DOCSLIB.ORG

ED347096.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ED347096.Pdf DOCUMENT RESUIE ED 347 096 SO 019 677 AUTHOR Stone, Frank Andrews TITLE Learning for Change: Approaches to International Development Education. International Development Education Series, Number Five. INSTITUTION Connecticut Univ., Stqrrs. Thut (I.N.) World Education Center. REPORT NO ISBN-0-918158-702 PUB DATE 88 NOTE 225p. AVAILABLE FROM Isaac N. Thut World Education Center, Box U-93, School of Education, University of Connecticut, Storrs, CT 06268. PUB TYPE Books (010) EDRS PRICE INFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Development; Foreign Countries; *Global Approach; Higher Education; *International Studies; World Problems IDENTIFIERS *International Development Education Program ABSTRACT This book reflects the views and experiences of mid-career educators representing a number of countries who participated in seminars on international development education at the University of Connecticut (Storrs) from 1979-1988. Chapter 1 defines the concepts of international development and global interaction, considers global images, describes the relationship between development and education, and explains the role of international development educators. Chapter 2 provides a literature review of various international development perspectives, while chapter 3 offers instructional suggestions for teaching about: (1) population; (2) food and hunger; (3) human rights and social justice; (4) conflict resolution; and (5) global interdependence and development processes. Chapter 4 provides information on specific international development organizations, and chapter 5 explains how to obtain financiai support for international development education-related projects. Chapter 6 identifies current issues in this field, while chapter 7 presents case studies of rela.ld education projects. Annotated bibliographies and/or resource lists are included in most chapters. A glossary of terms, class activities, maps, and charts are included. (3AP) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ISBN 0-918158-702 LEARNING FOR CHANGE: APPROACHES TO INTERNATIONAL DEVELOPMENT EDUCATION Frank Andrews Stone International Development Education Series, Number Five U.S. DEPARTMENT OF EDUCATION Mice EAMCAIAMA1 FlOSANVI and uniaetiesnant EDUCATIONAL. RESOURCES INFORMATION CENTER (ERta *This 00cunmn7 Nes been mrooduced wowed frOm rive rierfpni ordendaton of gtnattng Minot chatty*. have been -made 1,0 O'fl Mai* leattoduchon quatay pumrs of y** oostwona stated )11 MA AOC u- a rns /A do not necementy repsesent othcrat OEM taltut,on ot The Isaac N. Thut World Education Center Box U-32, School of Education The University of Connecticut "PERMISSION TO REPRODUCE THIS MATERIAL IN ARDROFIDNE ONLY Storrs, Connecticut 06268 HAS BEEN GRANTED BY Fivwx &Siva__ 1988 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BEST COPYNapartu Copyright (c) 1988 - by the Associates and Fellows of THE ISAAC N. THUT WORLD EDUCATION CENTER All rights reserved. This book may not be reproduced, in whole or in part, in any form (beyond that copying permitted by Sections 107 and 108 of the United States Copyright Law, and except for reviewers in public media), without written permission from the publisher. Library of Congress Cataloging in Publication Data Stone, Frank Andrews, 1929- Learning for Change: Approaches to International Development Education. Bibliographies at the ends of chapters Includes index 1. Education for International Development - Theory and Practice. 2. Education for Community Development - Organizations, Processes, and Terms. 