According to conflict theorists, conflict is an inevitable, natural component of human interaction in all parts of the globe. Conflict, in and of itself, is neither good nor bad. It is the manner in which humans manage and resolve their conflicts that has positive or negative outcomes. The goal then, is for people to devise and utilize interaction strategies that will help them to manage, even completely resolve, their conflicts with each other in constructive, rather than destructive, ways. A relationship need not be void of conflict to be judged peaceful. There are peaceful means of coping with conflict. This proposed fireside chat seeks to engage participants in a discussion of such means and how they can best be taught and learned, especially by children, youth, and teens.Play for Peace:
A Program with Global Reach and Local Action
Paper for 2008 Groves Conference
by
Deborah B. Gentry, Ed.D., CFLE, CFCS
Professor and Associate Dean
College of Applied Science & Technology
Illinois State University
Campus Box 5000
Normal, Illinois 61790-5000
309-438-8748dgentry@ilstu.edu
Play for Peace: A Program with Global Reach and Local Action
Considerable information about Play for Peace can be acquired by visiting this website: http://www.playforpeace.org/index.html. In short, this global organization, now in its 10th year, "brings together children, youth and organizations from communities in conflict." Within the communities where Play for Peace has a presence, play is used to promote relationships among the citizenry, especially those that have suffered from a history of cross-cultural tensions. Play for Peace leaders and facilitators believe play is one of the primary contexts for learning. Through play (and persons of all ages can engage in play), a mindset toward nonviolence can be brought about.
In 1996, Michael Terrien and Craig Dobkin launched Play for Peace initiatives in Chicago and the Middle East under the name Association for Experiential Education. Within four years, the name evolved to the current one, and Play for Peace incorporated as a non-profit in 1999. In 2001, Craig Dobkin left to pursue other ventures, while Michael Terrien continued, as he does today, to serve as president of the organization. Prior to founding Play for Peace, both men had been employed by various corporations to reinvigorate corporate cultures, develop teams, and build leadership among employees.
For many years, the people of Belfast, as well as many other cities in Northern Ireland, have suffered from daily violence. Nonetheless, innovative ways to bring about peace have been sought. Play for Peace was started in 2002 at Hazelwood Integrated College, Belfast. Since that time, two more schools in the region have joined in this effort to bring together Protestants and Catholics in hopes of finding commonality in shared humanity while political differences are acknowledged. Slemish College, in the city of Ballymena, and North Coast College, in Coleraine, are the additional Play for Peace sites.
Though the basics of how Play for Peace operates/functions would be shared during the fireside chat, the majority of time and thought would be devoted to discussing the psychological, physiological, emotional, and social phenomenon by which play is an effective tool for learning about and practicing peace-making. As described on the Play for Peace website:
"In a pure state of play, defenses crumble and people are no longer conscious of the self. When we laugh, fear melts away. The atmosphere of play enables people to connect directly, unfettered by prevailing prejudices. Attitudes change and people connect as they open their hearts to new friendships once considered impossible. Rather than looking backward to clashes and heartache, people look forward in a spirit of collaboration and conciliation. Former enemies come together to create a place to live in peace side-by-side…The buoyant emotional charge of play, according to some neuroscientists, can spark chemical processes that help the formation of strong memories. Positive encounters of any kind will encourage the growth of new pathways in the brain's networks…and positive encounters with people considered different — people whom children might normally be taught to fear, taunt, or hate — will lead to long-term, positive hard-wiring of the brain’s limbic system, the seat of the emotions".
Specific examples of programmatic activities will be described, primarily, though not exclusively, with regard to Northern Ireland and Illinois efforts. At least one, perhaps more, non-competitive games will be demonstrated with the help of conference attendees. I would like to tap the expertise of chat participants in an effort to enhance my abilities to assist the leaders of the program in Clinton, Illinois, design, implement, and interpret the results of high quality program evaluation studies. The outcomes that have been noted thus far will be highlighted.
For approximately ten years, I have been the co-director of the Peace and Conflict Resolution Minor program at Illinois State University. I have directed numerous undergraduate service learning and professional practice experiences related to alternative dispute resolution and peace-making. Further, I have taught an interdisciplinary introductory course on peace studies. The Spring 2008 semester is the first occasion for an intern to be involved in Play for Peace Illinois-Clinton. The successes and areas for improvement for this internship experience will be identified during the fireside chat.