People‐to‐People Dialogue between North and South Korea: Looking Ahead

The division in the Korean peninsula has lasted more than a half century, and the people on both sides have become quite different in their values, beliefs, behaviors, and lifestyles. As the two sides have increased their exchanges and communications for the last several years, the biggest challenge Korea and its people face is: “How should human relationships be rebuilt after suffering from chronic conflicts between adversary states?” This article considers track two diplomacy/people‐to‐people dialogue as a response to this question and reviews the issues and obstacles related to initiating such a dialogue.     

Regenerative justice,beyond restoring

This paper outlines a new form of justice, called regenerative justice. Regenerative justice is the coupling of restorative justice with the notion of generative justice, which involves the explicit and intentional discovery and building of life meanings, as well as the consideration of the relationships that those meanings have with wrongdoing and ‘making things right’. This exploration comes about after first considering restorative justice, then providing a critique that uncovers potential blind spots in restorative practice. Logotherapeutic techniques, including: Socratic dialogue, attitude modulation, and dereflection, are used by therapists to help people discover meaning and purpose and have successfully assisted crime victims and offenders. Borrowing from these techniques and specific questioning approaches, restorative dialogue facilitators can enhance restorative practice, particularly in the phases of preparation for restorative dialogue and follow-up after restorative dialogue, by deliberately emphasizing meaning-building discussions (generative justice). Therefore, regenerative justice synthesizes the restoration of people and relationships with the generation of peaceful and healing meanings that can help stakeholders in wrongdoing make sense out of suffering and move forward with a sense of purpose. An example of this process is illustrated in a victim-offender dialogue in a crime of severe violence, where meaning-building can be particularly powerful.     

国学与和合学

当今,人类共同面临的是一个病态的世界,是一个充满着错综复杂的冲突和危机的世界。概而言之,人与自然、社会、人际、心灵、文明之间的冲突带来生态、社会、道德、精神和信仰以及价值危机。人类的这些病态不是在减少,而是在扩大,世界上任何地区、国家、民族、宗教以至个人,都在深受其害。依据中华民族五千多年来特别丰富的国学人文资源,以及人与自然、社会、人际、心灵、文明之间交往所积累的宝贵经验和智慧主体卓越的洞见,可以提出国学和合学的和生、和处、和立、和达、和爱五大原理,作为化解人类病态、建构和谐世界的基本原理。     

Seeking forgiveness in an intergroup context: Angolan,Guinean, Mozambican,and East Timorese perspectives

Forgiveness is a key concept in many governance and responsive regulation issues. The notion of intergroup forgiveness was examined among people from four countries: Angola, Guinea‐Bissau, Mozambique, and East Timor. Nine hundred and eighty‐five adults who had suffered from the many conflicts in their areas, either personally or through injuries inflicted on members of their family, agreed to participate in a study that was specifically about seeking intergroup forgiveness. In all four countries, most participants of the study agreed with the ideas that (i) seeking intergroup forgiveness makes sense; (ii) the seeking process must be a popular, democratic, and public process, not a secret elite negotiation; (iii) the process must be initiated and conducted by people in charge politically, not by dissident factions; and (iv) the process is aimed at reconciliation, not at humiliating the group requesting forgiveness. Differences between the four countries were found regarding the extent to which (i) international organizations may be involved in the process; (ii) the demand must include the former perpetrators; and (iii) emotions and material compensation are ingredients in the process.     

地方知识与全球视野:21世纪宗教知识分子的责任

秉持开放,了解多元,不以自己狭隘的观点强加于人,才能推动文明之间的对话。文明对话的先决条件首先是聆听,最基本的要求是容忍对方;其次是承认对方,承认才可能有尊重,有了尊重才可能把对方当作自己的参照,才能把对方当作学习的对象,才能尊重对方。对话的目的是扩大自己的视野,加强自己的反思反省能力,实现社会和谐与世界和平。     

