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Adam Curle

Charles Thomas William Curle[1] (4 July 1916 – 28 September 2006),[1] better known as Adam Curle, was a British academic, known for his work in social psychology, pedagogy, development studies and peace studies. After holding posts at the University of Oxford, University of Exeter, University of Ghana and Harvard University, in 1973 he became the inaugural Professor of Peace Studies at the University of Bradford, following the establishment of the University's Department of Peace Studies. Curle's works included several books on education, including Educational Strategy for Developing Societies (1963), and a number of books on peace and peacemaking, including Making Peace (1971). He was also, throughout his career and after his retirement in 1978, active in peacemaking and mediation, and visited Nigeria and Biafra several times as part of a Quaker contingent during the Nigerian Civil War of 1967–70.

Adam Curle
Born
Charles Thomas William Curle

(1916-07-04)4 July 1916
Died28 September 2006(2006-09-28) (aged 90)
London, England
NationalityBritish
Spouses
Pamela Hobson
(m. 1939, divorced)
Anne Edie
(m. 1958)
Parent(s)Richard Curle and Cordelia Curle
AwardsGandhi International Peace Award (2006)
Academic background
EducationCharterhouse School; New College, Oxford; Exeter College, Oxford; Oxford Institute of Social Anthropology
InfluencesPaulo Freire, George Gurdjieff, P. D. Ouspensky, Buddhist philosophy (especially Tibetan Buddhism and Vajrayana), Sufism, Quaker thought
Academic work
DisciplineSocial psychology, pedagogy, development studies, peace studies
InstitutionsTavistock Institute of Human Relations, University of Oxford, University of Exeter, University of Ghana, Harvard University, University of Bradford (Department of Peace Studies)
Notable worksEducational Strategy for Developing Societies (1963), Making Peace (1971)
InfluencedJohn Paul Lederach

Early life and education edit

Charles Thomas William Curle was born in L'Isle-Adam, Val-d'Oise, France, on 4 July 1916, as the Battle of the Somme raged nearby.[1] His father was the British author, critic and journalist Richard Curle.[1] His mother was Cordelia Curle (née Fisher), whose siblings included the historian H. A. L. Fisher, the cricketer and academic Charles Dennis Fisher, the naval officer William Wordsworth Fisher, the banker Edwin Fisher, and Adeline Vaughan Williams, the wife of the composer Ralph Vaughan Williams.[1] Their other relatives included the historian Frederic William Maitland, the photographer Julia Margaret Cameron, the author Virginia Woolf and the painter Vanessa Bell.[2] He was named after three of his mother's brothers, and took the name Adam, after his birthplace, after returning to France in 1919.[1][2]

He grew up in Wheatfield, Oxfordshire, where he developed an affection for animals and a sensitivity to landscape.[1] Richard Curle was not a frequent presence in his son's childhood;[1] Adam did not meet his father until he was three years old.[3] Curle later described how they became closer in Richard's later life, however, "on a man-to-man basis," having "somehow missed the father–son phase".[4] Curle attributed his pacifism to the influence of his mother, who lost three of her brothers to war and instilled a hatred of war in her son.[2] Woodhouse argued that Curle's mother was also responsible for the "self-confidence which was to enable him later to make a series of unconventional moves at critical turning points in his life".[5] His "inclination to kick against convention", however, was identified by Woodhouse as closer to that of Richard Curle.[6]

Curle attended Charterhouse School, where he was unhappy, later recalling having "survived a dreadful conventional schooling ... by playing the flute (mainly Bach), writing poems and reading the mystics".[7] From 1935 he attended New College, Oxford, at first studying history with the intention of becoming a civil servant, then switching to anthropology.[1][8][9] He continued his studies at Exeter College, Oxford and the Oxford Institute of Social Anthropology, and in 1938 travelled to Sápmi and the Sahara Desert on field trips.[1]

