Conflict And Complexity

This book follows the methodologies of complex adaptive systems research in their application to addressing the problems of terrorism, specifically terrorist networks, their structure and various methods of mapping and interdicting them as well as exploring the complex landscape of network-centric and irregular warfare. A variety of new models and approaches are presented here, including Dynamic Network Analysis, DIME/PMESII models, percolation models and emergent models of insurgency. In addition, the analysis is informed by practical experience, with analytical and policy guidance from authors who have served within the U.S. Department of Defense, the British Ministry of Defence as well as those who have served in a civilian capacity as advisors on terrorism and counter-terrorism.

This book follows the methodologies of complex adaptive systems research in their application to addressing the problems of terrorism, specifically terrorist networks, their structure and various methods of mapping and interdicting them as well as exploring the complex landscape of network-centric and irregular warfare. A variety of new models and approaches are presented here, including Dynamic Network Analysis, DIME/PMESII models, percolation models and emergent models of insurgency. In addition, the analysis is informed by practical experience, with analytical and policy guidance from authors who have served within the U.S. Department of Defense, the British Ministry of Defence as well as those who have served in a civilian capacity as advisors on terrorism and counter-terrorism.

The study reported in this volume is an attempt to develop a multilevel theory of violent conflict and war. As such, the study involves: a pretheory for identifying concepts operative at each level, and for explaining how the concepts relate to violent conflict and war.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education * Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity * Focusing on the direct education/war interface * Examining educational responses to conflict * Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.

The historical interface between science and religion was depicted as an unbridgeable conflict in the last quarter of the nineteenth century. Starting in the 1970s, such a conception was too simplistic and not at all accurate when considering the totality of that relationship. This volume evaluates the utility of the “complexity principle” in past, present, and future scholarship. First put forward by historian John Brooke over twenty-five years ago, the complexity principle rejects the idea of a single thesis of conflict or harmony, or integration or separation, between science and religion. Rethinking History, Science, and Religion brings together an interdisciplinary group of scholars at the forefront of their fields to consider whether new approaches to the study of science and culture—such as recent developments in research on science and the history of publishing, the global history of science, the geographical examination of space and place, and science and media—have cast doubt on the complexity thesis, or if it remains a serviceable historiographical model.

This book covers the design, evaluation, and learning for international interventions aiming to promote peace. More specifically, it reconceptualises this space by critically analysing mainstream approaches – presenting both conceptual and empirical content. This volume offers a variety of original and insightful contributions to the debates grappling with the adoption of complexity thinking. Insights from Complexity Thinking for Peacebuilding Practice and Evaluation addresses the core dilemma that practitioners have to confront: how to function in situations that are fast changing and complex, when equipped with tools designed for neither? How do we reconcile the tension between the use of linear causal logic and the dynamic political transitions that interventions are meant to assist? Readers will be given a rare opportunity to superimpose the latest conceptual innovations with the latest case study applications and from a diverse spectrum of organisational vantage points. This provides the myriad practitioners and consultants in this space with invaluable insights as to how to improve their trade craft, while ensuring policy makers and the accompanying research/academic industry have clearer guidance and innovative thinking. This edited volume provides critically innovative offerings for the audiences that make up this broad area’s practitioners, researchers/academics/educators, and consultants, as well as policy makers.

This encyclopaedia provides a comprehensive overview of major theories and approaches to the study of peace and conflict across different humanities and social sciences disciplines. Peace and conflict studies (PCS) is one of the major sub-disciplines of international studies (including political science and international relations), and has emerged from a need to understand war, related systems and concepts and how to respond to it afterward. As a living reference work, easily discoverable and searchable, the Palgrave Encyclopedia of Peace and Conflict Studies offers solid material for understanding the foundational, historical, and contemporary themes, concepts, theories, events, organisations, and frameworks concerning peace, conflict, security, rights, institutions and development. The Palgrave Encyclopaedia of Peace and Conflict Studies brings together leading and emerging scholars from different disciplines to provide the most comprehensive and up-to-date resource on peace and conflict studies ever produced.