LEADERSHIP IN TRANSFORMATION OF THE PEACE PROFESSION:
THE INTERNATIONAL CONFLICT RESOLUTION AND PEACE EDUCATION EXAMPLE
Bio introduction of Bob Stewart: Bob is a Chartered Accountant and Certified Management Consultant by
profession. His passion for peace was ignited by his involvement in the Rotary International convention that took
place here in Calgary in 1996. The message that he heard was “peace is the most worthwhile cause, and you
should do something”. Since that time, Bob has founded the Canadian Centres for Teaching Peace and leads the
Canadian Culture of Peace Program. His peace website at peace.ca has been ranked number 1 by Google with
over 50,000 visitors per month, and he has been referred to as “the foremost peace educator in Canada". In
2000, Bob was the recipient of the YMCA Peace Award at the annual presentation in Calgary.
1. BACKGROUND
May I have your permission and indulgence if I refer to Peace Education too frequently – please transport these
examples to Conflict Resolution if that is your preference or area of practice. What we learn in one area we may
transport to others.
Whether we talk about Conflict Resolution or Peace, there is a sense of urgency in our discussions and actions.
Literally, there is a human cost if conflicts are not transformed successfully and peacefully.
In the post 9/11 world, we find ourselves in what some have called “a crisis” – facing terrorism, weapons of mass
destruction, and potential environmental disaster. The Chinese symbol for crisis is a combination of danger and
opportunity. We need to make the best of it, and I see this and every “crisis” as part of the learning experience of
Peace Education.
Everyone connected with building a better world must recognize that we have a difficult task to turn things around,
it will take very hard work, it will test our skills as Peace Professionals. We will have to be patient, cautious, and
optimistic. This will test each of our characters. At this point, time is of the essence which means we will not
always have the liberty to spend the hours required to build the consensus on every detail that we wish. A bias
for action will be required. I offer some Gandhian words of wisdom from Dr. Shall Sinha following our previous
CCOPP meetings, "one of the essential characteristics of a Culture of Peace is 'patience'. Impatience almost
always leads to a culture of violence, whereas a continued practice of patience is guaranteed to develop a culture
of peace. So may God grant you extraordinary patience and thereby peace within you."
Because this will test our character and friendships, we need some underlying guidelines. In the development of
the Canadian Culture of Peace Program, we have drafted a “Protocol To Guide Our Conversations and
Relationships” at http://www.peace.ca/CCOPPprotocol.htm . I believe that everyone who chooses to continue our
journey together to build a better world should read and will be assumed to agree with this Protocol unless we
choose to refine it in light of the IPRA 2006 experience. Suggestions are welcomed.
Key Principles include:
1. Safety
2. Consequences
3. Acceptance
4. Mutual purpose
5. Patience
6. Difference
7. Empowerment
8. Action
9. Responsibility
The Protocol also incorporates the principles of Manifesto 2000:
1.
2.
3.
4.
5.
6.
Respect all life
Reject violence
Share with others
Listen to understand
Preserve the planet
Rediscover solidarity
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The “Peace Pie” diagram – to put what I refer to as Conflict Resolution in context with Peace Education. When I
refer to Conflict Resolution, I think more of current and near term program. When I refer to Conflict
Transformation, Conflict and Violence Prevention, I am thinking more proactive and longer term. When I refer to
Peace Education, I think of a holistic model, that includes education with respect to all things that impinge upon
violence and peace, I am thinking proactive and long term (but undoubtedly it also has near term implications as
well). But at this session, we are not focusing on definitions such as that, but rather leadership implications.
If a key party (or parties) to a conflict will not come to the table, it is difficult if not impossible to reconcile
differences and conflict. This is one of the reasons that a party who feels they have a grievance resorts to
violence: to get the other party to the table. (i.e. why the peace side is important)
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The First Annual Leadership and Peace Workshop at McMaster University, November 2004 – highlights.
(reference http://www.peace.ca/CCOPPleadership2004.htm )
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Situational Leadership:
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Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness by Robert K.