Career edit

Britain and Pakistan edit

Curle served in the British Army for six years during World War II, rising to the rank of Major and becoming a research officer in the Civil Resettlement Units (CRUs).[1][2][7][8][10] In this role he was involved in the development of a residential rehabilitation programme which provided counselling, skills training, medical and recreational facilities, and opportunities for social contact,[11] and was tasked with evaluating the effectiveness of the CRUs' work.[12] In this period he developed an interest in psychology, in particular the integration of psychological and anthropological approaches to society, and the psychological effects of traumatic experiences.[9][13] He received a postgraduate degree in anthropology in 1947,[8] having drawn on his experiences with the CRUs in his work.[12] He began his academic career with a series of journal articles also drawing on those experiences, the first of which was a paper in Human Relations on the experiences of prisoners of war in returning to their communities and the relationship between individual and community.[12]

In 1947 Curle took up a position at the Tavistock Institute of Human Relations, where he researched rural decay in South West England.[1][12] This work led to his appointment, in 1950, as a lecturer in social psychology at the University of Oxford.[12] While at Oxford in the early 1950s he developed an interest in the connections between social psychology and education policy.[8] While he remained interested in the social psychiatry approach that Tavistock Institute emphasised, he also came to believe in the necessity of education for individuals' psychological stability and positive relationships with others, and published several articles on education policy.[12] His work at Oxford led to his appointment in 1952 to the Chair in Education and Psychology at the University of Exeter, where he remained until 1956.[12]

While at Exeter he became involved in a project focused on development in Europe, and his work took on an international dimension.[14] In 1956 he was invited, via Harvard University, to advise on education policy in Pakistan.[7] Initially planning to stay in Pakistan for a year, he later decided to remain for two additional years, and resigned from his position at Exeter in order to do so.[15] From 1956 to 1959 he was an advisor to the Pakistan Planning Board, in which capacity he travelled in Pakistan (including present-day Bangladesh), including in the Hindu Kush.[1] In addition to education policy, his work in Pakistan concerned health care, housing, labour relations, welfare and the Federally Administered Tribal Areas, where he worked among the Pashtun and Kho peoples.[16] He would later frequently refer to his experiences in Pakistan in his lectures and books.[1]

Ghana and Harvard edit

In 1959 Curle was appointed Professor of Education at the University of Ghana.[1] While in Ghana he became a Quaker, which, like his pacifism, he attributed to his mother's influence.[2] He also travelled widely in Africa during this time,[15] and advised the Ghanaian government on education and development.[7] His inaugural lecture, entitled The Role of Education in Developing Societies, was published in 1961.[15] He resigned from the University in 1961, having reached the conclusion that the institution, which was then predominantly white, was "out of place" in a political context marked by the growth of African nationalism.[1] That year he travelled to South Africa with the intention of establishing a college for Black Africans, but was arrested.[1]

Also in 1961 he was appointed director of Harvard University's Centre for Studies in Education and Development, a position he would hold until 1971.[1] While at Harvard he participated in field projects in Barbados, Central America, Nigeria and Tunisia,[7] and returned to Pakistan in 1963 and 1964 as a consultant on education, contributing to Pakistan's third five-year plan.[15] The fieldwork he conducted at Harvard led him to see education policy as vital in achieving and maintaining peace.[13] In 1964 he also became an advisor to the United Nations Relief and Works Agency for Palestine Refugees in the Near East.[7]

Indo-Pakistani War edit

Curle visited India and Pakistan as part of a Quaker contingent in the wake of the Tashkent Declaration, the January 1966 agreement which ended the Indo-Pakistani War of 1965.[17] The team's roles included gathering information, facilitating communication between the Indian and Pakistani sides, offering assessments of the situation, and proposing possible measures for achieving peace.[18] Curle was selected for the role due to his knowledge and experience of Pakistan.[19] His role involved presenting the case for conciliation to the younger people involved in the conflict and those sceptical of possibilities for peace.[20] The Quakers played only a minor role in maintaining peace in India and Pakistan and did not facilitate a breakthrough in relations, but did help to maintain the less tense relations that had developed.[21] Their report described the history of Quaker activity in the region, outlined Indian and Pakistani viewpoints, and described their own work, and concluded that the onus was on India to take conciliatory measures towards Pakistan.[22]