3. Global Development Issues. ISBN 0-918158-702 ACKNOWLEDGMENTS This book grew out of graduate seminars on international development education taught in the Department of Educational Studies and Instructional Media at the School of Education, The University of-Connecticut, starting in 1979. Enrolled in the seminars were mid-career educators from China, Egypt, Ghana, Iran, Israel, Jamaica, Korea, and Nepal - as well as community development educators from the United States. The concepts that are presented here reflect many of their perspectives and priorities. Their valuable experiences and insights contributed much to the process of understanding the-roles education can have in international development. My preparation for working in the field of international development education included studying with mentors like the late Dr. Kenneth Melvin of New Zealand, and Dr. Theodore Brameld at Boston University. As an educator in the Republic of Turkey for fourteen years, I was privileged to participate in village work- camping projects and rural school construction. Also, I was able to Observe the formation of the Turkish Development Foundation (Tlirkiye Kalkinma Vital) ably led by a former student, Altan leki Unver, for the past twenty years. As a visiting professor at Hacettepe Univ- ersity, Ankara, Turkey I learned many new ideas about good develop- ment approaches and strategies in 1969-1970. This book benefitted from the cordial sharing of knowledge and experiences by my colleagues and graduate students there. More recently I have obseived community development education projects in the region of Haifa, Israel and in Jolo Pessoa, State of Paraiba, Brazil. Participating in conferences in Mexico City, Kingston, Jamaica, Santo Domingo, Dominican Republic, Basterre, St. Christopher and Nevis, Caracas, Venezuela, and Belize City, Belize has made me more aware of the critical development issues in the Caribbean and Latin America. Here at home, too, I've been involved in several educational development projects located in Connecticut cities and towns. Words of appreciation are also owed to my colleagues in the Association for World Education (AWE), The Society for Educational Reconstruction (SER), and The World Education Fellovship (WEF). All of these organizations attract change oriented educators who, over the years, have addressed many fundamental developmentissues. i Many documentary source5were required for this inquiry and the generous cooperation of the staffs of the Homer D. Babbidge Library at The University of Connecticut, and the J. Willard Marriott Library at The University of Utah helped me to obtain them. During the fall of 1985 I was a Visiting Scholar at the Middle East Center of The University of Utah, Salt Lake City, where major portions of this manuscript were written. 1 want to express my gratitude for their cordial hospitality to my hosts, Dr. Lee L. Bean, Director, and Dr. Robert L. Staab, Assistant Director. During the past eighteen years many of my field trips have been funded, in whole or in part, by The University of Connecticut Research Foundation. This vital support is gratefully acknowledged. Throughout my career as an international development educator my wife, Barbara, and our Children, David Taner, Ruth Sevim,Beth Alev, and Priscilla Olen have been at my side. Their loving support has made the work possible. I hope that through enlightened educational efforts we can somehow form a better world in which human rights are respected, social justice prevails, and peace reigns by the time our three yearold granddaughter, Megan Elizabeth, reaches maturity. Frank A. Stone Storrs, Connecticut July, 1987 CONTENTS ACKNOWLEDGEMENTS FOREWARD iv CHAPTER ONE: