- Title Pages
- Dedication
- Preface and Acknowledgments
- Overcoming Evil
- 1 Introduction: I
- 2 Introduction: II
- 3 The Sources of Conflict between Groups and Primary Examples
- 4 Instigating Conditions
- 5 Psychological and Societal/Group Processes That Arise from Instigating Conditions
- 6 Learning by Doing in Individuals and Groups
- 7 Internal and External Bystanders
- 8 Cultural/Societal Characteristics That Make Hostility and Violence More Likely
- 9 Perpetration and the Perpetrators
- 10 Understanding the Woundedness/Psychological Transformation of All Parties in Mass Violence
- 11 Introduction and Late Prevention
- 12 Promoting Understanding, Healing, and Reconciliation in Rwanda
- 13 Constructive Responses to Difficult Life Conditions and Conflict, Preventive Diplomacy, and Dialogue
- 14 Developing Positive Orientation to the “Other”
- 15 Beyond “Us” and “Them”
- 16 Changing Hearts and Minds
- 17 The Potential and Power of Active Bystanders: Leaders, Nations, and the International System
- 18 Generating Constructive Action by Leaders and Citizens, Creating Structures for Prevention
- 19 Healing/Psychological Recovery and Reconciliation
- 20 Other Elements of Reconciliation: Collective Memory, Shared History, and Justice
- 21 Forgiveness, Healing, and Reconciliation
- 22 Raising Inclusively Caring, Morally Courageous Children and Altruism Born of Suffering
- 23 Recommendations and Conclusions
- References
- Author index
- Subject Index
Changing Hearts and Minds
Changing Hearts and Minds
Information, Peace Education, Deradicalization, and Public Education in Rwanda and the Congo
- Chapter:
- (p.362) 16 Changing Hearts and Minds
- Source:
- Overcoming Evil
- Author(s):
Ervin Staub
- Publisher:
- Oxford University Press
This chapter discusses how public education can change attitudes, beliefs, and behavior. Public education can include lectures and workshops, literature, various media, and the Internet. It also has to consider local conditions. In Rwanda, an educational radio drama, developed based on the Staub–Pearlman approach, made it more likely that people use their judgment about the meaning of events and act on their beliefs. Grassroots projects, building on the radio drama, and other radio programs, also had positive effects.
Keywords: education programs, group violence, behavior, prevention, Rwanda, Congo, Internet, radio
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- Title Pages
- Dedication
- Preface and Acknowledgments
- Overcoming Evil
- 1 Introduction: I
- 2 Introduction: II
- 3 The Sources of Conflict between Groups and Primary Examples
- 4 Instigating Conditions
- 5 Psychological and Societal/Group Processes That Arise from Instigating Conditions
- 6 Learning by Doing in Individuals and Groups
- 7 Internal and External Bystanders
- 8 Cultural/Societal Characteristics That Make Hostility and Violence More Likely
- 9 Perpetration and the Perpetrators
- 10 Understanding the Woundedness/Psychological Transformation of All Parties in Mass Violence
- 11 Introduction and Late Prevention
- 12 Promoting Understanding, Healing, and Reconciliation in Rwanda
- 13 Constructive Responses to Difficult Life Conditions and Conflict, Preventive Diplomacy, and Dialogue
- 14 Developing Positive Orientation to the “Other”
- 15 Beyond “Us” and “Them”
- 16 Changing Hearts and Minds
- 17 The Potential and Power of Active Bystanders: Leaders, Nations, and the International System
- 18 Generating Constructive Action by Leaders and Citizens, Creating Structures for Prevention
- 19 Healing/Psychological Recovery and Reconciliation
- 20 Other Elements of Reconciliation: Collective Memory, Shared History, and Justice
- 21 Forgiveness, Healing, and Reconciliation
- 22 Raising Inclusively Caring, Morally Courageous Children and Altruism Born of Suffering
- 23 Recommendations and Conclusions
- References
- Author index
- Subject Index
