TO THE READER Nonviolent Confl ict Transformation Training Manual for a Training of Trainers Course Nonviolent Confl ict Transformation Training Manual for a Training of Trainers Course By Ruth Mischnick PhD First edition in Bratislava/Slovakia Published by: Centre for Training and Networking in Nonviolent Action – KURVE Wustrow; Partners for Democratic Change Slovakia (PDCS); Civilian Defence Research Centre (CSDC); International Fellowship of Reconciliation (IFOR); Peace Action Training and Research Institute of Romania (PATRIR) Design: Ján Volko Print: Vydavateľstvo Don Bosco Project Funding: European Commission - Socrates/Grundtvig 1 programme Nonviolent Confl ict Transformation Training Manual for a Training of Trainers Course TO THE READER 4 To the Reader This Manual on Confl ict transformation is the product of a process by a consor- tium of partner organisations. The goal was to identify, synthesise, complement, teach and enable confl ict transformation for trainers from a European point of view. The project consisted of the conducting of training of trainers workshops and the Manual. The training of trainers workshops were conducted in Slovakia, Romania, Italy and Switzerland and Germany in the years 2005 and 2006. The whole project has been, and continues to be, an ambitious and challenging initia- tive with many different dimensions. We have learnt a great deal, but in an emerg- ing and dynamic fi eld there is always much more for us to learn and to improve. It has been a challenge to try to capture the richness and diversity of approaches and opinions on training for confl ict transformation in various geographical and institutional contexts and to present them in an accessible and succinct format. We believe that the Manual makes a useful and relevant contribution to practice. We welcome feedback on what is helpful in the Manual as well as what requires change or further elaboration. Working for better practice by its very nature is always work in progress, with no room for complacency. All the organisations involved in managing this initiative were inspired by the wealth of good practice and innovative responses that are being applied often undocumented as well as by the energy and openness with which people and agencies talked about their experiences and on-going challenges. The desire for improved guidance and to share knowledge, methods, approaches and tools amongst practitioners was encouraging. This has enabled mutual capacity build- ing, refl ection, research and learning in the pursuit of better practice. This Manual marks the beginning of a process, rather than the end. It is a con- tribution to an emerging fi eld. It is also a snapshot in time; the fi eld is developing extremely rapidly. Some elements of the Manual describe or synthesise current experience with particular issues in the fi eld of teaching or applying education. Other components identify knowledge or understanding. We will continue to research new, emerging areas and new geographic contexts, and will discuss and share our fi ndings with you. Ultimately it will be up to prac- titioners and communities themselves to judge the utility and impact of this ven- ture. We are also grateful to our various donors for their engagement and support dur- ing the evolution of this initiative. 