewinian field theory tradition, Mort understood a variety of other theoretical approaches as evidenced in the book, Theories in Social Psychology, that he wrote with Robert Krauss (1965). These included Gestalt psychology, reinforcement theories, psychoanalytic theory, and role theory. The first social psychology text book I ever used as an undergraduate was the highly readable first edition of Research Methods in Social Relations that Mort co-authored (Selltiz et al. 1959). It had the laudable quality of not scaring prospective students off from becoming social scientists. In my case it served the function of helping to encourage me to enter the field myself. Mort has been a continuing source of influence for my entire career. My recent research with Cecilia Albin and Lynn Wagner on justice in peace agreements to end civil wars extended Mort’s laboratory findings on the importance of equality in negotiation outcomes, which he presented in his 1985 book Distributive Justice. He discovered that equality was the preferred distributive principle among his laboratory students. Similar to his results, but in an entirely different setting, my colleagues and I found that more durable peace agreements occurred when the distributive principle of equality was emphasized in the signed agreements (e.g., Albin and Druckman 2012). A larger reward for me was being listed in Distributive Justice as one of the scholars who influenced Mort’s work – a list that appeared long before we embarked on the justice research. And, I was only 45 years old! He was always generous in his praise. Many other encounters with Mort remain firmly vivid in my memory. In his role as discussant for a complex conflict systems modeling paper presented at an American Psychological Association panel in the 1970s, he provided needed clarification for arguments Author Manuscript that Richard Rozelle and I put forth. In that paper we explored questions and developed This article is protected by copyright. All rights reserved. alternative models about the roles of values (or ideologies), interests (or utilities) and power in making decisions about distributing resources to various projects (Druckman and Rozelle 1974). We reversed roles when I served as a discussant in the early 1980s for Mort’s address at George Mason University’s new Institute for Conflict Analysis and Resolution (which has since become a school). I was critical of his “inside” approach to understanding motives for conflict. He attributed cause to individual motives, a view influenced perhaps by his training as a psychoanalyst; I looked to context for explanations (see the debate in Sandole and Sandole 1987). Our joint participation in the Society for the Psychological Study of Social Issues (SPSSI) Committee on International Relations, chaired by Tom Milburn, gave me another opportunity to observe and appreciate Mort’s quiet reasoned advice about war prevention. I also recall spirited discussions with him about the value of social science contributions to practical problems at a meeting held at the United Nations Institute for Training and Research headquarters in New York. Mort and I also participated together in a 1975 conference at the Center for Leadership in Greensboro, North Carolina. Mort and J. Stacy Adams, creator of the famed “equity theory,” debated spiritedly over the various roles of the equity and equality principles of distributive justice. The laboratory and field research discussed above provide strong support for Mort’s argument that equality is the stronger principle. He also made the point, however, that preferences for one or the other may be contingent on the framing of the situation: a preference for equality is likely in less hierarchical, more horizontal organizational settings; a preference for equity occurs in more hierarchical, power-differentiated organizations (for more on these differences see Kabanoff 1991). Author Manuscript This article is protected by copyright. All rights reserved. During the same year as the North Carolina conference, I published an article with Robert Mahoney in which we compared Mort’s theoretical approach to studying deterrence with that taken by Richard Brody (Mahoney and Druckman 1975). Mort and his co-author, Robert Krauss, were trying to develop a general theory of deterrence that would apply to a wide range of situations (Deutsch and Krauss 1962). Brody, on the other hand, was working with a more bounded theory that applies to a particular type of international system in which several nations have nuclear capabilities (Brody 1963). Our article explored the relative merits of these two approaches to simulation design. Few, if any, discussions of Mort’s research have uncovered this feature of his theoretical approach. We are pleased to have presented the arguments to readers of the deterrence and simulation literatures. In 1977, we also participated in a particularly intense conference on experimental economics held in Germany that featured hour-long presentations from each participant. Mort and Paul Kotik presented their work on altruism and bargaining (Deutsch and Kotik 1978) and I presented mine on the monitoring function in negotiation (Druckman 1978). Reinhard Selten, a 1994 Nobel laureate in economics, was one of the organizers of these conferences, and I remember that Mort and I discussed Selten’s contributions to a report in the early 1960s that provided an intellectual foundation for the new U.S. Arms Control and Disarmament Agency. The report applied game theory to issues of arming and disarming. We wondered whether and how these formal theoretical arguments would influence policy makers at the new agency, a question I asked again several years later, in 1985, when I conducted a project for the agency on strategies for getting the Soviet Union back to the negotiating table at the START nuclear disarmament talks. Author Manuscript This article is