Peace and Conflict Studies (PCS) includes scholars and practitioners throughout the world working in peace studies, conflict analysis and resolution, conflict management, appropriate dispute resolution, and peace and justice studies. They come to the PCS field with a diversity of ideas, approaches, disciplinary roots, and topic areas, which speaks to the complexity, breadth, and depth needed to apply and take account of conflict dynamics and the goal of peace. Yet, a number of key concerns and dilemmas continue to challenge the field. Critical Issues in Peace and Conflict Studies: Theory, Practice, and Pedagogy, edited by Thomas Matyok, Jessica Senehi, and Sean Byrne, is a collection of essays that explores a number of these issues, providing a means by which academics, students, and practitioners can develop various methods to confront the complexity of contemporary conflicts. Critical Issues in Peace and Conflict Studies discusses the emerging field of PCS, and suggests a framework for the future development of the field and the education of its practitioners and academics. The book has a wide audience targeting students at the undergraduate, graduate, and post-graduate levels. It also extends to those working in and leading community conflict resolution efforts as well as humanitarian aid workers."

Campbell offers a conceptual look into the nature of genocidal intent, systematically analyzing the conceptual and logical structures for genocidal intent, and discussing its theoretical foundations. The analysis offers particular insight into the process of operationalizing genocide and mass extermination. The investigation includes discussion of the roles orchestrators play and the systematic development of a genocidal strategy, which requires the intent to purge pre-selected demographic identifiers from the population. Cambell also analyzes in detail the dynamic process of generational conflict, wherein former perpetrators become victims and victims become perpetrators.

Campbell offers a conceptual look into the nature of genocidal intent, systematically analyzing the conceptual and logical structures for genocidal intent, and discussing its theoretical foundations. The analysis offers particular insight into the process of operationalizing genocide and mass extermination. The investigation includes discussion of the roles orchestrators play and the systematic development of a genocidal strategy, which requires the intent to purge pre-selected demographic identifiers from the population. Cambell also analyzes in detail the dynamic process of generational conflict, wherein former perpetrators become victims and victims become perpetrators.

Peace and Conflict Studies (PCS) includes scholars and practitioners throughout the world working in peace studies, conflict analysis and resolution, conflict management, appropriate dispute resolution, and peace and justice studies. They come to the PCS field with a diversity of ideas, approaches, disciplinary roots, and topic areas, which speaks to the complexity, breadth, and depth needed to apply and take account of conflict dynamics and the goal of peace. Yet, a number of key concerns and dilemmas continue to challenge the field. Critical Issues in Peace and Conflict Studies: Theory, Practice, and Pedagogy, edited by Thomas Matyok, Jessica Senehi, and Sean Byrne, is a collection of essays that explores a number of these issues, providing a means by which academics, students, and practitioners can develop various methods to confront the complexity of contemporary conflicts. Critical Issues in Peace and Conflict Studies discusses the emerging field of PCS, and suggests a framework for the future development of the field and the education of its practitioners and academics. The book has a wide audience targeting students at the undergraduate, graduate, and post-graduate levels. It also extends to those working in and leading community conflict resolution efforts as well as humanitarian aid workers.

Peace Education and the Adult Learner presents a survey of recent developments in adult and peace education. This book offers new educational models for teaching adult learners interested in peace education and conflict resolution. The authors masterfully situate the foundations of these models within a discourse of conflict escalation and conflict resolution. Teaching adult learners about peace education also requires the cultivation of keen critical thinking skills and an understanding of basic conflict resolution strategies. Equipped with such tools, adult learners will invariably develop organic models of conflict resolution. Instead of structuring a formulaic, process-based strategy of peace education, this book analyzes contemporary conflicts and contemplates possible strategies for resolution. Peace Education and the Adult Learner explains how educators can inspire their students to develop specific context-based resolution strategies, rather than apply generalized theoretical models to specific instances of conflict.

This book is a brief historical survey of the conceptual development of evil and its denial. The discourse on the concept of evil has developed throughout centuries of rigorous theological and philosophical debates. An attempt to understand and address the problem of evil has shaped the historical development of both moral and political theory. Addressing and identifying common themes throughout the history of ideas, both in the East and the West, may facilitate contemporary theorists in tackling new and arising threats to peace. The inherently conflictual nature of evil, the duality of good versus evil, and our inability to peacefully coexist, are unfortunate consequences of our collective diversity. Thus, an understanding of conflict and its resolution should begin with an attempt to understand the universally recognized concept of evil.