Nigerian Civil War edit

Known by this time for his work in the fields of pedagogy and development studies, Curle was consulted by governments and charities, and provided mediation in the Nigerian Civil War of 1967–70 as part of a group of three Quakers alongside John Volkmar and Walter Martin.[1][2][23] Prior to becoming a mediator in Nigeria Curle had been involved in establishing a model school in Ayetoro, Nigeria.[24] On their initial trip in 1967, their intention was to listen to the parties in conflict and to aid them through conciliation or relief.[25] Arriving before the war began, Curle, Martin and Volkmar met with C. Odumegwu Ojukwu, Hamzat Ahmadu and Okoi Arikpo, and remained hopeful that peace could be maintained; a week after the team left, however, Ojukwu declared the secession of the Republic of Biafra.[26] In early 1968 Curle and Volkmar hosted initial informal talks and met with Yakubu Gowon.[27]

In March 1967 Curle and Martin visited Biafra, where they met with Louis Mbanefo and again with Ojukwu and Gowon.[28] When the Commonwealth Secretariat arranged for public talks to be held in Kampala, Uganda, in May, Curle and his wife Anne were selected to attend as a Quaker delegation.[29] The Curles' role in the Kampala talks involved mediating between Commonwealth Secretary-General Arnold Smith and the Biafrans and proposing possible terms of settlement.[30] In Making Peace Adam described his and Anne's role as involving "persuasion, clarification, message carrying, listening, defusing, honest brokering, encouraging, and liaison with the Commonwealth Secretariat".[31] The Curles then returned to Nigeria, where Adam met again with Gowon.[32] In August 1967 Curle and Volkmar attended the continuing negotiations in Addis Ababa, Ethiopia.[33] When Gowon announced a "final push" against Biafra, the Quakers turned their attention to relief operations.[34]

Curle, Volkmar and Martin embarked on another series of trips in September and October 1968.[34] In the continuing impasse, the proposal made by Hamani Diori, the president of Niger, for a Quaker-sponsored meeting was taken up.[35] Ojukwu's representatives expressed interest in Diori's proposal,[36] and Curle discussed the proposal with Smith and a representative of the British government.[37] The stalemate that continued through 1969, however, led the Quakers to once again turn their attention to providing relief.[38] In October 1969, Curle met again with Gowon alongside Volkmar and Kale Williams.[39] In London, Curle and Williams met with Smith and a Biafran representative to discuss issues including the possibility of the Commonwealth Secretariat again becoming involved in negotiations.[40] In January 1970, however, the war ended with the Biafrans' surrender.[41] Curle and Volkmar rejoined Williams on Nigeria days after the surrender, in order to observe the post-war climate and offer conciliation.[42]

C. H. Mike Yarrow, in his study of Quaker reconciliation efforts, argues that the personal qualities and personalities of the Quaker contingent played a pivotal role in their success in building connections with Nigerian and Biafran leaders, though from mid-1968 Yarrow argues the Quaker organisation and the faith it engendered came to play a similar role.[43] While Yarrow argues their listening process was a success, he describes their effectiveness at changing the parties' perceptions of one another in more ambivalent terms.[44] In concluding, Yarrow argued that while the negotiated peace the Quakers sought was not achieved, Yarrow argues that "the peace terms resulting after the military solution were imbued with the spirit of conciliation."[45]

Curle's experiences of the Indo–Pakistani and Nigerian conflicts contributed to his interest in the causes of war and informed his research on the relationships between violence, social transformation, and the goals of development.[46] At Harvard he responded to the 1968 student protests and the emergence of the New Left by teaching history to schoolchildren in a working-class neighbourhood of Cambridge, Massachusetts, where he was struck by similarities to the "underdeveloped world".[1]