protected by copyright. All rights reserved. Our group benefited as well from his sage advice on publication strategies as a reviewer of our George Mason conflict analysis and resolution program. He advised that faculty and students co-author publications that result from dissertations, which he predicted would bolster the reputation of the institute and improve the job opportunities for our graduates. Indeed, we acted on this advice and as a result increased our collective production. The last time I saw Mort was at a conference on dynamical systems in Poland in October 2006. Mort was delighted by Andrzej Nowak’s presentation in which he modeled Deutsch’s “crude law of social relations.” And I was delighted when he told me that he would have used my book on research methods (Druckman 2005) if he were still teaching at the time. Through the years, we had spirited discussions about the sources of influence on conflict. As I noted above, his psychoanalytically inspired emphasis on “internal” factors contrasted with my “outside” contextual views. His 1958 Journal of Conflict Resolution (JCR) article on trust was seminal and inspired other articles that followed in the same journal. James Wall and I (2017) featured this research stream in an article we wrote this past year for JCR’s sixty-year- anniversary issue of that journal. His work on trust has influenced a diverse range of research projects. A small sample includes work on “trust ladders” that go from calculus to knowledge to identity-based trust (Lewicki and Wiethoff 2000), studies of efforts to terminate violent international conflicts (Irmer and Druckman 2009), and an exploration of the distinctions between affective and cognitive trust (Druckman and Olekalns 2013). In 1993, Mort became the first recipient of a Lifetime Achievement Award from the International Association for Conflict Management (IACM). Although I did not attend that meeting, I was in the audience at Mort’s Kurt Lewin Memorial Address given at the American Author Manuscript Psychological Association meeting in 1968 (see Deutsch 1969). In this address, Morton extended This article is protected by copyright.
Recommended publications
  • MORTON DEUTSCH a Life and Legacy of Mediation and Conflict Resolution
    ★ NOW AVAILABLE ONLY $ 00 RRP 25$ 00 plus 5 shipping within US only MORTON DEUTSCH A Life and Legacy of Mediation and Conflict Resolution “An individual with Morton Deutsch’s theoretical brilliance comes along maybe two or three times a century.” David Johnson, University of Minnesota “The richness of Morton Deutsch’s work is like a goldmine that has barely begun to be mined.” Susan Opotow, University of Massachusetts Morton Deutsch is one of the most distinguished psychologists of our time and has been honoured by his profession with numerous awards. His ideas permeate the boundaries of law, international politics, education, business, and industrial relations. Yet today many people working in mediation and conflict resolution remain unaware of his great contributions to social and Psychologist Erica Frydenberg spent two years documenting organisational psychology. His professional life spans the the life and legacy of this remarkable man through interviews very existence of modern social psychology, beginning with Morton and his many students and colleagues. The result with his student days in the New York of 1935, through to is a book that enlightens us about the man’s family and work his continuing work at the International Center for life as well as illustrating the importance of using rigorous theoretical analysis to drive practical research and application Cooperation and Conflict Resolution, the influential in a way that can make a true difference in our everyday lives. research and teaching center he founded. Fax or Mail your
    [Show full text]
  • International Center for Cooperation and Conflict Resolution
    International Center for Cooperation and Conflict Resolution The ICCCR was founded at Teachers College, Columbia University, in 1986 under the direction of Professor Emeritus Morton Deutsch, Ph.D., one of the world’s most respected scholars of conflict resolution. Professor Deutsch, an eminent social psychologist, has been widely honored for his scientific contributions involving research on cooperation and competition, social justice, group dynamics, and conflict resolution. He has published extensively and is well known for his pioneering studies in intergroup relations, social conformity, and the social psychology of justice. His books include: Interracial Housing (1951); Theories in Social Psychology (1965); The Resolution of Conflict (1973); Distributive Justice (1985); and The Handbook of Conflict Resolution: Theory and Practice (2000). The Morton Deutsch International Center for Cooperation and Conflict Resolution (MD-ICCCR) is an innovative center committed to developing knowl- edge and practice to promote constructive conflict resolution, effective cooperation, and social justice. We partner with individuals, groups, organizations, and communities to create tools and environments through which conflicts can be resolved constructively and just and peaceful relationships can thrive. We work with sensitivity to cultural differences and emphasize the links between theory, research, and practice. While many conflict resolution centers provide training and consulting, our practice is rooted in our own original, leading-edge scholarship. © The Author(s) 2015 131 P.T. Coleman and M. Deutsch, Morton Deutsch: A Pioneer in Developing Peace Psychology, SpringerBriefs on Pioneers in Science and Practice 30, DOI 10.1007/978-3-319-15440-4 132 International Center for Cooperation and Conflict Resolution Theory and Research • Building on the theoretical legacies of Kurt Lewin and Morton Deutsch, we conduct basic and applied research on theory related to conflict, justice, coop- eration, and systemic change.