INTRODUCTION 2 CHAPTER TWO: EDUCATION FOR INTERNATIONAL DEVELOPMENT - A SPECTRUM OF PERSPECTIVES 29 CHAPTER THREE: TEACHING ABOUT GLOBAL DEVELOPMENT ISSUES 53 CHAPTER FOUR: GETTING ACQUAINTED WITH INTERNATIONAL EDUCATIONLL DEVELOPMENT ORGANIZATIONS 90 CHAPTER FIVE: OBTAINING SUPPORT FOR INTERNATIONAL DEVELOPMENT EDUCATION PROJECTS 124 CHAPTER SIX: CURRENT ISSUES IN EDUCATION FOR INTERNATIONAL DEVELOPMENT 138 CHAPTER SEVEN: CASE STUDIES OF INTERNATIONAL DEVELOPMENT EDUCATION PROJECTS 149 CHAPTER EIGHT: SUGGESTED READINGS 201 GLOSSARY 203 iii EOM:140RD Today over one hundred million people around the world are busy with activities based on the nine hundred thousand million dollars that is being annually spent on armaments and military operations. They may be wetting as bureaucrats, engineers, labor- ers, pilots, sailors, scientists, soldiers, or technicians. At least fifty million well trained and highly educated individuals in the world are members of military establishments. Another fifty million or more people, glebally, supply the intermediate goods and services that are paid for from military budgets. Many more millions of the world's population are affected by national defense and military policies everyWhere. Viewed from the perspective of educational development it must be recognized that all of these human beings who are having direct or indirect military careers are able-bodied men and women. Most of them must have at least a high school level of education because modern military technology is very complex and sophisti- cated. Significant numbers of them were prepared as managers, planners, professionals, and technicians. The decision to deploy eheir energies, knowledge, and skills in the military rather than the civilian sphere has far-reaching economic and social conse- quences.1 Not all military effort, of course, is inimical to cultural, economic, political, and social progress. The armed forces of many Countries have provided opportunities for goodeducations and upward mobility for boys from poor families. Social modern- ization has often begun with a nation's
Load more

Recommended publications
  • Nobel-Initiativet Fra 1966 Og Den Lange Linjen I Norsk Freds- Og Forsoningsdiplomati Martin Eide Gjesteforsker, Fridthjof Nansens Institutt, Norge
    Fagfellevurdert Årgang 78, Nummer 4, side 545–565, 2020, ISSN 1891-1757, www.tidsskriftet-ip.no, Publisert desember 2020 Nobel-initiativet fra 1966 og den lange linjen i norsk freds- og forsoningsdiplomati Martin Eide Gjesteforsker, Fridthjof Nansens Institutt, Norge Iver B. Neumann Fridtjof Nansens Institutt, Norge Sammendrag Vi har omfattende forskningslitteraturer om hvordan norsk utenrikspoli- tikk på begynnelsen av 1900-årene kretset om fred, og om fremveksten og institusjonaliseringen av norsk freds- og forsoningsdiplomati fra midten av 1980-årene og til i dag. Vår kunnskap om den mellomliggende perioden og røttene til fredsdiplomatiet er mer mangelfull. Artikkelen sammenfatter det vi vet, og den presenterer en tidligere ukjent case fra 1966–1968, det såkalte Nobel-initiativet, der en gruppe norske borgere gikk sammen om å mobilisere nobelprisvinnere med sikte på å etablere en bakkanal for fredssamtaler mel- lom USA og Nord-Vietnam. Samfunnsinitiativet fikk helhjertet oppslutning fra den norske stat. Nobel-initiativet er dermed en forløper for det samarbeidet mellom stat og samfunn som skulle prege norsk freds- og forsoningsdiplomati. Gitt at vi også finner løse forelegg for freds- og forsoningsdiplomati i 1920- årene, gjør kunnskapen om Nobel-initiativet det mulig å påstå at vi gjennom det siste hundreåret konsistent finner norsk freds- og foroningsdiplomati i den utstrekning og den form som de internasjonale forholdene tillater. Nøkkelord: fredsdiplomati • fred og forsoning • utenrikspolitikk *Kontaktinformasjon: Martin Eide, e-post: [email protected] ©2020 Martin Eide & Iver B. Neumann. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