Professor of Peace Studies edit

In 1973 Curle became the United Kingdom's first Professor of Peace Studies at the University of Bradford.[1] Robert A. McKinlay, who was involved in the selection of the new Department of Peace Studies's inaugural professor, recalled contacting Curle after a fellow Quaker suggested Curle would disabuse him of the viability of the position, after which Curle expressed an interest in the post.[47] As Professor of Peace Studies he was responsible for both the department's administration and its academic development.[48] His first year at Bradford was spent recruiting staff, seeking especially those with experience in peacemaking, and developing a postgraduate programme.[49] Among those he appointed were Tom Stonier, who would later head Bradford's School of Science and Society; Aleksandras Štromas, a lawyer and Soviet dissident; David Bleakley, a former Minister of Community Relations in the Government of Northern Ireland; Michael Harbottle, a former chief of staff of the United Nations Peacekeeping Force in Cyprus; Uri Davis, who had been involved in peacemaking among Jews and Arabs in the Middle East; Vithal Rajan, a Gandhian who had worked in India; Nigel Young, a political scientist formerly based at the University of Birmingham; and Tom Woodhouse, who became Curle's research assistant.[50]

While at Bradford, Curle contributed to the development of peace studies and drew on his own experiences of mediation.[1] In his 1975 inaugural lecture, entitled "The Scope and Dilemmas of Peace Studies", he argued for the necessity not only of resolving individual conflicts but also of addressing the underlying causes of war, which he identified as injustice and inequality.[1] Departments of peace studies, he argued, should thus seek to create fair, just and open societies that would not foster the resentments that ultimately lead to war.[1] Accordingly, he sought to operate his department in a democratic, participatory and non-hierarchical manner, and saw his own role as that of a co-ordinator rather than a leader.[1][51]

Retirement edit

Towards the end of his tenure at Bradford, Curle began to feel the need to return to more direct involvement in international reconciliation, and so left the university in 1978, after five years.[1][52] After his retirement, Curle continued to practice peacemaking and track two diplomacy,[53] and worked with Quaker Peace and Service as a mediator in Pakistan, Zimbabwe, Northern Ireland, Sri Lanka, the Balkans and elsewhere.[1] In 1983 a proposal formulated by Curle and others to assess the teaching of conflict resolution in schools was taken up by the Parliamentary Assembly of the Council of Europe as part of a plan to ensure compulsory education contain a focus on non-violent behaviour.[54]

Curle and his wife Anne visited the former Yugoslavia several times during the Yugoslav Wars of 1991–2001.[55] In 1992 Curle co-founded the Centre for Peace, Human Rights and Non-Violence in Osijek, Croatia, a contested area that was the site of significant violence.[55] The organisation sought to cultivate a culture of non-violence through education, and provided civil rights education, community mediation, groups for parents, legal and practical support, peace education programmes, self-help groups, and programmes for survivors of domestic violence.[55] In Županja, Croatia, a multi-ethnic community which had similarly seen conflict and dispossession, Curle co-founded Mir i dobro (Peace and Good), which sought to aid the local community in adjusting to the war's aftermath and to build peace.[56] In his work in Croatia, Curle emphasised the necessity for aid workers to respond to the needs of communities and encouraged dialogue to discern what those needs were.[56] As part of this emphasis, in 1996 he convened a workshop to explore ways to mitigate the effects of the war on Županja's children.[57] A further workshop in 1997 sought to explore ways to develop a culture of non-violence and to facilitate reintegration as refugees returned to their homes.[58] Barbara Mitchels has argued that these workshops combined peacemaking with aspects of counselling.[59] Curle continued to visit Županja into the 2000s.[58]

In his later years he was also influenced by Tibetan Buddhism and the 14th Dalai Lama.[1] In the 1990s and 2000s he worked with the Oxford Research Group as an advisor and a patron.[60] Later in his career he also revisited his earlier work with prisoners of war and reaffirmed his argument that efforts to heal the psychological wounds of war ought to form part of a holistic programme of interventions.[11] In 2000 he was awarded the Gandhi International Peace Award.[1]