    [Show full text]
  • And Others TITLE the Effects of Training in Cooperative Learning and Conflict Resolution in an Alternative High School
    DOCUMENT RESUME ED 359 272 UD 028 807 AUTHOR Deutsch, Morton; And Others TITLE The Effects of Training in Cooperative Learning and Conflict Resolution in an Alternative High School. INSTITUTION Columbia Univ., New York, NY. Teachers Coll. International Center for Cooperation and Conflict Resolution. SPONS AGENCY Grant (W.T.) Foundation, New York, N.Y.; National Center for Research in Vocational Education, Berkeley, CA.; New York City Board of Education, Bronx, N.Y. PUB DATE Mar 92 NOTE 415p.; For the summary report,see UD 028 806. For the qualitative report, see UD 028 808. For related reports see UD 029 809-812 and UD 028 820. AVAILABLE FROM International Center for Cooperation and Conflict Resolution, Box 53, Teachers College, Columbia University, New York, NY 10027 ($40). PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MFO1 /PC17 Plus Postage. DESCRIPTORS *Conflict Resolution; *Cooperative Learning; *Curriculum Evaluation; Group Dynamics; HighSchools; *High School Students; InterpersonalCompetence; Minority Group Children; Nontraditional Education; Potential Dropouts; Program Effectiveness; *Sensitivity Training; *Urban Schools; UrbanYouth IDENTIFIERS *New York City Board of Education ABSTRACT This paper consists of 13 chapters that describea study of the effects of training in conflictresolution and cooperative learning in an alternative highschool in New York City. Three of the school's fourcampuses participated, with Campus A receiving conflict resolution training, CampusC receiving cooperative and Campus B receiving training inboth. For 2 years, staff training occurred at all threecampuses in the form of after-school workshops. The student training incooperative learning involved five principles:(1) positive interdependence; (2) fact-to-face interactions;(3) individual accountability; (4) interpersonal and small group skills; and (5)processing (analysis of group functioning with the goal of improvement).
    [Show full text]
  • Dr. Morton Deutsch. Date
    Deutsch (Parts 1 and 2) 1 Interviewer, Morton Deutsch PARENTS OF THE FIELD PROJECT Interviewee; Dr. Morton Deutsch. Date: Venue: Colombia University, New York. Interviewer; Dr. Chris Mitchell. Interviewer: We’re here up in New York City at Teachers College, Columbia University to interview our friend and colleague, Professor Morton Deutsch, as part of the Parents of the Field interview series… And it’s very nice to be here…it’s nice to see you again looking so fit and well, even though you are officially retired. I have a series of questions here. Morton Deutsch: Sure. Interviewer: Take your time and we’re very interested in your ideas and your memories. But looking back to the early days of… what became the peace and conflict studies field, people tended to come in from all sorts of different intellectual and other backgrounds. What was yours? How did you get involved in the field and how did you get interested? Morton Deutsch: Well, I’ve been thinking about that and I grew up in the ‘30s, in a sense. I went to college in 1935 to 1939, at City College. And it was a time that there was a great deal of turbulence, as you well know, and Freud - Sigmund Freud - and Karl Marx were, as well as Albert Einstein, were very important intellectual figures in that time period. And at City College – well, I had read Freud, I think, even when I was a high school student, because I – somehow his work appeared [relevant] to me and probably in terms of my inner conflicts.
