- the conceptualization of 'conflict' is to continue to remain problematic within a poststructural deconstructive framework, as this will provide the openness and humbleness required that such a complex concept and social phenomena demands-- this is the backbone of any 'conflict' epistemology
- conflict ('conflict') cannot be known on its own, and therefore requires a conceptualization which embraces a complex network of interactions with what are called the 5C's: change, complexity, crisis, conflict, contradiction (and these are only understandable with the centering of violence-- a culture of violence at the core of social life in the 21st century)
- that an integral conflict knowledge be formulated (ongoing) that utilizes (at least in part) the 4-quadrant diagrams and spectrum models used throughout this study -- as a template, this integral model (a la Wilber) is likely the best way to ensure inclusion of knowledges but without falling into an eclecticism (or flattening of distinctions, hierarchies, contradictions, and critical analysis)
- that a dialogue be undertaken between conflict management education (CME) and critical pedagogues in examining conceptualizations of 'conflict' and conflict practices-- and to examine self-critically why these two large domains of conflict knowledges have not engaged before (i.e., to examine what "advocacy" in their own social movements/"pedagogy" has become ideology and propaganda instead of being motivated by an expanding integral 'conflict' epistemology)
- a thorough study of "conflict education" takes place in which the various uses of this term in the literature (and programs) is unpacked and problematized... this knowledge is important in creating a critical conflict education as counterhegemonic to CME
...... [several more recommendations are given; contact the author if you want them all]
See Technical Papers for more information.
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