Greenleaf. We (locally, nationally and globally) have a leadership crisis, which profoundly affects peace
(in fact, it is the single most important factor - see http://www.peace.ca/leadersandviolence.htm ). This
book puts Leadership into perspective, as to what we should expect and do. It epitomizes the quote: "He profits
most who serves best." Robert Greenleaf (1904 - 1990) spent most of his life in the field of management,
research, development and education. He distilled his observations in a series of essays, books and videotapes
on the theme of The Servant as Leader -- the objective of which is to stimulate thought and action for building a
better, more caring society. The Robert K. Greenleaf Center for Servant-Leadership continues Robert's good
work. Robert makes a compelling argument that the leaders we choose, and that we choose to be, should
be servant leaders. Click on the link to http://www.peace.ca/servantleadership.htm to read an excellent, detailed
summary and ordering information.
Open Space “Liberation” (reference http://www.peace.ca/ost.htm )
The Practice of Peace, by Harrison Owen. I wish to tell you about this because I see another convergence
between the comments that the peacebuilding happens during the process of working on projects (for example),
and using the Open Space conferencing in the process. Owen is the leader behind Open Space Technology.
Open Space Technology or methodology of conferencing is very complimentary to what we have come around to
thinking in terms of Servant Leadership style, non-hierarchical organizing, and the principles contained in the draft
Charter (borrowed from the World Social Forum). I have come to believe (an "aha" moment) that essentially the
Canadian Peace Initiative may be as simple as providing venues or "Open Spaces to Open Minds to Peace".
(Another "reality check" -- It has been my personal view that I saw my contribution as simply providing venues
where peace educators and peace builders could come together to dialogue, network, disseminate information,
plan, etc. - in a sense, I/we have been doing Open Space for the past 3 years + without realizing it, through our
conferences, my web site, our email listservers, etc.) What Harrison Owen is saying is, "do not worry about
spending a lot of time organizing an agenda. Just provide an Open Space, have a general theme(s), invite
people with a passion to come, the conference will organize itself based on what these passionate people really
want to discuss". He confirms what I think many of our participants have said at the last National Peace
Education Conference -- that our best time was in the personal chats outside the presentations. Harrison puts it
much better than I. You can read (and I highly recommend it to you) the 146 page book on the Internet
at Practice of Peace, Chapters 1,2 Practice of Peace, Chapters 2,4 Practice of Peace, Chapters 5,6,
Practice of Peace, Chapters 7,8 , Practice of Peace, Chapters 9,10 . (the only thing is, the Internet version is
missing about 4 pages - but it doesn't really matter). Alternatively, you can order your own copy from the Open
Space Institute of Canada in Quebec , by printing an order form off the Internet at
http://www.openspacecanada.org/books.htm and mailing it with a cheque (but it may take 3 weeks to turn
around). Suggestion: do all your group work as a series of Open Space conferencing. In Owen's words, it will be
self-organizing (which coincidentally takes a lot of stress off you). You may well think that I have gone a bit crazy
with this Open Space stuff. However, I feel it is right for us, for what we have been working on, for the peace
constituents, and for these times. Open Space has all the features of a Culture of Peace (eg. democratic
participation, respect, listening to understand, etc.) Click on this link to read Highlights of the
Book. http://www.peace.ca/openspace.htm
Open Space Technology may also be understood as a bridge between a general understanding of selforganization, and its application to the concrete, and critical, issues such as Peacebuilding:
 the first part of Open Space ... Gather in a circle.
 the second part of Open Space ... Create a bulletin board.
 the final piece of OST ... open a market place.
 the vast majority of those involved were infinitely more concerned with "doing" as opposed to
keeping exact records and writing papers.
 Open Space works, and works well, in any situation characterized by the following:
1. A genuine issue of mutual concern which elicits a high degree of passion.
2. High levels of complexity in terms of the elements of the issue.
3. High levels of diversity in terms of the people involved.
4. The presence of actual or potential conflict.
5. A decision time of yesterday; in short the issue was a not a sometime thing, but
demanded immediate attention.
 self-organization at work
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The critical elements, as I have experienced them, are:
1. Invitation.
2. The Circle.
3. Passion and Responsibility.
4. The Four Principles:
1. Whoever comes are the right people. This reinforces that the wisdom to achieve
solutions is present in the room and the group is not to worry about who is not present
or to panic about who is.
2. Whatever happens is the only thing that could have. This keeps the attention on the
best possible effort in the present, not worrying about “what we should have done”.
3. Whenever it starts is the right time. This reminds people that creativity cannot be
controlled.
4. When it’s over, its over. This encourages people to continue their discussion so long
as there is energy for it. Some sessions will finish well within the anticipated time.
Others will run longer than the time allotted.