    [Show full text]
  • FIRST ANNUAL PSYCHOLOGY DAY at the UNITED NATIONS
    FIRST ANNUAL PSYCHOLOGY DAY at the UNITED NATIONS Wednesday, 0ctober 10, 2007 2:00 am – 5:00 am Thursday, October 11, 2007 10:00 am – 11:30 am 1st Annual Psychology Day at the United Nations page 1 Program Outline FIRST ANNUAL PSYCHOLOGY DAY AT THE UNITED NATIONS PROGRAM WEDNESDAY OCTOBER 10, 2007 DAG HAMMARSKJOLD AUDITORIUM UNITED NATIONS HEADQUARTERS, NEW YORK 2:00pm – 3:00pm Opening remarks and introductions by Florence Denmark, Ph.D. (Main Representative of the American Psychological Association and the International Council of Psychologists; Chair of Planning Committee) Greetings from Norman Anderson, Ph.D. (APA CEO) FIRST PANEL: Role of Psychology and Psychologists at the United Nations: Representatives from several Psychology Non Governmental Organizations (NGO) Moderator: Florence L. Denmark, Ph.D. Speakers: American Psychological Association Deanna Chitayat, Ph.D. Association for Woman in Psychology Maram Hallak, Ph.D. International Association for Applied Psychology Judy Kuriansky, Ph.D. International Council of Psychologists Richard Velayo, Ph.D. International Union of Psychological Science Michel Sabourin, Ph.D. International Psychoanalytic Association Isaac Tylim, Ph.D. International Society for Traumatic Stress Studies Elizabeth Carll, Ph.D. Society for the Psychological Study of Social Issues Susan Opatow, Ph.D. World Federation for Mental Health Ricki Kantrowitz, Ph.D. 3:00pm – 4:00pm SECOND PANEL: Peace and Conflict Resolution Moderator: Peter Walker, Ph.D. (UN/NGO Representative, Society for the Psychological Study of Social Issues) Speakers: • Ms. Rachel N. Mayanja (Assistant Secretary General; Special Advisor on Gender Issues and the Advancement of Women) • Me. Hélène Gosselin (UNESCO Representative to the United Nations, Director, UNESCO New York Office) • Corann Okorodudu, Ed.D.
    [Show full text]
  • Social Perspective and Educational Knowledge: Edward L. Thorndike
    V DOCUMENT EESOBE ED 120 037 SO 008 913 AUTH03 Franklin, Barry M. TITLE Social Perspective and Educational Knowledge? Edward L. Thorndike Feexamined. ?U3 DATE Oct 75 NOTE 13p.; Paper presented at *he annual meeting of the Southern History of Education Society (Atlanta, Georgia, October 17, 1975) E D ? 3 PPIC"7 1F-SC.83 HC-J1.67 Plus Postage \ DESCRIPTORS Behavior Theories; "Educational History; Educational Philosophy; Educational Psychology; Educational Sociology; "Educational Theorie's; Historiography; "Operant Conditioning; Psychological Pa'tterns; "Social Behavior; Social Structure IDENTIFIZ?S "Thorndike (Edward L) ABSTRACT i This paper examines the relationship between adaca*i'oij/al theorist Edward L. Thorndike's psychology and his social viewpoint. Many of *:he revisionists in educational history have oversimplified Thorndike's thought by not examining his views from this perspective. Thorndike's educational ideas and practices are reflections of certain fundamental constitutive structures that determine the very character of his thought at many different levels of conceptualisation. One of the early behavioralists, Thorndike viewed education as the control of the human being through operant conditioning. This same desire for control permeated his social viewpoint ir that he felt only experts such as scientists, lawyers, and busir.essoe»n should make decisions for the rest of society. As a consequence, these experts deserved a special and privileged place in society. Education-, then, prepared the great 'mass of the population .for -their role as followers. Thus, viewing Thorndike's thought froE the theoretical and social perspective, his conceptualizing of human behavior in terms of control led inextricably toward designing social institutions that reflected a control orientation.
