A life work on transformative peace building

“The point about my work is to identify the neuralgic, specific contradiction in a specific place in space and at a specific moment in time and dissolve the contradiction with conflict transformation in order to prevent an escalation of whatever social contradiction one is dealing with into violence, whether direct or structural.”


from TMS: https://www.transcend.org/tms/2016/10/prof-johan-vincent-galtung-24-oct-1930/ 

“To love without knowing how to love wounds the person we love.”

At the heart of Nhat Hanh’s teachings is the idea that “understanding is love’s other name” — that to love another means to fully understand his or her suffering. (“Suffering” sounds rather dramatic, but in Buddhism it refers to any source of profound dissatisfaction — be it physical or psychoemotional or spiritual.) Understanding, after all, is what everybody needs — but even if we grasp this on a theoretical level, we habitually get too caught in the smallness of our fixations to be able to offer such expansive understanding. (Maria Popova)

see full article here

International Day of Peace


Peace Bell at the United Nations, New York City. Image by Dragonbite

Outside the United Nations headquarters in New York sits the Peace Bell, protected by a Japanese pagoda. It is rung mid-morning on 21st September, followed by a few moments of silence in which to think about world peace. The bell was given to the United Nations by Japan in 1954 and is cast from coins donated by the delegates attending the 1951 conference of the United Nations, collected for the bell by children.  The inscription on the side of the bell is in Japanese characters and reads “Long live absolute world peace”. source: http://www.activityvillage.co.uk/peace-day

Cap a una cultura de pau — des de la higiene de conflicte

Moltes vegades actuem repetint els patrons de comportament dels nostres parents-cuidadors-educadors, patrons que tenim l’oportunitat de trencar a través de les relacions amb els petits que ens envolten…



Hi ha moltes oportunitats en el quotidià de la criatura i dels seus pares-cuidadors-educadors, per aprendre i transmetre un principi bàsic d’higiene de conflicte:

Darrere un comportament inconvenient, pot haver-hi metes inobjectables. Reconèixer les necessitats, validar els objectius que sí son admissibles, és una etapa prèvia imprescindible per ensenyar als petits estratègies apropiades per aconseguir-los.

Tres dimensions, uns exemples de situacions típiques de la infància, i algunes propostes per abordar-les:

I.            Intrapersonal: Quan la nena o el nen plora – per que s’ha caigut, per que s’ha espantat, per que s’ha d’acomiadar d’algun lloc o d’alguna persona, per que volia alguna cosa i no l’ha aconseguit, etc. – acompanyar des del cor. Reconfortar, interessar-se pel que sent: si s’ha espantat, si li fa mal, si està trist(a), si està amoïnat(da); respectar la seva necessitat d’alliberar-se a través del plor, escoltar i validar els seus sentiments. Mostrar interès per les…

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