    [Show full text]
  • Médecins Sans Frontières Belgique, Genèse D'une ONG Atypique, 1980
    ENTREPRENEURS HUMANITAIRES Médecins sans frontières Belgique, genèse d’une ONG atypique, 1980-1987 JEAN-BENOÎT FALISSE * “PEU D’OBJECTIFS SONT PLUS LOUABLES QUE CELUI DE COMBATTRE LA SOUFFRANCE : AIDER CEUX QUI SONT DANS LES SITUATIONS LES PLUS DÉSESPÉRÉES, PEU IMPORTE LEUR RACE ET OÙ ILS SE TROUVENT, POUR LEUR RENDRE UNE VIE DIGNE” 1. C’EST SUR BASE DE CETTE CONVICTION QUE DEPUIS LE XIXE SIÈCLE SE SONT CONSTITUÉES DES MILLIERS D’ORGANISATIONS NON GOUVERNEMENTALES (ONG) QUALIFIÉES D’HUMANITAIRES 2. C’EST AUSSI AVEC CES MOTS QUE LE PROFESSEUR FRANCIS SEJERSTED 3 INTRODUISAIT L’UNE D’ENTRE ELLES, MÉDECINS SANS FRONTIÈRES (MSF) 4, À QUI IL REMETTAIT LE PRIX NOBEL DE LA PAIX 1999 EN RECONNAISSANCE DE SON “TRAVAIL HUMANITAIRE PIONNIER”. MSF, C’EST EN FAIT UN ENSEMBLE CONSTITUÉ DE PLUSIEURS SECTIONS NATIONALES 5 DONT LA PLUS ANCIENNE, CELLE DE FRANCE, DATE DE 1971. LA SECTION BELGE FUT LA DEUXIÈME À ÊTRE CRÉÉE, EN 1980. EN CINQ ANS, ELLE DEVAIT DÉJÀ RIVALISER AVEC SA VOISINE EN TERMES DE VOLUME D’ACTION ET DE RESSOURCES FINANCIÈRES, TECHNIQUES ET HUMAINES. CE N’ÉTAIT QUE LE DÉBUT D’UN DÉVELOPPEMENT IMPRESSIONNANT QUI ALLAIT VOIR MSF BELGIQUE (MSF B) DÉVELOPPER UN STYLE D’AIDE HUMANITAIRE PARTICULIER ET TROUVER UNE PLACE DE CHOIX À LA FOIS DANS LE MONDE DES ORGANISATIONS HUMANITAIRES ET DANS L’IMAGINAIRE COLLECTIF. CET ARTICLE EXAMINE LES RAISONS, LES ENJEUX ET LES DIFFICULTÉS DE LA CROISSANCE IMPORTANTE DE L’ENTREPRISE MÉDECINS SANS FRONTIÈRES BELGIQUE DURANT LES PREMIÈRES ANNÉES DE SON EXISTENCE. i la sociologie et les sciences politiques se sont souvent penchées sur les ONG Shumanitaires en tant qu’objet politique ou sociologique, l’histoire n’a semble-t- il, pour l’instant, guère prêté attention à ces véritables révélateurs de la Belgique et du monde après la Seconde Guerre mondiale.
    [Show full text]
  • Iles De Paix De Développement
    9 5 BELGIQUE – BELGIË juin 2012 PP – B-22 Bruxelles X Trimestriel – Iles de Paix – rue du Marché 37 – 4500 Huy – 4500 37 – rue du Marché – Iles de Paix Trimestriel Transitions © Sarah Ide IATA Namur Ide IATA © Sarah Iles de Paix 5 0 a n s de développement Couleurs quadri: Bleu: C:100% - M:75% - J:0% - N:0% Orange: C:0% - M:55% - J:0% - N:0% Hier, aujourd’hui, demain, changer le cours des choses 95 juin 2012 L e temps passe, le monde change et évolue monde ont croisé le chemin de l’association. Témoins sans cesse. Chaque seconde, sur terre, quatre de la perpétuelle évolution de la planète et de la enfants naissent et deux personnes décèdent, une constante adaptation d’Iles de Paix, ils évoquent, Éditeur responsable nouvelle voiture sort de l’usine, 11 hectares de forêt dans ce numéro spécial, ce que représente pour eux Laurence Albert 37, rue du Marché sont incendiés, 3,4 millions de mails sont envoyés, notre ONG quinquagénaire, la place qu’elle occupe 4500 Huy 15 000 kilos de riz sont produits… Des chiffres dans leur vie et leurs vœux pour l’avenir. éditoqui donnent le tournis.* D’autre part, outre son contenu atypique, ce Ont collaboré à ce numéro Imaginez-vous en 50 ans, l’ampleur du Transitions présente une seconde particularité, Laurence Albert changement, la pression exercée sur notre planète qui ne vous a sans doute pas échappée dès le Gaël de Bellefroid mais aussi le nombre d’actions, à petite ou grande premier coup d’œil.