5.The Law of Two Feet (or Mobility): This indicates that people can enter or leave an open space
session as they choose. If the session you are in is not meeting your needs for either
contributing or learning, go to another one.
United Nations Culture of Peace Program: we aspire to “fundamentally alter the way we think and do things”;
“work to change behaviors, forge values and incite institutional transformations from the current culture of war and
violence to a Culture of Peace and Non-violence.”
2. LESSONS FROM FUTURISTS
“We need to adopt the mindset of most professional futurists and become systemic optimists - those who believe
that life can get better, but only if we fundamentally alter the way we think and do things. We need to embrace
whole-system change."
A better future is a future with peace
The Information Revolution:
 Massive forces are transforming the 21st century, driven by technology and innovation.
 Our task is to understand and redirect these forces toward a Culture of Peace and Non-violence (much
like a judo expert redirects the force of his/her opponent).
Culture Change:
 Our new media (computers, internet, real time television, cell phones, etc)
 drive new perceptions
 drive new worldviews,
 drive new understandings,
 drive new psychology,
 drive new relationships,
 drive new institutions,
 drive new culture.
Highlights:
 The new leader will be the collaborative catalyst
 Society will change
 We can’t change the past or the present, but we can change the future
 Infiltrating works better than revolutionizing
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Implications for peace/peaceful resolutions of conflicts:
 The future of power and force
 Look at nature – stress creates evolution
 Dissatisfaction with the status quo is healthy and necessary
 Civil society – the real and future superpower vs. no government wants to recognize people power
because it threatens them
 The larger the network, the greater the value
 Transformational model
 Organic learning environments
 Internet/distance learning – the most effective education is self-learning
 Help find solutions to the other guys’ problems
 Importance of addressing systemic problems
 It is relatively easy to deal with technological change – the challenge is the social and behavioral side
 The importance of Social Intelligence
 There is a lack of public discourse about these vital things
 Total solutions and service (holistic)
 Transformation management vs. institutions that do not know how to grapple with ‘cultural’ change
(starting with the Peace Industry and Peace Professionals)
 A new Social Contract: ethics, accountability, citizen involvement, collaboration, flexibility, patience with
its citizens and civil society organizations, educational institutions, business, media, religions, etc.
World Future Society Annual Conference:
 Met and listened to incredibly interesting people; learned lots
 2006 Conference July 28 – 31, Sheraton Centre, Toronto
 2006 Theme “Creating Global Strategies for Humanity’s Future”
 Web site: www.wfs.org
 Canadian Centres for Futures Studies http://www.futurescanada.ca
What does this mean for an International Conflict Resolution and Peace Education Institution?
 will have to change with the times = transformation management to achieve full potential
 will have to “live on purpose” = members of the future will force us to “walk the talk” (particularly re Peace)
 Address systemic problems
 As a truly international organization, INCREPE will have to build its Social Intelligence
3. TRANSFORMATION MANAGEMENT/LEADERSHIP
A major role of any leader is to help provide a “Vision”.
Transformation of the Education System: from a culture of violence to a Culture of Peace
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started in Prussia in 1819 with a clear vision of what centralized schools could deliver: Obedient soldiers
to the army; (reference http://www.tysknews.com/Depts/Educate/public_school_nightmare.htm )
expanded for the Industrial Revolution to produce: Obedient workers for the assembly line and to the
mines; Well subordinated civil servants to government; Well subordinated clerks to industry; Citizens who
thought alike about major issues.
William Torrey, the US Commissioner of Education, about the purpose of the education system: “Ninetynine out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed
custom. This is not an accident but the result of substantial education, which, scientifically defined, is the
subsumption of the individual.”
John Dewey, considered one of the fathers of the modern education system wrote, “Every teacher should
realize he is a social servant set apart for the maintenance of the proper social order and the securing of
the right social growth.”
President Woodrow Wilson on education: “We want one class to have a liberal education. We want
another class, a very much larger class of necessity, to forego the privilege of a liberal education and fit
themselves to perform specific difficult manual tasks.” (reference http://revtread.gnn.tv/?page=2 )
Compare that to:
 Carl Rogers: “The only learning which significantly influences behavior is self-directed, self-appropriated
learning.”
