As conflict is inevitable, our task as peace educators is not to avoid conflict but rather to find constructive, creative, nonviolent ways of addressing conflict. How can we prepare learners to handle conflict nonviolently? How can we create safe learning environments, free from violence and bullying?

Conflict resolution education (CRE) aims to develop the knowledge, attitude and skills necessary to resolve conflicts nonviolently. Furthermore, CRE seeks to enhance children's social and emotional development, while at the same time creating a safe, constructive learning environment and community (CRETE, 2010). According to Reardon (1999: 15), "conflict resolution education comprises efforts to impart knowledge and understanding of conflict processes, the distinctions between constructive and destructive processes, so that the constructive processes may prevail over the destructive."

According to the CRETE (2010), conflict resolution education teaches social and emotional competencies to children and adults to help them handle conflict more constructively, build healthy relationships, and create constructive communities. As a field, it overlaps with violence prevention, positive youth development, social and emotional learning, and law-related education. 

The core competencies for conflict resolution education are:

• emotional awareness
• empathy and perspective-taking
• emotional management
• problem solving
• communication (listening, mediation, negotiation)
• effective decision making (CRETE, 2010). 

The most widespread form of conflict resolution education is skills training in dealing with conflicts at school and everyday life of students (Reardon, 1999). Skills include:

• Peer mediation
• Nonviolent communication
• Active listening

Waging Peace In Our Schools (Lantieri & Patti, 1998)

The book Waging Peace In Our Schools is an excellent resource for conflict resolution education. The book outlines a project called the Resolving Conflict Creatively Program, which was developed in the New York City public school system. This program involved the whole school in reducing conflicts and solving conflicts in constructive ways. The program involved training in conflict resolution skills, training of peer mediators to solve problems between students, and active listening training.

While most efforts have focuses on how to handle conflict, more recently efforts have been made for longer-range, "transformative" solutions that address root causes such as structures, fundamental social norms, or political values that play into conflict formations (Reardon, 1999). While some conflict is inevitable, some conflict could be avoided if there had initially been greater effort for understanding. Particiularly with intercultural conflict, conflict may not always be avoided, but by developing an attitude of respect and will to understand, conflict may be reduced. 

Resources:

Conflict Resolution Education Connection: http://www.creducation.org/

References

CRETE Project (2010). Conflict Resolution Education in Teacher Education. Retrieved from: http://www.creducation.org/cre/resources/view/136

Lantieri, L. & Patti, J. (1998). Waging Peace In Our Schools. Beacon Press.

Reardon, B. A. (1999). Peace Education: A Review and Projection. Peace Education Reports, August, No. 17. Department of Educational and Psychological Research, Malmo University.