5 TO THE READER The Manual The Manual provides different chapters with concepts and mirroring exercises that are crucial for understanding and applying confl ict transformation. The Man- ual is based upon the comprehension of Diana Francis’ confl ict transformation theory and focuses upon transformation of social confl icts. The Manual purposely does not supply the reader with “fi xed schedules”. It is our true believe that every schedule would give the underlying message that reality can be copied. In that sense all the exercises function as suggestions that can be changes due to the chosen objective. The last chapter of the Manual presents an essay written by Hagen Berndt. The essay gives an overview and deeper understanding of the roots of nonviolence, an idea that we are committed to. The following persons contributed to the Manual: Ueli Wildberger, Dirk Sprenger, Beatrix Schmelze, Ján Mihálik, Hagen Berndt, Peter Siebenhühner, Jochen Neumann, Mike Dobbie, Ruth Mischnick Ph.D. and Winnie the Pooh. With kind permission, some information was taken from the re- source pack of International Alert. Some quotations mirror the experience of the website www.beyondintractability.com, also with kind permission. The Manual was written and edited by Ruth Mischnick Ph.D. 6 TABLE OF CONTENT CHAPTER ONE: TRAINING APPROACH OF A TRAINING OF TRAINERS IN NONVIOLENT CONFLICT TRANSFORMATION 10 INTRODUCTION 11 TRAINERS 11 PARTICIPANTS 11 CHALLENGES TO BE AWARE OF BEFORE ONE EVEN STARTS TRAINING 13 OBJECTIVES OF TRAINING 15 TO BRING TRAINING TO REALITY – WORKSHOP PLANNING 16 CHAPTER TWO: UNDERSTANDING CONFLICT 22 INTRODUCTION 23 UNDERSTANDING CONFLICT 23 EXERCISE: CONFLICTS AROUND US 25 DEFINITIONS OF CONFLICTS 26 EXERCISE: OWN UNDERSTANDING OF CONFLICT 27 UNDERLYING CAUSES OF CONFLICTS 29 CONFLICT AND CULTURE 31 CONFLICT AND VIOLENCE ARE DIFFERENT THINGS 32 DIFFERENT DIMENSIONS OF VIOLENCE 33 EXERCISE: FORMS OF VIOLENCE 34 DYNAMICS OF CONFLICTS 35 ESCALATION OF CONFLICT 37 EXERCISE: ESCALATION OF CONFLICTS 38 CONDITIONS THAT ENCOURAGE CONFLICTS 39 ESCALATION MODEL BY GLASL 40 EXERCISE: ANALYSING ESCALATION 42 EXERCISE: INDICATORS FOR ESCALATION 44 CHAPTER THREE: CONFLICT ANALYSIS 46 ELEMENTS OF CONFLICT ANALYSIS 47 WHO CONDUCTS THE ANALYSIS? 51 COLLECTING INFORMATION FOR CONFLICT ANALYSIS 52 SELECTING THE APPROPRIATE FRAMEWORK FOR CONFLICT ANALYSIS 52 CONFLICT MAPPING – RELATIONSHIPS OF ACTORS 52 EXERCISE: ACTORS AND THEIR RELATIONSHIPS 54 MAPPING NEEDS/INTEREST AND FEARS 55 EXERCISE: MAPPING POSITIONS, INTERESTS AND NEEDS 57 PILLARS OR INVERTED TRIANGLE – DEVELOPED BY JEAN AND HILDEGAARD GOSS-MAYR ADAPTED BY HAGEN BERNDT 59 EXERCISE: MAPPING PROBLEM, ACTORS AND THEIR INVOLVEMENT (“INVERTED TRIANGLE”) 60 EXERCISE: DISCUSSION - THE USE OF ANALYSIS FOR STRATEGY DEVELOPMENT 62 THE ABC TRIANGLE 63 EXERCISE: CONFLICT ANALYSIS – ABC TRIANGLE 65 TREND ANALYSIS – THIRD PARTY’S BEHAVIOUR 65 7 TABLE OF CONTENT EXERCISE: CONFLICT ANALYSIS - TREND ANALYSIS 67 CHAPTER FOUR: FRAMEWORK FOR CONFLICT TRANSFORMATION 70 INTRODUCTION 71 BASIC GLOSSARY 71 CONFLICT