AFTER VIOLENCE: 3R, RECONSTRUCTION, RECONCILIATION ...

76.
77. I am particularly indebted to the late Robert Jungk for his
inspiring work with future workshops.
78. The present author has used this for many years. One
approach that has been tested in many countries is to give the
roles (even difficult, like "two Gods, two chosen peoples, one
Satan, one conflict worker"), say six, "in search of an author"
(Pirandello, Sei personaggi in cerca d'autore, 1921). 18, 24
students are then divided into groups, each one taking the roles
as a point of departure for the play to be written and enacted.
The exercise could be done in the first week, for students to be
acquainted with each other (extremely strong for bonding) and
then towards the end; one difference between the plays being what
they learnt about conflict in the meantime. A problem with the
approach is that it does not always travel way across cultures.
US students usually perform very well, so do Mediterranean
Europeans, with Northern Europeans (and Japanese) being more
reserved. One the ice is broken, however there is general
enthusiasm.
79. See Centro de Estudios Sociales, Demobilized Soldiers Speak:
Reintegration and Reconciliation in Nicaragua, El Salvador and
Mo‡ambique, Managua: Centro de Estudios Internacionales, 1996.
80. This is some kind of opposite number diplomacy. The twinning
of cities is another example, of weaving societies together. The
same would apply to meeting of NGOs with the same kind of
membership, physicians meet physicians, and so on. An interesting
negative experience from Caucasus would apply to having historians
meet historians, not strange given that many of them are state
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