INTERGROUP AND INTRAGROUP VIOLENCE: IS VIOLENT CRIME AN EXPRESSION OF GROUP CONFLICT OR SOCIAL DISORGANIZATION?*

The impact of residential turnover and compositional change at the neighborhood level on local patterns of crime lies at the center of most ecological studies of crime and violence. Of particular interest is how racial and ethnic change impacts intragroup and intergroup crime. Although many studies have examined this effect using city‐level data, few have evaluated it using neighborhood‐level data. Using incident‐level data for the South Bureau Policing Area of the Los Angeles Police Department aggregated to census tracts, we use a novel methodology to construct intragroup and intergroup rates of robbery and assaults. The South Bureau has experienced dramatic demographic change as it has transitioned from a predominately African‐American area to a predominately Latino area. We find support for the social disorganization model, as racial/ethnic transition in nearby tracts leads to greater levels of intergroup violence by both groups as well as to more intragroup violence by Latinos. Such neighborhoods seem to experience a breakdown in norms, which leads to higher levels of violence in all forms. Particularly noteworthy is that intragroup crime is highest in all settings, which includes the most heterogeneous tracts. We also find support for the consolidated inequality theory, as greater inequality across the two groups leads to more violence by the disadvantaged group.     

Psychological Barriers to Resolving Intergroup Conflict: An Extensive Review and Consolidation of the Literature

This article reviews over sixty years of research on psychological barriers to intergroup conflict resolution and finds that scholars have identified eighty nominally different barriers that create or exacerbate intergroup conflict. In order to create a tractable list that would be more helpful to future scholars and practitioners, we consolidate this vast literature (e.g., by eliminating substantive and conceptual redundancies) to produce a list of twenty‐six “unique” psychological barriers. We further organize this inventory of barriers with a framework that distinguishes between “cognitive,” “affective,” and “motivated” psychological barriers. To better understand the literature ecosystem of research on psychological barriers, we employ a data visualization tool to illustrate the extent to which each of the twenty‐six unique barriers has been studied conjointly with every other barrier in the articles we reviewed. We then shift our attention to the work of scholars who have attempted, experimentally, to attenuate psychological barriers in negotiation and conflict settings, and identify five primary methods for doing so. Finally, we discuss the implications of our review for future work in this field.     

“The world would just fall apart if there’s no respect at all”: children’s understandings of respect for diversity in a post-conflict society

The term ‘respect for diversity’ has gained prominence in many policy and curricular developments aimed at promoting reconciliation and pluralism. To explore the understandings of ‘respect for diversity’ held by children in a society that has both emerged from conflict and is increasingly multicultural, 15 group interviews were conducted with 7–11-year-old children in Northern Ireland. The behavioural aspects of respect for diversity articulated by the children were identified as: attention; offering time; equality of treatment; and acts of solidarity. Affective motivations for these actions were empathy and the pursuit of friendship; cognitive motivations were: a moral norm of inclusion; curiosity; internalised human rights principles; and egalitarianism (a belief that all persons are equal in fundamental worth or value). Findings are discussed in relation to theories of children’s prejudice development and moral development, and implications for the teaching and promotion of respect for diversity as part of peace education programmes are considered.     

Principles of Participatory Communication Reconceptualised for Instructional Corporate Social Responsibility Communication

One of the main aims of corporate social responsibility (CSR) is to contribute to sustainable development, and effective communication is imperative in reaching this goal. When the aim of communication is to contribute to sustainable development, it falls within the field of communication for social change, where the participatory approach is the norm. However, the context of instructional CSR communication poses challenges to the traditional conceptualisation of the participatory approach. This creates a need to reconceptualise the participatory approach for instructional CSR communication contexts. A literature review identified four main principles of the participatory approach (dialogue, participation, cultural identity, and empowerment) and illustrated how they are traditionally conceptualised. The empirical study focused on two companies’ CSR programmes where agriculturists were assisting emerging farmers with training, skills development and mentoring. Sixteen semi-structured interviews with farmers and agriculturists were conducted to determine the applicability of the theoretical principles as traditionally conceptualised for this context. We argue that beneficiaries may not be able to participate as equal partners in all aspects of the CSR initiative from the beginning (as traditionally assumed), but that they should, through their involvement, be empowered to participate more meaningfully in later stages even though power will remain largely with the company.     

后殖民主义视野中的女性主义批评

后殖民主义理论与西方女性主义批评有着密切的亲和力。作为弱势群体的话语,女性主义和后殖民主义的共同目标是重新改写传统的“主体/他者”的关系。接受了后殖民主义的影响,女性主义批评最明显的发展是第三世界女性主义的崛起。处于后殖民主义文化中的女性主义批评将在新的层次上重构自身的理论,这一理论的核心是要在平等对话的基础上构建“双声话语”。