TRANSFORMATION – PRINCIPLES FOR AN APPROACH TO CHANGE 72 STAGES AND PROCCESSES IN CONFLICT TRANSFORMATION – DIANA FRANCIS 73 EXERCISE: WORKING WITH STAGES AND PROCESSES 76 THE PYRAMID – CONFLICT TRANSFORMATION ON DIFFERENT LEVELS OF SOCIETY 77 EXERCISE: APPLICATION OF CONFLICT TRANSFORMATION PYRAMID 80 TYPES OF CONFLICT TRANSFORMATION 81 EXERCISE - DISCUSSION: TYPES OF CONFLICT TRANSFORMATION AND CONSEQUENSES 83 CHAPTER FIVE: DESIGNING INTERVENTIONS 86 INTRODUCTION 87 MAKING CHOICES AND DESIGNING CONFLICT TRANSFORMATION 87 EXERCISE: DEFINING PERSONAL ROLES IN CONFLICT TRANSFORMATION 89 CRITERIA AND MANDATE 90 EXERCISE: CRITERIA FOR INTERVENTIONS 91 DEVELOPING OPTIONS FOR INTERVENTIONS 92 EXERCISE: ROLE PLAY - DEVELOPING OPTIONS FOR INTERVENTIONS IN A CONFLICT 94 SCENARIO OF ROLE PLAY: ATONIA 96 CHAPTER SIX: INTERVENTION THROUGH ACTION 98 INTRODUCTION 99 NONVIOLENCE AS AN APPROACH TO CONFLICT INTERVENTION 99 IDENTIFYING AND REDUCING PREJUDICE 100 EXERCISE: PREJUDICE REDUCTION AS AN ACTION 100 AWARENESS AND MOBILISATION FOR CHANGE 102 EXERCISE: GIVING GUIDELINES FOR LOBBYING AND CAMPAIGNING 102 NONVIOLENT DIRECT ACTION 104 EXERCISE: NONVIOLENT DIRECT ACTION 106 PREVENTING CONFLICT FROM ESCALATING INTO VIOLENCE 108 EXERCISE: PREVENTING CONFLICT FROM ESCALATION 109 CASE STUDY: PREVENTING VIOLENCE IN DAGESTAN 112 MAINTAINING A PRESENCE 113 EXERCISE: MAINTAINING A PRESENCE, UNARMED ESCORTING 114 MONITORING AND OBSERVING 115 EXERCISE: MONITORING 117 CASE STUDY: MONITORING 117 8 CONFIDENCE BUILDING 119 EXERCISE: CONFIDENCE BUILDING 120 CHAPTER SEVEN: MOVING TOWARDS DIALOG – ENABLING 122 SETTLEMENT INTRODUCTION 123 COMMUNICATION 123 PRIMING EXERCISE: PRACTICING THE ANATOMY OF A MESSAGE 123 COMMUNICATION IN CONFLICT 125 TRANSFORMATIVE SKILLS OF INTERACTIONS OF THIRD-SIDERS 126 EXERCISE: LISTENING 127 EXERCISE: CONSTRUCTIVE DIALOG SKILLS 130 PROCCESSES 131 EXERCISE: CONFLICT MEETING FACILITATION 135 NEGOTIATION 136 PRIMING EXERCISE: IDENTIFYING INTERESTS 138 PRIMING EXERCISE: OPTIONS FOR MUTUAL GAIN 142 EXERCISE: ROLE PLAY - NEGOTIATION 145 ROLE PLAY SCENARIO: CONFLICT ABOUT A TRAINING 147 MEDIATION 149 A MODEL FOR A FIVE STEP MEDIATION PROCESS 151 EXERCISE: PHASES OF A MEDIATION PROCESS 153 ROLE PLAY: MEDIATION 156 CREATING SAFE SPACE 157 EXERCISE: MEDIATION WORKSHOP SIMULATION 159 SIMULATION SCENARION: WORKSHOP IN INDONESIA 160 CHAPTER EIGHT: RECONCILIATION 162 INTRODUCTION 163 EXERCISE:HOW CAN RECONCILIATION LOOK LIKE 164 LEDERACHS FRAMEWORK 165 EXERCISE: TRUTH, JUSTICE, PEACE AND MERCY 166 DILEMMAS OF RECONCILIATION 168 EXERCISE: DISCUSSION ABOUT ENTRY POINTS FOR RECONCILIATION 169 CHAPTER NINE: AID AND CONFLICT 172 INTRODUCTION 173 DISCOVERING AND INHANCING NEW CAPACTITIES FOR PEACE 174 EXERCISE: MAPPING THE IMPACT OF AID ON CONFLICT 175 CASE STUDY: ASSISTING DISPLACED PEOPLE FROM BAHR EL GHAZAL IN SOUTHERN SUDAN 178 CHAPTER TEN:NONVIOLENCE, SATYAGRAHA AND CONFLICT 182 TRANSFORMATION ESSAY BY HAGEN BERNDT 183 REFERENCES 190 9 TRAINING OF TRAINERS TRAINING APPROACH 1 Chapter One: Training Approach of a Training of Trainers in Nonviolent Confl ict Transformation 10 INTRODUCTION Training has an important role in the confl ict transformation repertoire: It can sen-