Conflict Resolution and the Strategies of the Prophet Muhammadﷺ

The primary aim of this article is to analyze the life events and strategies of the Prophet Muhammad ﷺ to reveal conflict resolution (CR) forms that may offer solutions to contemporary global problems and challenges faced by contemporary human societies. This study also aspires to contribute to world peace and interfaith harmony by discussing the ideal personality of the Prophet Muhammad ﷺ, who is stereotypically quoted in the west. The main characteristics of a successful leader and examples from the life of Prophet Muhammad ﷺ, are included. It is evident from the given literature that he greatly respected for other religions, cultures, and ideas; even in case of disagreement, he showed tolerance and took great care to handle the situation. In this study, the existing literature is examined and a qualitative exploration is carried out in order to formulate a better understanding of the dynamics of the teachings of the Prophet ﷺ, with regard to peace and conflict resolution. In the end it reveals that the Prophet Muhammad ﷺ, employed all his energies and divine assistance to resolve the conflicting issues through negotiations and peacefully. He showed an appreciation of the dignity of all living beings irrespective of their gender, race, or societal status. The article covers the teachings of the Prophet ﷺ and analyzes the historical events of the life of the Prophet Muhammad. Some of the questions addressed in this research are: how can this knowledge be used to solve difficulties that the Muslims are witnessing after 9/11? What is status of the Qur'an and the Hadith related to peace and conflict? And above all, how does Islam handle conflict resolution?

The Spread of Buddhism and Peace in Southeast Asia

Buddhism is among the oldest religious traditions of the world. It is based on the life and teachings of Siddharta Gautama. The message of world peace is the greatest contribution of Buddhism to the human civilization. This paper aims to study the spread of Buddhism in the Southeast Asian region and its relations with the ideals of peace in contemporary period. Theoretically paper relies on the post-colonial history writing tradition. It adopts descriptive and analytical method to study the subject matter. Conclusions of the paper are drawn after scrutiny of primary and secondary literatures. A thorough study reveals that Buddhism has a glorious past in the Southeast Asia. The practice of Buddhism in the region was popular even prior to the beginning of recorded history. Different monuments provide tangible evidence, and deep-rooted essence of Buddhism in the socio-cultural practices of the region are intangible testimony to this. Paper argues that inter-religious issues in the region and especially current situation of conflict between people of different faith can be resolved by following philosophy of Buddhism in true sense.

Image Under Fire: West German Development Aid and the Ghana Press War, 1960–1966

During the 1960s, development aid helped West Germany project a benign image while it discouraged diplomatic recognition of East Germany. In Ghana, however, this effort clashed with the Pan-Africanist aims of President Kwame Nkrumah. Four periodicals under his control attacked West Germany as neo-colonialist, militarist, racist, latently Nazi and a danger to world peace. West German officials resented this campaign and tried to make it stop, but none of their tactics, not even vague threats to aid, worked for long. The attacks ended with Nkrumah's overthrow in early 1966, but while they lasted, they demonstrated that a small state receiving aid could use the press to invert its asymmetric political relationship with the donor.

PEACE EDUCATION: A DEVELOPMENT STRATEGY FOR CREATING A CULTURE OF PEACE AND NONVIOLENCE

From the beginning of the 21st century until today, the world has suffered some of the highest rates of violence, which has burdened a large number of countries and regions. Various conflicts around the planet have generated the suffering and displacement of millions of children and young people, often under catastrophic circumstances. The poorest countries are mostly exposed to aggression and lawlessness. While they are being ravaged by internal conflicts, other neighboring countries are largely suffering the destabilizing consequences of such divisions. Indirectly, it affects the lives, dignity and well-being of millions of people. Therefore, learning to live together, with empathy for others, is becoming increasingly important in today's divided and in many ways contradictory world. Peace education is not an isolated program to prevent armed conflict and repression, but a roadmap for saving lives, freeing up limited resources for social needs, and establishing structures and conditions that support the rule of law. Peace education is a preventive action and the key to creating a culture of peace. It is a line that directs us towards acquiring knowledge, constructive skills and abilities for better conflict resolution and management, and advocating for social justice in our communities.

Encircling Transnational Peace through Khaita – Joyful Dances

This article investigates how Khaita- Joyful Dances promote an understanding of peace from a transrational and Buddhist perspective. Khaita dances have been created by the Buddhist Dzogchen master Namkhai Norbu as a practice of presence and collaboration, promoting an inner attitude of peace spreading from the individual to the group. Peace is hereby understood as a multi-faceted, intra- as well as interpersonal, dynamic state perceived and experienced not only by the intellectual mind but also through the body and subtle energies. This article is structured in three parts. First, I will explore peace theory in the context of Khaita. Second, I will illustrate the peace understanding promoted by the Tibetan artists through examples from the Khaita songs. The Tibetan song lyrics thereby express the wish for unification amongst Tibetans and the desire for (world) peace. Third, I will investigate the principles of accessible participation, equality as well as collaboration as parameters for peace experiences through examples from the Khaita practice sessions as well as Khaita Kordros, circle dances. The circle dances thereby offer an easy, non-hierarchical immersion in a diverse group of dancers and require presence and self-observation. KEYWORDS: transrational peace, peace theory, circle dance, Tibetan dance, Buddhism

The Phonostate at the End of History: Language, Nation, and a Scheme for World Peace in Edwardian South Africa

This article tells the story of the eccentric and unknown writer Albert William Alderson (1880–1963), a British South African office clerk whose father had helped found the De Beers diamond mining corporation with Cecil Rhodes. Alderson, despite having no academic background, wrote two books and several pamphlets arguing that world peace could be achieved by eliminating all the languages in the world other than English; he buttressed this claim with an elaborate account of the causes of war taken from his reading in world history, but also with extraordinary statements on the relation of language to personal agency. Although Alderson's arguments cannot be taken seriously, they are illuminating as an example of “naïve” liberalism pushed to its limit; that is, as a case-study in heterodoxy comparable to Carlo Ginzburg's Menocchio. I conclude by suggesting that his work helped inspire one influential reader—C. K. Ogden, the founder of Basic English.

World Peace - Role of UN

When we talk about world peace and issues that are to be addressed then we are talking about all the big and small issues which are directly or even indirectly related to human rights, health, international law, justice, migration, oceans and seas, peace and security, population, refugees, water, gender equality, democracy, climate change, e.t.c. The Purpose of the study is that we have to understand the cause of armed conflicts. We have to develop the ways to prevent the war like situations, genocide, terrorism, e.t.c. Furthermore, we have to develop some systems and societies which can take care of all these. We have to educate ourselves and others to increase the awareness of mutual survival. We have to work on the elimination of all biological, chemical, and nuclear weapons in the world. Furthermore, we have to promote democracy with education because democracy without education is dangerous. The adverse effect of this can be remembered by how the dictatorship of Hitler came to an end in Germany.