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Montessori; Rudolph Steinor’s Waldorf Schools; Paulo Friere; Ivan Illich
Modeling a Culture of Peace in the Classroom/School (reference
http://www.peace.ca/modellingpeaceeducation.htm )
Goals: raise social intelligence; empower; self esteem; self actualization
Chart (social intell)
Social Intelligence
Peace Education
Canadian Culture
of Peace Program
United Nations
Culture of Peace
Program
4. PERSONAL MANAGEMENT/LEADERSHIP
The people who need the most peace education is peace educators (then ripple-down effect)
What we learn at the personal level can be ‘transported’ to:
 The family level,
 The community level,
 The national level,
 The world level
Develop a love of change, transformation and diversity (vs. resistance to change: “what you resist, persists”)
Live on purpose, walk the talk, set example, be the guide – Servant Leadership
Address systemic problems/issues (otherwise it wont go away)
If you want quick fixes for immediate results, that is a different school of thought/approach – the tip of the iceburg;
i.e. it is OK to go for the quick win and show some positive progress, but the base of the iceburg is systemic
change: we need both, similar to top-down and bottom-up approaches for success
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Build Social Intelligence …. And Spiritual Intelligence
Prescription for Change:
► work smarter not harder
► expose current paradigms (their strengths, weaknesses, opportunities, and threats)
► cross pollinate new ideas and collaborations
► develop new tools and language
► craft a new narrative
► infiltrate all institutions, everywhere
► find opportunities for change
► support communities of fans
► recapture the spirit of the citizens and amateurs who are good citizens rooted in amoré: love and passion.
► Lever our power of information and social capital for the common good – be entrepreneurial; developing
sustainable action
► Champion peace and all its elements
Change Model - Effective change takes 2 to 5 years:
1. Knowledge (increase knowledge)
2. Attitude (change attitudes - motivation)
3. Individual Behaviour (change individual behaviour)
4. Group (Organizational) Behaviour (change group behaviour)
Managing the Journey video
Marketing Strategy: How to sell peace/ideas (the science of influence)
One Minute Sales Person video
We good people need to work on leader motivation:
 Our own personal leadership – we can do better
 Leaders close to us (in our organizations)
 Political and “establishment” leaders
 Alternative leaders (eg. Good citizenship civil society organizations)
 Future leaders – our youth
“The Noble Eightfold Path” (from Buddhist learning):
1. Right Understanding (or Right View)
2. Right Thought (or Right Intention)
3. Right Speech
4. Right Action
5. Right Livelihood
6. Right Effort
7. Right Mindfulness (or Right Attention)
8. Right Concentration
Haste sets up violent environment vs. patience: "one of the essential characteristics of a Culture of Peace is
'patience'. Impatience almost always leads to a culture of violence, whereas a continued practice of patience is
guaranteed to develop a culture of peace. So may God grant you extraordinary patience and thereby peace within
you."
Galtung’s Conflict Transformation Model: win/win/win http://www.transcend.org/manuals.htm
Stewart’s Law: “It is easier to get foregiveness than permission.”
Bob Stewart peace bio:
 www.peace.ca – over 50,000 visitors per month – peace tools through mass communication
 www.cultureofpeace.ca – Canadian Culture of Peace Program
 Communication tools for peace
 National and Provincial Peace Education Conferences
 University Chairs in Peace Studies
 Canadian Peace Education Foundation
 Leadership and Peace Workshops – to help transform the Peace Profession
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Help Rotary International achieve its peace goals
Mentor
A leader takes carefully calculated risks, and tries things. Look at what other leaders are doing to find good
examples and inspiration.
5. PEACE PSYCHOLOGY
Peace Psychology - American Psychological Association (APA) Division 48 has
sponsored development of the first college textbook on peace psychology (all proceeds are donated to the
division). "Peace, Conflict, and Violence: Peace Psychology for the 21st Century" edited by D. Christie, R.
Wagner, and D. Winter (2001) is now available from Prentice Hall. The book is a 426 page paperback, very
attractively packaged. If you teach at the college level, this may be the perfect text for your peace psychology or
conflict and violence course. Knowing that an excellent text is available, some of you may now want to develop
the first peace psychology course for your college. 5 Star Must Reading Click on the link to Peace Psychology
to read an excellent summary and ordering information. ]
Psychology for Peace Activists by David Adams, Printed by Advocate Press, New Haven CT, 1987. 37(+)
pages. Introduction by David Adams: I believe that history is made by people like you and me. That means that
"peace is in our hands", which was the slogan of the International Year for the Culture of Peace (2000). To learn
how this could be possible, I undertook the study presented here in Psychology for Peace Activists which
examines the lives of great peace activists, based primarily on their own autobiographies. Being American, I
chose to study activists from American history. This was later expanded to include the important example of
Nelson Mandela from South Africa. From this, I draw the conclusion that while the task is difficult, it is also
possible, and we have much to learn from those who have gone before us. For this reason, I have sometimes
given this little book the sub-title of "A New Psychology for the Generation Who Can Abolish War." Available
online at http://www.culture-of-peace.info/ppa/title-page.html
"Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed".