    [Show full text]
  • Vietnam - Organizations and General Public (Correspondence With)
    UN Secretariat Item Scan - Barcode - Record Title Page 50 Date 30/05/2006 Time 9:35:53 AM S-0871-0004-01-00001 Expanded Number S-0871-0004-01-00001 Title items-in-Peace-keeping operations - Vietnam - organizations and general public (correspondence with) Date Created 02/02/1967 Record Type Archival Item Container s-0871-0004: Peace-Keeping Operations Files of the Secretary-General: U Thant - Viet-Nam Print Name of Person Submit Image Signature of Person Submit <£ " HEARST HEADLINE SERVICE UNITED NATIONS, N. Y. 10O17 O "tit * /.:J' Karai&Bwniliisr UM JCswipwSefil «S& | • Eiifl *.,o tee Mst'5iflTft2c:G .WOK tte iTwfe VLctiira^'i'irt.-iI'M-ii ; haa begua. ta prevail it. elo'iisti docs crmsuit on Hu-jvol OH lies. B &»d M, cluM to t"ne sccre cspreaa tlae iitsp tlsai ell '?-sj:t-£3 to tliu •tici ve feeea svijfc GUS to U^l mR;,v fea rsafiy feT 4r United Ets£K> and tte tTnifsiA Snr'Kie saas Mmo, .possM;/ Easi iLittNjpa, . Aln^'i, -anal ':?;ksvis'ci c5:to nsixtes^ covsn- B»isma, • I if 1I st 1 1 J "Xu-il3il* ' ''*'H' t(- .$A!t.C' •1*. )l«j tV'j i tal'iilcrtV"!*-' i '"il'^l'fU.i.i 01£jf'l ?'•?'"? au£seklSV.tiiatl.fe il.£iS ! '3s sM'un.dscieied. But, ?ifc til' ^"iBfcjaa I'jsS-SKs eca- Esrib^^fSittSa! preaa ^id va-i m-iisi ti, list rrefioti^ ^~K. filGvli^E' at Sis «jEitc&Tia4 caia. ,,' • EOt'srs; b(3£3 esyceb Kmt iftei oj 'GlM-tvff -j." Hi'-ft iiitt KwSti im'J: a s Mr, fefot Istfei? «fefess! o fepefc its & a p^*felt»^ of' 'feists s^ S i»' til® Stli esUM^it of tfe« SA8 a 2» is 8* S* eias* It is a© at l-fes this attsati^it sjssS fbs* as© CITY OF BERKELEY CALIFORNIA VALLACE J.
    [Show full text]
  • Tesis Doctoral Año 2016
    TESIS DOCTORAL AÑO 2016 EL PREMIO NOBEL DE LA PAZ EN EL CONTEXTO DE LAS RELACIONES INTERNACIONALES 1901-2015 EUGENIO HERNÁNDEZ GARCÍA LICENCIADO EN DERECHO DOCTORADO UNIÓN EUROPEA DIRECTOR: JAVIER ALVARADO PLANAS I TABLA DE CONTENIDO Introducción. ...................................................................................................................... 1 Alfred Nobel: sus relaciones con la física, la química, LA fisiología o la medicina, la literatura y el pacifismo ...................................................................................................... 4 Alfred Nobel: la física y la química .................................................................................................. 6 Nobel y la medicina ........................................................................................................................ 6 Nobel y la literatura ........................................................................................................................ 7 Nobel y la paz .................................................................................................................................. 8 Nobel filántropo ............................................................................................................................. 9 Nobel y España ............................................................................................................................. 10 El testamento y algunas vicisitudes hacía los premios ................................................................
