Studies in Conflict, Violence and Peace

Abstract

The theme of the thesis is the relation between violence and conflict. A theoretical framework is discussed in the introductory chapter, in which I introduce the problem in focus in this thesis, and provide a theoretical background for the four articles that constitute the main part of the thesis. In chapter 2 and 3 (articles number 1 and 2) I discuss the problem of asymmetric violence in the context of school bullying. In chapter 2 I discuss the concept of bullying, with the aim of clarifying how we can identify a case of bullying, and differentiate it from conflicts that may be violent, but may not be characterized as bullying. I identify three criteria that can be used to assess a case - intentions, behavior and consequences –and discuss how the criteria can be applied to different forms and aspects of bullying. In chapter 3 (article 2) I introduce the concept of network bullying, argue why it has an explaining power beyond the concepts of “bullying” and “mobbing”, and show how it can be applied to concrete cases of bullying and group conflict. In chapter 4 (article 3) I discuss the problem of terrorism and counter-terrorism, with a focus on the problem of dialogue in the context of asymmetric conflict. I suggest that there is not much space for dialogue between belligerents with extremely unequal power, quite different logics and rationale regarding reasons and legitimization of war, and almost incommensurable parameters for “victory” and “peace”. However, peace movements on both sides can engage in dialogue with one another. If they can unite, they may be able to undermine the public support of belligerents on both sides of the dividing line. The article was published in Security Dialogues no 3, 2011. The last article (chapter 5) analyses an educational experiment that aimed at testing out whether mindfulness training can contribute to reducing the level of stress and aggression, and increasing self-esteem and empathy, and thus to enhancing the capacity for peace at the (intra- and inter-) personal level. The outcomes of the experiment were mixed. The article discusses the findings, and suggests some adaptations of the learning environment to improve the results. The article is relevant for bullying intervention in schools, as well as for reduction of aggression for people that are in conflict, as well as for trauma healing post conflict. The article was written together with a former student of mine, Ole Henning Sommerfelt, and published in the Journal of Peace Education, Vol. 5, Issue 1 March, 2008.

The theme of the thesis is the relation between violence and conflict. A theoretical framework is discussed in the introductory chapter, in which I introduce the problem in focus in this thesis, and provide a theoretical background for the four articles that constitute the main part of the thesis. In chapter 2 and 3 (articles number 1 and 2) I discuss the problem of asymmetric violence in the context of school bullying. In chapter 2 I discuss the concept of bullying, with the aim of clarifying how we can identify a case of bullying, and differentiate it from conflicts that may be violent, but may not be characterized as bullying. I identify three criteria that can be used to assess a case - intentions, behavior and consequences –and discuss how the criteria can be applied to different forms and aspects of bullying. In chapter 3 (article 2) I introduce the concept of network bullying, argue why it has an explaining power beyond the concepts of “bullying” and “mobbing”, and show how it can be applied to concrete cases of bullying and group conflict. In chapter 4 (article 3) I discuss the problem of terrorism and counter-terrorism, with a focus on the problem of dialogue in the context of asymmetric conflict. I suggest that there is not much space for dialogue between belligerents with extremely unequal power, quite different logics and rationale regarding reasons and legitimization of war, and almost incommensurable parameters for “victory” and “peace”. However, peace movements on both sides can engage in dialogue with one another. If they can unite, they may be able to undermine the public support of belligerents on both sides of the dividing line. The article was published in Security Dialogues no 3, 2011. The last article (chapter 5) analyses an educational experiment that aimed at testing out whether mindfulness training can contribute to reducing the level of stress and aggression, and increasing self-esteem and empathy, and thus to enhancing the capacity for peace at the (intra- and inter-) personal level. The outcomes of the experiment were mixed. The article discusses the findings, and suggests some adaptations of the learning environment to improve the results. The article is relevant for bullying intervention in schools, as well as for reduction of aggression for people that are in conflict, as well as for trauma healing post conflict. The article was written together with a former student of mine, Ole Henning Sommerfelt, and published in the Journal of Peace Education, Vol. 5, Issue 1 March, 2008.