UNESCO’s motto
The social and behavioral side of living together is about psychology and sociology. That is why it is complicated
– people’s minds are complicated. It includes my psychology, and the psychology of those I am trying to
influence. But of those two, my psychology is the most important. Hence the phrase, “Peace starts with me”. As
a leader, builder and educator, I have to get my act together. Hence another phrase, “The people who require the
most peace education is Peace Educators.”
Open space to open minds to peace.
The danger of frustration, burn-out and depression. (eg. M: a ‘canary in the mine’; a gentle man hurt by toxins,
both internal and external)
You are of lesser use if you are frustrated, burned-out, depressed or dead.
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Take good care of yourself (Joy of Stress, The One Minute Manager Gets Fit videos): acknowledge (ala A.A.), rid
yourself of the toxins, deal with them, resolve/transform the internal conflict
Self leadership: my Attitude, I am in control and responsible for me, my actions, feelings, mind and body; I can do
anything I put my mind to. I can only help and serve others, voluntarily.
“The longer I live, the more I realize the impact of attitude on life. Attitude, to me, is more important than facts. It is
more important than the past, the education, the money, than circumstances, than failure, than successes, than
what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or
break a company... a church... a home. The remarkable thing is we have a choice everyday regarding the attitude
we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a
certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and
that is our attitude. I am convinced that life is 10% what happens to me and 90% of how I react to it. And so it is
with you... we are in charge of our Attitudes." Charles Swindoll
I am not in control or responsible for others. They are. They can do anything they put their minds to. They can
only help and serve others, voluntarily.
Everybody is an educator and leader, hence education and leadership is shared: it is not all up to me
You can provide the right environment to ‘open space to open minds to peace’ (see OST rules) = liberating
Patient gardener: cultivate ground, plant seeds, encourage growth, change environment
Humility: the humble servant – accept that I am not perfect, I do not know everything, I must be the first to learn,
many heads are better than one (collaboration)
"God, give us grace to accept with serenity the things that cannot be changed, courage to change the things that
can be changed, and the wisdom to distinguish one from the other" Reinhold Niebuhr
Have no fear – replace it with cautious care, prevention and optimism
Be optimistic. Pessimism, burning the bridge before you cross it, will certainly not bring systemic/cultural change.
There are others dealing with “acute care” (eg. Amnesty International, Red Cross, etc.)
You are dealing with minds: (1) generally long term (depend upon this), (2) may be epiphany (try this; it will
happen sometimes)
Be fit mentally and physically
 Meditate 2 times per day (20 minutes each), to clear the mind and get back in touch with your own body
and spirit
 Vacation/vacate, more frequently (get away; escapism)
Love yourself (self esteem; self actualization) and need yourself: we love you and need you (solidarity; connection
to others; relationships)
Be patient with yourself – a decades approach = living on purpose, having goals (the greatest stress reliever); a
purpose greater than yourself, by building a better future, for future generations
Yin and Yang: taking the good with the bad; underwrite the costs of doing what you want by doing some things
you have to (eg. A job on the side; going outside your comfort zones; public speaking; etc.)
Voluntarily do your best, within your own constraints; push the boundaries if you are able
Have no regrets; make your best decisions one at a time, with your best information (in light of all the facts), with
your best intentions: I do not think you can ask for more
Catalyst and process
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6. WHAT DO PEOPLE (FOLLOWERS, CO-LEARNERS) NEED? WALK A MILE “IN THEIR SHOES”
When someone asks me “What does peace education look like?”, I point to the Montessori classroom as the best
example that I have found.
Input:
1.
2.
3.
4.