    [Show full text]
  • Cvtf/Ec PEHMANENT MISSI.ON of Nlgehia to the UNITED NATIONS ~ 757 THIRD AVENUE Nllw Yollk
    ,... ,- . cvtf/ec PEHMANENT MISSI.ON OF NlGEHIA TO THE UNITED NATIONS ~ 757 THIRD AVENUE NllW YOllK. N. Y. 10i.>l7 Tel~obone; HJ\uover 1·2610 ova aar... His Excellency U Thant, Secretary-General of the United Nations, United Nations Headquarters, New York, N.Y. 10017 Excellency, I have the honour to forwr~rd herewith a communication from the Chairman of the Ni~erian Institutr~ of International Affairs. Accept, Excellency, the assurances of my highest consideration. __....<) LG-Cl_ C" c ( c_ .. / (S. 0. Adebo) Permanent Representative C: NT G :J~RIAN . INSrfi'TU1~E 0 F IN1'El<.N i\.1'1 ON AL i\._ FFAIR~ f'ATRQN: KJ3 t::XCJ.~ lLt.N CY l"II C HI!.AD OP TIIH FEl.JllHAL • ~ u•lrUUC <.H' NIGE.KJA. rRUSTE:: s KOFO ABA YOMI ROAD. Slit Ail I 0 1\:Ul"DO AOEMOLt\, 1-\ .0.E., C . ll.R., P.C. , LL .D . (C/Jait nUJJ') ll.f. CJIILf S. O . A).)l:.BO, C.~t.G., O, A. , LL.B., LL.O . VICTORIA ISLAND, l' R0 F K . 0. Olfo.:. t::, Ph. u . , LL.l>. , O .SC. Ul<. It, ,\, U. l>l t\.KO, M.H.C.S., L. R .C , V,, O.O. N. SIK KASIIIM IUtl AHIM, G .C.O.N. , K.C ,M.O . G.P.O. BOX 1727, SIK LOUIS M DANI:.FO, C •.I:-' .R ., Kt. LAGOS, THE COUNCIL PROF S. 0 . DI OOAI-\U, C .M.G. M.A. , l'h.u . NIGERIA. C HiEF A , Y. liKE, M.A. , D.SC.
    [Show full text]
  • List of Nobel Leaureates in Peace Year Laureates Country
    List of Nobel Leaureates in Peace Year Laureates Country Rationale Henry Dunant Switzerland For his role in founding the International Committee of the Red Cross "For being one of the main founders of the Inter-Parliamentary Union and also the main organizer 1901 Frédéric Passy France of the first Universal Peace Congress" Élie Ducommun "For his role as the first honorary secretary of the International Peace Bureau" 1902 Charles Albert Gobat Switzerland "For his role as the first Secretary General of the Inter-Parliamentary Union" 1903 William Randal Cremer United Kingdom "For his role as the 'first father' of the Inter-Parliamentary Union" 1904 Institute of International Law Belgium "For its efforts as an unofficial body to formulate the general principles of the science of international law" 1905 Bertha von Suttner Austria-Hungary For writing Lay Down Your Arms and contributing to the creation of the Prize "For his successful mediation to end the Russo-Japanese war and for his interest in arbitration, 1906 Theodore Roosevelt United States having provided the Hague arbitration court with its very first case" Ernesto Teodoro Moneta Italy "For his work as a key leader of the Italian peace movement" 1907 Louis Renault France "For his work as a leading French international jurist and a member of the Permanent Court of Arbitration at The Hague" Klas Pontus Arnoldson Sweden "For his work as founder of the Swedish Peace and Arbitration League" "For being the foremost peace advocate in Scandinavia, combining work in the Inter-Parliamentary 1908
    [Show full text]
  • Security Council Topic A: Situation in Myanmar Topic B
    Proyecto INFOCAB PB 403212 Security Council Topic A: Situation in Myanmar Topic B: Situation in the Western Sahara President: Montserrat Tapia Mena Moderator: Brenda Mireles Juárez Moderator: Alonso Cruz Officer: Fernanda Castro 14, 15 Y 16 de marzo de 2013 "Educar para la paz es imaginar nuevas formas más solidarias y justas de sociedad; y de elaborar y ensayar hipótesis a las problemáticas mundiales.” José Tuvilla Rayo Estudiantes, Académicos y Observadores: De parte de todos los que trabajamos en este proyecto pedagógico, con la firme intención de educar para la paz, les damos la más cordial bienvenida al 2° Foro Interamericano y 4° Modelo de Naciones Unidas de la Escuela Nacional Preparatoria. Dice el Dr. José Narro Robles, rector de la Universidad Nacional Autónoma de México, en su Plan de Trabajo 2011-2015 Por fortuna la comunidad universitaria no vive sólo de su pasado relevante. Por el contrario, su compromiso es con el futuro. Nuestro mayor interés tiene que ver con los jóvenes y con los niños, con los que ahora estudian e incluso con las generaciones que todavía no nacen. Muchos de nosotros compartimos la preocupación por lo que les vamos a dejar para hacer frente al futuro, a los próximos desafíos. Darles a los jóvenes la oportunidad de participar en un foro y en un ejercicio de simulación, que les permita discutir y profundizar, no solo sus relaciones interpersonales o sus conocimientos, sino profundizar en la toma de conciencia, de la empatía, de la resolución de problemas, en cooperación con un punto común: La cultura de la Paz.
