Convenor
Conflict Management Consulting

Community & Environment Consulting
  • Home
  • About
  • Projects
    • Project Seshat >
      • Article--Hybrid Warfare and International Negotiation...
    • Canon of negotiation >
      • NDR: The Negotiator's Desk Reference
      • The Negotiator's Fieldbook >
        • Fieldbook Reviews
      • Marquette Law Review special issue
    • Rethinking negotiation teaching >
      • Educating Negotiators for a Connected World
      • Assessing Our Students, Assessing Ourselves
      • Venturing Beyond the Classroom
      • Rethinking Negotiation Teaching
      • Negotiation Journal Special Issue
    • Thinking ahead
    • Broad field
    • Theory and practice
    • Assessing mediators >
      • Test Design Project
    • Mediation ethics
    • Infrastructure of dispute resolution >
      • Financing dispute resolution
      • Finding and Hiring Quality Neutrals
  • Publications
  • Community & Environment
    • Community-Based Education >
      • Agua Pura
      • CES YES
      • Conservation USA
      • Environmental Inventory & Analysis
      • Environment Catalog
      • EPA/USDA Partnership
      • Environmental Management
      • Hazardous Waste
    • Water Education: Best Practices >
      • Changing Public Behavior
      • Course: People & the Environment
      • Drinking Water & Human Health
      • Water Outreach Education
    • Youth Water Education >
      • COSEE Great Lakes
      • Drinking Water: Protecting the Source
      • Educating Young People About Water
      • Federal Junior Duck Stamp Program
      • Give Water a Hand
      • Holding on to the GREEN Zone
      • USGS Earth Science Project
    • Bibliography
    • Other Publications
  • Consulting & Casework
    • Thinking ahead: four modest examples
    • Selected (public) decisions
  • Methods
    • 100 scholars, two days, one book
    • Nine sessions
    • An unusual symposium
    • A moveable feast
    • System disorders
    • Translating research
    • The conflict resolution practitioner
    • Theory v. practice---Alternatives article
    • Frames of reference
    • Covering dispute resolution
    • Theory to Practice steering committee
    • Have gavel, will travel
    • Not Quite Protocols
  • Contact

Conflict Resolution Quarterly special issue, summer 2003

Picture

Conflict Resolution Quarterly devoted its Summer, 2003 issue to articles resulting from a 2002 symposium Broad Field organized jointly with the University of New Mexico Law School. The symposium and this special issue pioneered themes later developed on a worldwide level in the Rethinking Negotiation Teaching Project.

Christopher Honeyman, Scott Hughes and Andrea Schneider served as guest editors, and the editor's note described the issue in these terms:

COLLOQUY: REFLECTING ON LEARNING MODELS IN THE FIELD.

How Can We Teach So It Takes? (Christopher Honeyman, Scott H.Hughes, Andrea K. Schneider)
This introductory article explains the genesis of the conference from which the colloquy articles were drawn. It overviews the articles and articulates the next directions for several of these projects.


Adversaries? Partners? How About Counterparts? On Metaphors in the Practice and Teaching of Negotiation and Dispute Resolution (Jonathan R. Cohen)
Metaphors are a powerful linguistic and conceptual tool, much more powerful than conflict managers often acknowledge. This article suggests that dominant metaphors in the field should be reviewed and that innovative metaphors that better capture the complexity of conflict be introduced in the teaching and practice of dispute resolution.


Conflict Resolution: If It Weren't for the Client, I'd Have Done a Great Job (Sanda Kaufman, Bobbi McAdoo).
Most of the teaching and training models in the field are focused on third-party neutrals, not third parties acting as agents within a dispute. Although some of the training for neutrals can be useful to educating agents, it is not fully sufficient. This article discusses the training needs for three specific kinds of agent: lawyers, urban planners, and architects.


Having Students Take Responsibility for the Process of Learning (Andrea K. Schneider, Julie Macfarlane)
Wouldn't it be valuable if we structured our dispute resolution courses with the same principles and processes that we attempt to teach in those courses? These authors think so and suggest a variety of techniques and pedagogical processes that enact these changes.


Windows on Diversity: Lawyers, Culture, and Mediation Practice (Michelle LeBaron, Zena D.Zumeta)
Mediators need to develop and sustain cultural competency. Initial development of this sensitivity may come when mediators become much more reflective about their own professional cultures and identities.


Training on Purpose (Robert R. Stains Jr.)
What is our motivation for learning? This author suggests that we should be more attentive to the purposes that motivate the people we train because that motivation is key to true learning and focused application.


Learning About Learning: The Value of "Insight" (Cheryl A. Picard)
Insight mediation, and similar dispute processes, are informed by the philosophy of learning proposed by Bernard Lonergan. Lonergan's model of learning and its application to mediation training and mediation process are thoroughly discussed.


Complexity, Conflict Resolution, and How the Mind Works (Wendell Jones, Scott H. Hughes)
Revolutions in thinking are challenging long-held assumptions in Western epistemology. They call into question many of the assumptions we make about what we know and how we know it in our professional practice.


Is It "Peacemakers Teaching?" or Is It "Teaching Peacemakers?" (Philmer Bluehouse)
This article offers a powerful personal reflection from a peacemaker who has learned much from those he "helps" as peacemakers.



Convenor Conflict Management
3001 Veazey Terrace  NW
Suite 529
Washington, DC 20008
Tel 202-657-4799
Contact by e-mail