Information – age/stage appropriate; research
Direction – based on analysis of Development Level
Support – ditto (‘high performers in a new task’ problem)
Tools/Resources (information, human, financial, time)
Open Space – liberation for self-directed, self-appropriated learning = buy in; co-opt
Contracting for a Leadership/Management Style:
 Mentor/guide/counseling/example
 Experiential
o Tell
o Show
o
o
o
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Let them try
Observe
Praise or Redirect
Respect
o You work at their level (physically and mentally), communicate in their language (we have to
communicate in different languages to different audiences)
o You analyze their development level, with them if possible
o Contract with them; mutually agreeable boundaries; no over- or under-supervision
Protocol/guidelines (ref. above)
o Co-learners (Paulo Friere; Socratic Method; etc.)
o They have been heard
o Patience
What if they wont come to the table? (physically and/or mentally)
1. Can’t do – begin again process of teaching (tell, show, let them try, etc.)
2. Wont do – one minute reprimand; consider career change; they have to see the light or feel the heat
Things work best when both/all parties recognize needs and process
Offer your hand in fellowship and support/service
You have to carry on with your own work, purpose, trying different paths, finding “co-operatives” (good word)
Motivation:
 What motivates people? - get “in their shoes”
 Coercion and fear are only temporary, and usually not too effective (except in a fire/war)
 If you want systemic/cultural change, coercion and fear will not work – need a positive, asset-based
approach (superior to needs-based approach) = buy in
 Allay fear (book – The Gift of Fear, by Gavin de Becker)
 Good “bedside manner” – empath(y) – suck the toxins and spit them out
7. WHAT DO YOU NEED AS LEADER?
It is in the minds of people that peace must be built – starting with me
Purpose and method:
 Homework (Environmental Scan; SWOT analysis – Strengths, Weaknesses, Opportunities, Threat;
research; problem identification; solution identification)
 Vision, foresight = conceptual map (the big picture; the major task of a leader is to provide a vision)
 Strategy for implementation = action plan (SMART goals, objectives - Specific, Measurable, Attainable,
Relevant, Tracked)
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The Planning Cycle = plan, action, monitor, evaluate results, redirect
Results oriented vs. action oriented (i.e. rather than doing a lot of activity but achieving little,
work smarter not harder = minimize activity to achieve maximum results; Pareto’s Law 80:20 –
80% of our results comes from 20% of our activity)
Integrity
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Social Contract
Protocol Guidelines
Influence of Mind
 Lead by example, Servant Leadership
 Psychology
 Science and Practice of Influence http://www.peace.ca/cialdini_Influence_Sci_Practice.htm
 Not manipulation, abuse or unethical
Communication
 Nonviolent communication (Dr. Marshall Rosenberg)
 Talk in different languages to different audiences (eg. Business)
 You will have to go to them; do not expect they will come to you
(it is nice when they do, and it
may happen in future when they see the value)
Reflection
 Look in the mirror – plan, monitor, evaluate, redirect
 “Am I doing the best I can?”
This is personal – its not just a job. How else can a person have such passion and love for what they do?
8. SO, LET’S APPLY THIS TO A SPECIFIC EXAMPLE: THE CREATION OF A NEW
INTERNATIONAL CONFLICT RESOLUTION EDUCATION AND PEACE EDUCATION
INSTITUTION (“INCREPE”)
See Modeling a Culture of Peace in the Classroom/School as a guide (reference
http://www.peace.ca/modellingpeaceeducation.htm )
Flattest possible organizational structure
Co-operative model/network/web: co-learning – collaboration
Facilitated by a “Primus Inter Pares” (first among equals, per the book ‘Servant Leadership’; referred to as CEO
below)
The ‘Chief Executive Officer’ (“CEO”) will be asked to help, because of their skills, experience and ability, to fill a
requirement in leadership, decision making, operational and financial management (with suitable assistance). If
this were easy, anyone could do it – but it is not easy. This places the CEO in a difficult position, and she/he will
need our empathy, understanding and support. We will all want to encourage freedom of discussion, a friendly
atmosphere, a proper exchange of views and respect. The controversial nature of many problems – especially
financial problems – presents difficulties and dangers. But one of our goals as CR/Peace Professionals must be
to replace political passion with a desire for understanding and service. We cannot escape controversial issues.