    [Show full text]
  • In Loving Memory and Appreciation Morton Deutsch
    In Loving Memory and Appreciation Morton Deutsch February 4, 1920 – March 13, 2017 There are not enough words in the universe to express our sadness as we mourn the loss of one of the greatest visionary leaders of our time, Morton Deutsch, who passed away March 13, 2017. Morton Deutsch is at the heart of our transdisciplinary global community, Human Dignity and Humiliation Studies (HumanDHS). His life’s work is written into every aspect of our path-finding global collaborations, and he is a central source of our energy for building a “global human community,” united by the strength of our diversity, united in dignity. Morton Deutsch was—and will always be—our first Honorary Lifetime Member of the HumanDHS Board of Directors and the first recipient of the HumanDHS Lifetime Achievement Award in 2009. He was a Founding Member of the World Dignity University initiative and inspired one of our most vital initiatives to building peace and dignity in the world, our publishing house Dignity Press. The late Morton Deutsch launched the field of conflict resolution during the Cold War, on the premise that cooperation brings opponents to a common ground, while competition undermines trust. He is one of the world’s most respected scholars of Conflict Resolution and the founder of the International Center for Cooperation and Conflict Resolution (ICCCR), renamed in 2013 to The Morton Deutsch International Center for Cooperation and Conflict Resolution (MD-ICCCR), at Teachers College, Columbia University, New York City. He has In Loving Appreciation of Morton Deutsch 1 been widely honored for his scientific contributions involving research on cooperation and competition, social justice, group dynamics, and conflict resolution.
    [Show full text]
  • PETER T. COLEMAN, Ph.D
    PETER T. COLEMAN, Ph.D. Short-form: Dr. Peter T Coleman is a professor of psychology and education at Columbia University who studies polarizing, intractable conflict and sustainable peace, and whose next book titled, The Way Out: How to Overcome Toxic Polarization will be released in 2021 (https://www.thewayoutofpolarization.com/). Long-form: Dr. Peter T. Coleman is Professor of Psychology and Education at Columbia University where he holds a joint-appointment at Teachers College and The Earth Institute. Dr. Coleman directs the Morton Deutsch International Center for Cooperation and Conflict Resolution (MD-ICCCR), is founding director of the Institute for Psychological Science and Practice (IPSP), and is executive director of Columbia University’s Advanced Consortium on Cooperation, Conflict, and Complexity (AC4). Dr. Coleman is a renowned expert on constructive conflict resolution and sustainable peace. His current research focuses on conflict intelligence and systemic wisdom as meta-competencies for navigating conflict constructively across all levels (from families to companies to communities to nations), and includes projects on adaptive negotiation and mediation dynamics, cross-cultural adaptivity, optimality dynamics in conflict, justice and polarization, multicultural conflict, intractable conflict, and sustainable peace. In 2003, Dr. Coleman became the first recipient of the Early Career Award from the American Psychological Association (APA), Division 48: Society for the Study of Peace, Conflict, and Violence, and in 2015 was awarded the Morton Deutsch Conflict Resolution Award by APA and a Marie Curie Fellowship from The European Union. In 2018, Dr. Coleman was awarded the Peace Award from Meaningful World, in celebration of their 30th anniversary and the UN’s International Day of Peace.
    [Show full text]
  • Cooperation and Conflict a Personal Perspective on the History of the Social Psychological Study of Conflict Resolution
    1 COOPERATION AND CONFLICT A PERSONAL PERSPECTIVE ON THE HISTORY OF THE SOCIAL PSYCHOLOGICAL STUDY OF CONFLICT RESOLUTION Morton Deutsch INTRODUCTION Conflict is an inevitable and pervasive aspect of organizational life. It occurs within and between individuals, within and between teams and groups, within and between different levels of an organization, within and between organizations. Conflict has been given a bad name by its association with psychopathology, disruption, violence, civil disorder, and war. These are some of the harmful potentials of conflict when it takes a destructive course. When it takes a constructive course, conflict is potentially of considerable personal and social value. It prevents stagnation, it stimulates interest and curiosity, it is the medium through which problems can be aired and creative solutions developed, it is the motor of personal and social change. It is sometimes assumed that conflicts within teams in organizations should be suppressed, that conflict impairs cooperation and productivity among the members of a team. This may be true when conflict takes a destructive course as in a bitter quarrel. However, it is apt to strengthen the relations among team members and to enhance productivity when it takes the form of a lively controversy. In this chapter, I present an overview of the major research questions addressed in the literature related to conflict resolution, as well as a historical perspective to see what progress has been made in this area. My premise is that anyone interested in understanding teamwork and cooperative working should be familiar with the field of conflict resolution. As I stated above, conflict is inevitable in teamwork; how the conflict is managed can lead either to the enhancement or disruption of cooperation and team productivity.
