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When I think of conflict I think of two things. The first is a disagreement between two or more parties, which could be people, groups of people, nations, etc., that cannot be easily resolved.

My second is a violent clash between two or more parties that cannot be easily resolved.

Conflict can be physical and violent, but it can also be a feeling of tension, distrust, and anger. It can exist without violence, but many times it turns into violence if it isn't resolved.

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The way that i see conflict is a disagreement between two groups of people or more. Conflicts in my opinion is a two sided coin. There is a bad part to it because as lots of us know it can result into war. But i also believe that conflict has a good side to it as-well. I personally believe that lots of conflicts can result in a agreement that would benefit a society as a whole.

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I believe conflict is a unsolved argument or disagreement that causes tension or big feelings that make it more likely to cause a physical altercation later.

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For me conflict it's the problem of a disagreement, or a different opinion. It's a competitive behaviour between two groups divided by a difference.

It could happen for many different reasons.

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I think conflict can be defined as different people, nations, parties etc.. having a disagreement about something, and having to result to fighting, debating etc.. to attempt to solve their indifference.

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I consider that conflict is a collision of two different and uncompromising views, which might arise harmful behavior, security risks and so on negative events.

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The way I see conflict is "that there are two parts of it Divide and Conquer That is why there are two parties and only two republican and Democratic and controlled by the same people in the very top Called the Council of Formulations the Bilderberger group and the Trilateral Commission that im Deeply sure Nobody know what it is but if we did know these are the People that Control our World by making global Policies that Nobody Votes on and by witch Parties both serve and belong to these organizations and control. ur World . Now here's how it works easy Divide and conquer can only work if the People are DIVIDED, and are not aware of the falsely Created Division if you are not aware of it then it works if ur not aware of it it doesn't work no more if u have socialism without Capitalism it becomes Communism, if u have capitalism without Socialism it becomes fascism and its Just that Easy know "without People understanding what stuff like this is there Will always be War and Conflict this is me putting this in the Words of People who understand this not that i understand this clearly but to be aware of this.

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Conflict can be thought of as when there are two or more interrelated parties (e.g. nations, groups, individuals) that have competing goals.

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A form of competitive behavior between different parties. It occurs when two or more parties compete over perceived or actual incompatible goals or limited resources (Boulding, 1962).

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A dynamic process in which structure, attitudes and behavior are constantly changing and influencing one another (1969)

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Conflict is a "perceived or actual contradiction of goals of interrelated actors or inner, social and environmental forces which is characterized by mutual influence between them."

https://unoy.org/downloads/designing-learning-for-peace/

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Designing Learning for Peace is an educational publication which aims to support formal and non-formal educators in developing Peace Education activities. It provides a springboard for educators, learners and organisations to create further educational programmes and partnerships to promote Peace Education. Developed by UNOY along with a number of partners, it is a result of a collaborative learning, writing and editing process. This publication is issued by Mainstreaming Peace Education Series, a co-operation of European civil society organisations.

Purpose

This publication aims to support educators in formal and non-formal education in developing peace education activities.

The Peace Education Competence Framework seeks to enhance the professionalisation of peace education in the youth and non-formal education sectors by providing a tool for planning, monitoring, evaluation and assessment of competence development for young people through peace education. Additionally, the Framework provides a springboard for further co-operation between organisations involved in its creation and their current and prospective partners.

The Framework contributes to this aim in three ways:

* by conceptualising peace and peace education

* by outlining peace education competences, together with learning objectives and learning outcomes

* by offering guidance on developing learning pathways and finally by suggesting a number of additional readings and resources on peace education.

The Framework was designed as an open, flexible and adaptable platform for education and learning. Although the Framework's main target are educators in non-formal learning, it can also be used by learners in individual learning processes and by organisations in developing trainer teams and capacity-building. Furthermore, although the Framework's roots are in non-formal and community learning as well as volunteering, it can be used in formal learning contexts. Last but not least, although the Framework is an effect of long-term collaboration between organisations and networks focusing on youth and youth work activities, it can be used with all age groups and in all educational contexts including adult, vocational and higher education.

History

The Competence Framework was developed as a response to current developments and shortcomings in education that aims to develop the capacities and competences of individuals to contribute to peace on local and global levels.

While in the past years one could observe an increase of popularity of peace education in the youth and non-formal education sectors, peace education lacks clarity as an educational category characterised by a low level of conceptualisation and poor delimitation of themes and issues it covers. Moreover, due to this lack of conceptual clarity and an unregulated educational landscape, educational activities labelled as 'peace education' or 'education for peace' are of diverging quality and scope, resulting on a lack of recognition of peace education.

The Framework is the main output of 'Mainstreaming Peace Education: Competence Framework', a project funded by the EU Erasmus+ Programme under the Key Action 2 - Strategic Partnerships in the Field of Youth Strand. It is a result of a collaborative learning, writing and editing process undertaken together by the partner organisations in Germany, Latvia, the Netherlands, Turkey and the United Kingdom. For further details about the project and its other activities, please visit www.peaceducation.eu. For information about editors, authors and other contributors, please see chapters 4 and 5.

The publication is also part of Mainstreaming Peace Education series, a co-operation programme between European civil society organisations working with peace education, initiated in 2012. The first phase of the programme, concluded in 2014, resulted in the publication of the 'Mainstreaming Peace Education: Methodologies, Approaches and Visions: A Practitioners Manual'.

Structure

The Competence Framework is composed of six chapters. The first one is the Framework including theoretical and conceptual foundations, contextual and action competence areas including competences, learning objectives and sample learning outcomes. The three contextual competence areas are interdependence, participation and diversity. Action competence areas are: living peace (LP) and building peace (BP). The second chapter outlines educational guidelines covering key steps in developing an educational pathway and three sample pathways based on the action competence areas. The third chapter is devoted to acknowledgements - the Framework is a result of a lengthy collaborative process spanning five countries and involving over a dozen contributors. The fourth chapter includes short profiles of editors and researchers of the Framework. The next, fifth, chapter contains information on all five partners of the 'Mainstreaming Peace Education: Competence Framework' project that this publication is the main output of. Last but not least, the sixth chapter includes a resources and additional readings listed per theme and chapter of the publication.

Future

As mentioned above, the Framework is meant to be a springboard for future work in the field of peace education. The main space for this will be further co-operation between the on the two pillars five project partners and their networks and target groups, but the Framework editors and authors remain open to comments, suggestions and ideas for its future use. The project's website (www.peaceeducation.eu) will remain active after the project's closure and will serve as a space for sharing resources and ideas in the field of peace education. We would like to encourage all readers to submit their comments and suggestions through the website.

Designing Learning for Peace (227 downloads)

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Designing Learning for Peace is an educational publication which aims to support formal and non-formal educators in developing Peace Education activities. It provides a springboard for educators, learners and organisations to create further educational programmes and partnerships to promote Peace Education.