How we face them is one measure of INCREPE’s mettle. In our peace studies we teach that dissent is good – it
is how we evolve, learn and improve. The atmosphere of INCREPE must be friendly, familiar fellowship
(collegiality) which bears up under strong difference of opinion. From time to time, we may have to “agree to
disagree”, particularly when we do not have the luxury of time to go to lengths of building full consensus. Some
decisions, particularly financial ones, will require substantial agreement of the Organizing Committee without any
significant numbers of Members attempting to block the process. But the fundamental is not that we must agree
100%, only that we must explore and inform our minds so that our service to community as we go about
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organizing INCREPE may be informed, intelligent service. Everyone with a genuine interest in the peace process
must be prepared to come to the table, set aside our egos and sort out our differences for the greater good.
Consensus: it should be expected that INCREPE will be able to achieve substantial agreement on controversial
issues, without any significant numbers of Members attempting to block the process. However, it is best that we
anticipate that one or more controversial issues may arise in which INCREPE is not able to achieve substantial
agreement. With our permission, someone may be charged with taking the responsibility to use their best efforts
and cast the deciding vote. Having said that, if the number of blocking Members is so significant that the
necessary commitment for INCREPE is gone then that person may decide this initiative should be terminated.
The key to success is going to be goodwill on everyone’s part connected with INCREPE, otherwise the negative
consequences (financially and in human terms) can not be understated. That places a burden on the Board,
Executive Committee, each of the Sub-Committees and each Member to achieve consensus.
Lead by example; walk the talk
Patient: allow Open Space fullness of discussion/dialogue; everyone satisfied that they have been heard
Voluntary participation: seek broad participation (inclusive of all parties affected, ala Galtung’s Conflict
Transformation methodology)
Handbook/Guide (see example at end)
In-house Conflict Transformation resource person of wisdom – to help us through our own conflicts
Effective communication and Protocol:
1. internal
a. real time (eg. Email list; discussion board)
b. conferencing (in-person; electronic)
2. external (eg. Mass communication; web site; public relations)
Our own tests:
1. Truth grounded (fact; balance if it exists
2. Fair and beneficial to all concerned (culturally sensitive)
3. Build goodwill and better relationships
Rich in information and social contacts (i.e. the new currency)
A counseling resource
Research resources
For example, the Canadian Culture of Peace Program:
 A Vision
 A Mission
 Goals and objectives (what does success looks like?)
 Marketing Strategy
 Outreach
An accountability mechanism to the public/others (measure results, monitor, report, redirect)
Financial resources – fund raising ability (an International CRE/PE Foundation)
Identify the gaps – fill them
Don’t duplicate; utilize existing infrastructure/institutions as much as possible and ask them to fill gaps (if they
don’t, then you do; no turf wars/empire building/hegemony)
Share
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Catalyst and process
Interdependence and success: We have to count on each other to do the best of our abilities to make INCREPE a
success, for the sake of future generations. This will require commitment to do everything within our power to
make it a success. That includes financial viability and program credibility. We will have to control costs as if we
were spending our own personal money (i.e. with prudence and frugality). We will have to do everything we can
to raise revenues to cover our expenditures, and meet all financial commitments.
Commitment: That will take a personal commitment from everyone associated with INCREPE – and it is never
ending: this is a journey, not a destination. If anyone wishes to opt out, then they should probably do it sooner
rather than later. Otherwise, people will depend on you to serve, through “thick and thin”.
Every one of us has been asked to serve on the INCREPE Committee because we have special skills to bring.
We have to get our act together as soon as possible. There will be key milestones – evaluation points. At this
moment, INCREPE’s success is uncertain. We need to collaborate like never before, focus our work, eliminating
the uncertainties. Everyone who can make a contribution must be called upon.
We simply have to plan the work, and work the plan.
Do not wait until it is perfect – do something.
Since those of us who stay on are all committed volunteers, it may be expected that we are doing our best, within
our respective personal constraints (i.e. day jobs, family, money, etc.). We must be optimistic of the outcome.
Our eventual celebration with all our INCREPE friends, will be particularly sweet.
PROFESSIONAL CRE/PE HANDBOOK (sample index considerations)
1.
2.
3.
4.
5.
Oath or Pledge (Code of Conduct)
Generally Accepted CRE/PE Principles (“GAPP”)
Definitions (so we all may talk the same language)
Accreditation, education, practice experience
Other …
THANK YOU 
ANY QUESTIONS?
Prepared by Robert Stewart, C.A., C.M.C.
Director, Canadian Centres for Teaching Peace http://www.peace.ca and
Director, Canadian Culture of Peace Program http://www.cultureofpeace.ca
September 23, 2005
stewartr@peace.ca
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