Promoting Joint Thinking in International Conflicts: An Israeli‐Palestinian Continuing Workshop

Abstract

This article reviews the development of interactive problem solving as an unofficial approach to the resolution of international conflicts, especially as we have applied it to the Israeli‐Palestinian conflict. The article describes the concept of the continuing workshop, which represents our latest attempt to maximize the political impact of interactive problem solving. After presenting the goals, terms of reference, and ground rules of such workshops, the paper examines their potential contribution to the larger process of conflict resolution. The principles of the continuing workshop have been applied in a series of meetings between high‐ranking Israeli and Palestinian participants. The paper discusses some of the practical issues confronted in this effort, such as preparation, selection of participants, and the third‐party role; and assesses the contribution of this continuing workshop to transforming the relationship between the two societies in conflict.

Effects of In-Group Bias on Planned Encounters of Jewish and Arab Youths

“…In line with those contentions, when members of the minority do not feel inferior to the majority, they are likely to compare themselves favorably with the Eshel 769 majority and to retain their positive social identity (Rouhana & Kelman, 1994). When minority members feel inferior to the majority, the former are more likely to be uncertain in comparing themselves with the latter, to accept the negative image attributed to them by the majority, and to present an asymmetric perception (Bizman & Amir, 1984) characterized by out-group favoritism (Turner & Brown, 1978).…”

“…The utility of this approach in improving relations between Jewish and Arab youths and adults has been demonstrated by a number of studies (Bar & Bargal, 1995;Cohen, Kelman, Miller, & Smith, 1977;Kelman & Cohen, 1986;Rouhana & Kelman, 1994).…”

“…In-group favoritism among such groups was higher when they perceived the hierarchy as illegitimate, unstable, or both. However, in-group favoritism was eliminated when members of the subordinate group had no power to change the intergroup situation (Ng, 1982;Sachdev & Bourhis, 1991).…”

The Development and Growth of Empathy Among Engineering Students

“…62 These scholars discussed the long history of conflict resolution workshops and their explicit focus on fostering empathy to alleviate discrepancies between such groups. [63][64][65][66] For example, Fisher stated, "Conflict analysis requires clear and honest communication in which parties remain sensitive to common errors in perception and cognition and develop [an] empathic understanding of each other. "…”

A Clash of Communication? Intervening in Textbook Writing and Curriculum Development in Bosnia and Herzegovina After the War of 1992–1995

“…Whatever the qualifications and political views of participants in a project are, they must be seen as equivalent and of equal value lending the same argumentative power to all sides involved. Social psychology theories have emphasized that symmetric relations between partners in problem-solving activities are a basic requirement for fostering cooperative attitudes and innovative thinking (Shultziner 2010;Kelman 2009;Rouhana and Kelman 1994). Piaget has delivered the most profound explanation based on experiment and theoretical analysis as Gerard Duveen has shown referring to the children's transition from pre-operational to operational thinking.…”