Thought edit

Overview edit

In the 1960s Curle published work on education and development that reflected conventional views about the relationship between economic modernisation and social progress.[8] In this work he did, however, emphasise the role of the social and cultural, and in particular the concept of human potential, in development, rather than identifying development as a solely economic phenomenon.[8] In this period he also sought to develop new teaching methods drawing on social psychology.[7] From the late 1960s he came to question development per se, and questions relating to violence and conflict, informed by his experiences of the Indo-Pakistani War and the Nigerian Civil War, came to play a greater role in his work.[61] Around this time, informed by the movement in opposition to the Vietnam War and the 1960s counterculture, he also looked to the roots of conflict that lay in developed countries.[62] Curle's turn to peace studies was the result of these experiences, which instilled a desire to understand the causes of conflict.[63]

Peace studies edit

In his work in peace studies, Curle developed an approach in which peace has both negative dimensions, relating to the prevention of violence, and positive dimensions, relating to the fulfilment of human needs and the freeing of human potential.[64] Curle viewed peace in terms of human development rather than in terms of organisations or rules that would enforce peace.[65][46] Finding the word "conflict" to be too ambiguous, Curle preferred to speak of "peaceful" and "unpeaceful" relationships, defining the former as relationships in which "the various parties did each other more good than harm", and the latter as those "doing more harm than good" to those involved.[66] The development of peaceful relationships, rather than the containment of conflict, was at the core of Curle's conception of peace.[63] While other peace researchers have tended to analyse social, political, and military systems, Curle's work focused on the values and attitudes of individuals within those systems.[63] Curle played an important role in the emergence of peace studies as a separate field from international relations, and in the incorporation of insights from psychology, especially humanistic psychology, into the field.[67] Curle's work also addressed the problems of occupational burnout and apathy among peace studies scholars and practitioners.[68]

Curle saw peace studies as an interdisciplinary endeavour benefiting from a variety of backgrounds and skills.[63] From the late 1960s he was aware of the work of Johan Galtung and Kenneth Boulding, whose work he saw as sharing a common goal with his own.[69] Curle's work in peace studies was also influenced by the Russian esotericist P. D. Ouspensky and the Russian philosopher George Gurdjieff;[65] by Buddhism (especially Tibetan Buddhism), Sufism and his involvement with the Quakers;[70] and by the Brazilian educator Paulo Freire, who was his colleague at Harvard.[71] In keeping with Quaker thought, Curle saw the Inner Light as a force in each human akin to a universal mind.[72] Drawing on Buddhist philosophy, he argued that the three poisons (ignorance, greed and hatred) caused social alienation and formed the basis of most violence.[73] Drawing on Vajrayana and Quakerism, he viewed all living things as connected, and believed that every human action has effects on humans' environment.[74] He also emphasised the artistic and creative aspects of peacemaking and of writing on the subject.[75]

Mediation and reconciliation edit

Mediation was, in Curle's view, the foremost tool of peacemaking.[65] Its purpose, in Curle's account, was to eliminate misperceptions between parties in conflict and to allay violent emotions.[76] Curle's proposed mediation process has four parts: first, mediators develop and improve communications; second, they provide information to, and between, the parties; third, they "befriend" the parties; and fourth, they encourage a willingness to engage in negotiations.[76] Curle criticised "top down" forms of mediation as ineffectual, though, and argued mediation ought to be accompanied by the transformation of attitudes and of economic and social conditions.[13] He saw this form of mediation as applicable on conflicts at all scales, from wars between nations to disputes within families.[77] His theory of mediation draws on Quaker practices, on humanistic psychology, and on his own experiences in the field.[78] It is distinct from John Burton's approach to conflict resolution, but shares with Burton several commitments: both saw the role of the mediator as one of structuring discussions and providing information, both thought mediation involved exploring and analysing the conflict in question, both used psychological principles to mitigate against misperceptions and misunderstandings, and both envisioned new understandings resulting that feed into the development of policy.[79]