    [Show full text]
  • Distributive Justice: a Social- Psychological Perspective
    University of Minnesota Law School Scholarship Repository Constitutional Commentary 1986 Book Review: Distributive Justice: A Social- Psychological Perspective. by Morton Deutsch; Equality in America: The iewV from the Top. by Sidney Verbat and Gary R. Orren. Catherine Zuckert Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Zuckert, Catherine, "Book Review: Distributive Justice: A Social- Psychological Perspective. by Morton Deutsch; Equality in America: The ieV w from the Top. by Sidney Verbat and Gary R. Orren." (1986). Constitutional Commentary. 123. https://scholarship.law.umn.edu/concomm/123 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. 474 CONSTITUTIONAL COMMENTARY [Vol. 3:474 DISTRIBUTIVE JUSTICE: A SOCIAL-PSYCHOLOGI­ CAL PERSPECTIVE. By Morton Deutsch.t New Haven, Conn.: Yale University Press. 1985. Pp. vii, 313. $27.50. EQUALITY IN AMERICA: THE VIEW FROM THE TOP. By Sidney Verbat and Gary R. Orren.2 Cambridge, Mass.: Harvard University Press. 1985. Pp. x, 334. Cloth, $25.00; paper, $12.50. Catherine Zuckert 3 In Equality in America: The View from the Top, Sidney Verba and Garry Orren report the results of a complex poll of American leaders which shows that even the most radical leaders desire equal­ ity of opportunity rather than equality of result. And in Distributive Justice, Morton Deutsch argues that the "equity" theory of justice implicit in the search for "equal opportunity" rests on inadequate­ if not simply erroneous-assumptions about human behavior.
    [Show full text]
  • Master of Science in Negotiation and Conflict Resolution Course
    Master of Science in Negotiation and Conflict Resolution NECR5101: Understanding Conflict and Cooperation ORLJ 6040: Fundamentals of Cooperation, Conflict Resolution, and Mediation in Different Institutional Contexts 3 credits or non-credit if enrolled in TC Certificate in Cooperation and Conflict Resolution Wednesdays 5:10pm-6:50pm Eastern time Instructor: Professor Peter T. Coleman Office Hours: By appointment Course Overview Conflict is an inherent part of our social experience and present at all levels of our interactions, from intra- and interpersonal to intergroup and international. It can be simple and easily addressed or long lasting and complex. It can be destructive or spur our creativity. We experience conflict daily in our personal and professional lives: in our families, communities, organizations, and across international boundaries. This course introduces concepts and theories to create a foundational understanding of the sources of conflict, analyze conflict situations, and identify approaches and strategies that shift conflict from destructive to constructive processes. Through this material you will build a foundation of conflict theories and frameworks rooted in social psychology, law, political science, social work, and business; explore and build awareness of your personal perspectives about conflict and conflict resolution; and learn to appropriately select and apply theories and concepts to analyze a conflict. The course will challenge you to develop self-awareness around your biases and perspectives through readings, lectures, reflections, a story analysis, a cooperative group exercise, and a term paper, all contributing to your development as a scholar-practitioner. Understanding Conflict and Cooperation is a course grounded in concepts of cooperation and competition, power and conflict, culture, and social justice.
    [Show full text]
  • Harmonious and Sustainable Peaceful Relations: How They Can
    Harmonious and Sustainable Peaceful Relations: How they can be fostered by fulfilling basic human needs and nurturing positive emotions and how the frustration of basic needs can lead to destructive emotions and interactions © Evelin Lindner Paper 1, February 25, 2010 This draft was written for a chapter in the Psychological Components of a Sustainable Peace book, edited by Morton Deutsch and Peter Coleman. This paper is longer than the envisaged final size of the chapter. Background information to this paper: The title of this chapter and its main structure, including most of the main section headings, were suggested by Morton Deutsch. The title and most section headings thus represent a challenge posed by Morton Deutsch to the author to respond to. The text of each section could therefore be read as a response to its own heading. Contents Introduction ....................................................................................................................... 1 Basic Human Needs and Harmonious, Sustainable Peace ............................................ 4 Peace through Preparedness for War: The Context of the Security Dilemma ........... 8 Peace through Nonhumiliating Global Institutions: The Context of One World ..... 10 Psychological Theories and Research ........................................................................... 12 Cultural Lag ................................................................................................................. 13 Human Bias .................................................................................................................
    [Show full text]