    [Show full text]
  • F Yest to to ^0 Witte Tfee Te
    If 65 It m& w&g «f yest to to ^0 witte of 19 tfee te«fe of %i fct^pJs IB Fdto'B^y ^y tte tfee » I ®rt4eac©d 1^ tfee third 1 Mar SG. Lord Caradon has now gone to luncheon and has asked Mr. Campbell to conveji the following: In reply to a question in Parliament today on what the Scty of State for Foreign Affairs has been doing on Vietnam, the Scty of State replied: " ¥e have been in"touch with the USSR Government with a view to seeing what might be done and I am now awaiting their comments on certain views which our Ambassador in Moscow communicated to them on 20 February. I do not want to prejudice the prospects by explaining the nature of these conversations at the present time." 3 ttarcb lefetty $£ §*? Fg&re&a^r a&Ss-osssd to it is vas^f difficult f&ff ins ta state wfoat tfe facts a®? ms it tb® isfeestt-oB of the S to SRigg&sft tn fell! && Faibafuasy pawis® ooafasptsace that the $3? ttet tfM Ctew^as®sst of the Hait^d Sfeates is ftfesa tiess a^ti*. the situaticss In ?l^t-Ha®. As psiatetl oiixfe ^r aa ©ffteial spok^ssaaa to? tfe$ tte fr©ss fep ©larifisatioa of this isteat •w^s aatfeer to s^f^r to the fis^tiasts sad os iufss?B&1iioa that iswartsfely apfl3f to a -s;®^ situation. feae ia miist tte fast tlmt tfee sesr« in suGfe tlmts of t^s v?m* s®d ©seoisnts ed? Tlotorie tban sueh factors ^s tfe® gpeat saf^flrtag of the pe^pl® of the of ?iet~!fems the tragic? loss of &tasa® lives and j tk© attitinlss of Asians tsfeieh sape so tfe® s$^to» sMs&s asd dsngers isplieit la euyse yltfeout political efforts to feri was? to ©s e^.j the pans^iMIity of eseal&ticsi <sf th© '^srj sad the tisa ultSs»t« futility f£"3sa tfee pofet of vim? of ©11 coscerss^ of seeking a ®©3Uiti©a ia the Sep\^Iic of ?i©t«l@si 1>j s«a»® of war.
    [Show full text]
  • Pourquoi Être Solidaire? Qu’Est-Ce Que Ça Veut Dire?
    DOSSIER BONUS LA SOLIDARITÉ ¼ COMMENT? ¼ ENGAGEMENT ¼ ENFANTS ET ADOS Être solidaire, mais Des personnes Ici et ailleurs, des pas n’importe donnent de leur jeunes agissent comment! p. 2 temps! p. 3 aussi. p. 4 On ne peut pas imposer Un jour, elles ont décidé Certains jeunes se bou- une aide à quelqu’un. Dé- de faire quelque chose gent pour aider leurs voi- cider à sa place, imposer, pour les autres. Faire du sins ou des personnes ça ne marche pas! bien, c’est se faire du bien. lointaines. Pourquoi être solidaire? Qu’est-ce que ça veut dire? La solidarité, c’est un vra de l’aide en retour quand on en aura besoin. sentiment qui pousse les De plus, quand on est solidaire, individus à s’entraider. on est lié aux autres, on fait par- tie d’un groupe, on n’est pas Mais d’où cela vient-il? seul. C’est important aussi, Pourquoi être solidaire? pour nombre de personnes. Et puis, certains estiment (pen- ous n’avons pas tous les sent) que les humains sont tous mêmes «raisons » d’être liés, qu’ils dépendent les uns des Nsolidaires. autres. La solidarité est donc néces- Pour certaines personnes, c’est saire parce que si certains vont une réaction inévitable : elles ont mal, les autres en souffriront un découvert une réalité qui les cho- jour. que, les révolte ou les rend telle- Enfin, il y a des gens qui appré- ment tristes qu’elles ne supporte- cient d’aider, qui se sentent mieux raient pas de ne rien faire.