In his later works, published in the 1990s and 2000s, Curle continued to revise his theory of reconciliation and its role in peacemaking.[53] His work with the Osijek Centre for Peace led to the realisation that the model of peacemaking by neutral parties that he had advanced in In the Middle (1986) was insufficiently nuanced to resolve the Yugoslav Wars, and that affected communities themselves ought to play a greater role in the process.[53][80] He came to favour a form of conflict resolution in which outsiders' involvement would focus on training and supporting local peacemakers,[53][80] and argued that effective peacemaking processes ought not to focus on the proliferation of peace treaties by elites, but rather ought to empower communities affected by war to construct peace "from below".[13]

Works edit

Educational Strategy for Developing Societies (1963) edit

Curle's Educational Strategy for Developing Societies (1963) is a review of the role of education in economic growth and social and political transformation.[81]

Planning for Education in Pakistan (1966) edit

Planning for Education in Pakistan: A Personal Case Study (1966) is an account of Curle's experiences as an advisor to the Planning Commission of Pakistan in 1963 and 1964.[82] In it, he assesses problems with education in Pakistan and discusses the role of foreign advisors to governments.[83] Drawing on his experiences with the Planning Commission and with educational bodies, Curle shows significant differences between East Pakistan and West Pakistan in education and literacy.[84] Curle presents those involved in educational planning as complex, conflicted figures rather than aloof arbiters of objective facts.[82]

Richard S. Wheeler, reviewing the book in The Journal of Asian Studies, described Curle's assessment of Pakistan's educational problems as "authoritative" and the insight provided into the role of foreign advisors as "rewarding".[83] J. A. Keats and Daphne M. Keats, writing in the Australian Journal of Education, characterised the book as "an unusual and in some ways courageous approach to a serious examination of the problems of educational planning in a newly developing country", but argued that Curle's subjective approach was not wholly successful and queried the omission of certain important individuals from his account.[85] Keats and Keats concluded that while Curle "has succeeded in showing the interaction between persons and action, he has achieved this at the expense of an objectivity which might well have led to an even more valuable exposition."[86]

Educational Problems of Developing Societies (1969) edit

Educational Problems of Developing Societies: With Case Studies of Ghana, Pakistan, and Nigeria was first published in 1969, then in a revised and expanded edition in 1973.[87] The book comprises 12 essays on various topics.[88] After introducing the educational problems faced by developing societies, Curle describes background conditions in these societies and factors in educational development in Pakistan.[89] As in Educational Strategy for Developing Societies, Curle here understands development in social psychological terms.[90] Drawing on his experiences in Pakistan, he argues that development requires flexibility and an appreciation of cultural differences, and that solely economic approaches to development risk fomenting conflict.[91]

Woodhouse describes the book as the best illustration of "the progress of Curle's intellectual development toward the distinct field of peace research".[87] Philip Foster, in his review in the International Journal of Comparative Sociology, argued that the essays show only limited awareness of broader debates in the field, and questioned Curle's methodology in some of the essays, but concluded "that the good far outweighs the less than satisfactory."[92] Joseph Kivlin, meanwhile, reviewing the book in Social Forces, argued that it "does not contribute much that is new to the understanding" of developing societies' educational problems, and noted that several of its chapters are only tangentially connected to the topic of education.[89]

Making Peace (1971) edit

Curle's Making Peace (1971) applies ideas from peace studies to his own experiences, explores the definition of peacemaking and considers what constitute peaceful and non-peaceful relationships and what cause them.[13][63][93]

Education for Liberation (1973) edit

Curle's Education for Liberation was published in 1973.[71] Drawing on his personal experiences and responding to the educational environment of the 1970s, and dealing with similar topics to Making Peace, Curle considers how education can contribute to the achievement of peace and social change.[94] More so than in his previous works, Curle is critical of existing forms of education, which he sees as contributing to authoritarianism, social hierarchy and economic materialism.[94] He identifies this as especially problematic in developing countries, where education is "attuned to the competitive and materialistic ideologies of the rich nations".[95] The book was strongly influenced by Paulo Freire's thought,[71] and contains an appendix contrasting Curle's views with those of B. F. Skinner.[95]