    [Show full text]
  • Transitions N°101 | Décembre 2013 Matéri Cobly Goughin Tibga Boukoumbé Baskouré Diabo
    Belgique - België PP - B-22 Bruxelles X P0077304 TRANSITIONS Trimestriel • Iles de Paix • rue du Marché 37 • 4500 Huy 2013 E © Philippe Pleuger IATA Namur © Philippe Pleuger IATA R ÉCEMB D • 101 ° N À QUAND L’ÉCOLE POUR TOUS ? > BURKINA ET BÉNIN > TOUS EN CAMPAGNE ! Des nouveaux projets en 2014 LES 10, 11 et 12 janvier > Édito APPRENDRE À PÊCHER… « Si l’enseignement coûte trop cher, essayez l’ignorance », entend- on souvent. L’évocation de l’absence d’éducation fait frémir. On un jour ; si j’apprends à pêcher, je mangerai toute ma vie ». Le prend la mesure de sa contribution déterminante aux aspirations thème méritait assurément que Transitions y consacre un dossier. humaines d’émancipation et de dignité. L’association Lire et écrire Ce n’est pas encore tout de connaître l’état et le fonctionnement du rappelle régulièrement combien l’analphabétisme est un sérieux handicap, invisible, dans nos sociétés. monde dans lequel on évolue, d’être maître de son destin. Encore faut-il agir de manière solidaire. Cette leçon-là nous sera une Résister aux chocs de la vie, s’adapter aux changements que nouvelle fois offerte par 40 000 personnes à la mi-janvier. Ce sont l’histoire impose à l’environnement dans lequel on vit, requiert les vendeurs de modules Iles de Paix qui consacreront du temps à d’importantes compétences. Cela n’a pas échappé aux rédacteurs notre campagne annuelle de sensibilisation et de récolte de fonds. du décret « Missions » qui balise les objectifs de l’enseignement Leur engagement nous rappelle que les termes un peu désuets de obligatoire en Fédération Wallonie-Bruxelles.
    [Show full text]
  • The CRITERE Method
    Etienne Chomé, The C-R-I-T-E-R-E Method, Introduction Introduction A framework of law, an authentic communication, and an effective negotiation In conflict analysis, it is important to differentiate between three types of blocks in order to find the right remedy for each. 3 causes: Deficient structures Devalued experiences Divergent interests 3 competences: Framework of law Authentic communication Effective negotiation 3 effects: Conflict management Conflict transformation Conflict resolution The three sources of conflict are : 1) an institutional 2) judgements, blames, requirements, 3) confrontation of different dysfunction, an bitter fruits of frustrations and interests, rivalry, organizational deficit, a resentments. Demotivations and competitions, static and legal loophole, relational complications are rooted in trench warfare, the desire to inexistent or inaccurate the lack of respect for people, for their gain the maximum that rules of the game, dignity or their identity, in the becomes the desire to prevail inadequate ones, a depreciation of their values, in the over the other, to the extent divergence in their non-recognition of their needs, in the that we are unable to work understanding, the refusal to listen to their concerns, together on a win-win impunity to infringe solution. them, The three competences to use jointly in order to manage our conflicts better: a framework of law, an authentic communication and an effective negotiation. In a structural deficit, a In a divergence of In a divergence of interest, effective framework of law, that a experiences, authentic negotiation uses a rational firm authority succeeds communication uses the intelligence that systematically in defining and in emotional intelligence that refocuses the discussion on the upholding, outlaws untangles complicated taking into account of the existing unacceptable violence and experiences.
    [Show full text]