Richard D'Aeth, reviewing the book in the British Journal of Educational Studies, described Curle's analysis as "humane and warmly personal" and the book as "a pleasure to study, despite its pessimism".[96] In his review in the British Journal of Educational Psychology, Ken Pease expressed enthusiasm for the book but argued its use of the concept of awareness was too insubstantial to form "the cornerstone of an educational system".[95]

The Fragile Voice of Love (2006) edit

Curle's final book, The Fragile Voice of Love (2006), was published shortly before he died.[2][13] The book, which includes aspects of memoir and travelogue, offers a personal account of the human condition and human despair at the beginning of the 21st century.[97] Curle comments on alienation, greed, and commercialism as causes of conflict, and proposes ways to combat certain damaging illusions, such as the idea that material wealth results in happiness.[13] Drawing on the insights of the Buddha on the ultimate emptiness of reality, denial of which he identifies as the cause of suffering, Curle proposes that suffering can be overcome first by cultivating and applying virtue, and second by acquiring wisdom.[97] Curle concludes by discussing globalisation, which he argues is driven by the desire for power and profit.[97] Reviewing the book in Peace and Conflict, William H. Long described the book as "straight from the heart", and suggested "like your grandfather's advice, it's best to pay it some mind."[98]

Other works edit

Mystics and Militants: A Study of Awareness, Identity and Social Action (1972) deals with similar themes to Making Peace and examines the personal beliefs, qualities and skills of peace makers.[63] It also considers the psychological aspects of social action, social awareness and identity,[13] and the inner and outer, or private and public, aspects of peacemaking.[99] Curle's interest in the concepts of awareness and identity was based on his observation of people in conflict situations.[100] Like Making Peace, Mystics and Militants contributed to Curle's reputation as an influential figure in the field of peace research.[101] Both books contributed to the emergence of peace studies.[63]

Peacemaking Public and Private (1978) continued to explore the question of the inner and outer aspects of peacemaking first taken up in Mystics and Militants.[99]

True Justice (1981) draws on Quaker theology and Curle's own experiences as a peacemaker, and focuses on personal solutions rather than structural ones.[99][102] It explores the question of human nature in relation to religion,[76] and continues to consider public and private levels of peacemaking.[99] Curle argues here that feelings of hatred, anger, jealousy and the like are not unchangeable features of any individual, but rather the result of failures to understand and develop their own potential.[77] Michael Hare Duke, in his review for the New Internationalist, acknowledged the importance of the interpersonal phenomena on which Curle focuses, but argued that the book lacked "a clear recognition of the economic realities which lie behind any justice in the distribution of the world's resources."[102]

In the Middle (1986) argues for the importance of mediation and reconciliation in both peace research and peacemaking practice.[65][103] In it, Curle introduces his account of mediation as a four-part process,[78] and identifies three types of activity as central to peacemaking: the development of co-operative economic and social systems, nonviolent opposition to violent and oppressive regimes, and the achievement of reconciliation between conflicting parties, including through mediation.[104] In concluding, Curle proposes the creation of an international organisation within the United Nations dedicated to mediation, which would conduct research and provide mediation, training and resources.[105]

Tools for Transformation (1990), like Making Peace and Mystics and Militants, frames conflict as a dynamic force capable of effecting changes in individuals and social structures.[13] Barbara Mitchels and Tom Woodhouse argue that this perspective influenced the development of peace studies by providing a holistic account of conflict that goes beyond merely ending or preventing wars.[13] In To Tame the Hydra (1999), Curle describes a global situation in which violence, successfully subdued, immediately flares up elsewhere, akin to the Hydra, a mythological monster which grew a new head each time one was cut off.[11] Curle saw these outbreaks of violence as fuelled by the pursuit of money and power, and argued for the continuing necessity of peacemaking techniques.[11]

Curle also wrote poetry and fiction.[1] His collection Recognition and Reality: Reflections & Prose Poems was published in 1987.[7] Norbert Koppensteiner described the volume as "a poetic transrationality."[75] His poem "Indra's Net" (1999), named for the metaphor used in Buddhist philosophy, reflects on the ideas of human interconnection that also formed part of his work on peace.[74][75]

Personal life edit

Curle married Pamela Hobson in 1939.[2] They had two daughters and divorced after the end of Curle's military service.[2][60] In 1958 he married Anne Edie, a New Zealander who he had met in Dhaka during his travels.[2] They had one daughter.[2] Later in life he lived with Anne in London.[66]

Death and legacy edit

Curle died from acute leukaemia on 28 September 2006 in Wimbledon, London.[53][106]

Barbara Mitchels' study of Curle, Love in Danger, was published in 2006.[75] It was followed in 2016 by Adam Curle: Radical Peacemaker, a collection of Curle's writings edited by Tom Woodhouse and John Paul Lederach.[75][107][108]

In a 2003 article Mitchels described Curle as "one of the pioneers of the academic study of peace".[10] In his obituary in The Guardian, Tom Woodhouse wrote that "the legitimacy and growth of peace studies" would be Curle's "greatest and enduring legacy".[2] Mitchels and Woodhouse argue Curle's works "were instrumental in establishing the legitimacy of peace studies in universities worldwide and in advancing the scholarly agenda of peace research."[13] Lederach described Curle as "a beacon of orientation" for his own work and "one of the most important influences relevant to many of our contemporary debates" in peace studies.[109]

List of works edit

  • The Role of Education in Developing Societies (1961)
  • Educational Strategy for Developing Societies (1963), expanded and updated edition 1973
  • Planning for Education in Pakistan: A Personal Case Study (1966)
  • Educational Problems of Developing Societies: With Case Studies of Ghana, Pakistan, and Nigeria (1969) revised and expanded edition 1973
  • Making Peace (1971)
  • Mystics and Militants: A Study of Awareness, Identity and Social Action (1972)
  • Education for Liberation (1973)
  • Peacemaking Public and Private (1978)
  • Preparation for Peace (1980)
  • True Justice (1981)
  • Recognition and Reality: Reflections & Prose Poems (1987)
  • Tools for Transformation: A Personal Study (1990)
  • To Tame the Hydra: Undermining the Culture of Violence (1995)
  • In the Middle: Non-Official Mediation in Violent Situations (1986)
  • Peacemaking: The Middle Way (1992)
  • Another Way: Positive Responses to Contemporary Violence (1995)
  • The Fragile Voice of Love (2006)
  • Adam Curle: Radical Peacemaker (2016)

See also edit

Notes edit

  1. ^ a b c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad "Adam Curle Archive" n.d.
  2. ^ a b c d e f g h i j k l Woodhouse 2006.
  3. ^ Curle 1975, p. 12.
  4. ^ Curle 1975, p. 13.
  5. ^ Woodhouse 1991b, p. 30.
  6. ^ Woodhouse 1991b, pp. 30–1.
  7. ^ a b c d e f g h "Adam Curle" 2006.
  8. ^ a b c d e f Woodhouse 2010, p. 2.
  9. ^ a b Woodhouse 1991b, p. 31.
  10. ^ a b Mitchels 2003, p. 403.
  11. ^ a b c d Mitchels 2003, p. 407.
  12. ^ a b c d e f g Woodhouse 1991b, p. 33.
  13. ^ a b c d e f g h i j k Mitchels & Woodhouse 2010.
  14. ^ Woodhouse 1991b, pp. 33–4.
  15. ^ a b c d Woodhouse 1991b, p. 34.
  16. ^ Woodhouse 1991b, pp. 34, 36.
  17. ^ Yarrow 1978, p. 164.
  18. ^ Yarrow 1978, p. 170.
  19. ^ Yarrow 1978, pp. 158–9, 162.
  20. ^ Yarrow 1978, p. 168.
  21. ^ Yarrow 1978, p. 175.
  22. ^ Yarrow 1978, p. 176.
  23. ^ Yarrow 1978, p. 179.
  24. ^ Yarrow 1978, p. 189.
  25. ^ Yarrow 1978, p. 190.
  26. ^ Yarrow 1978, pp. 190–1.
  27. ^ Yarrow 1978, pp. 193–7.
  28. ^ Yarrow 1978, pp. 198–200.
  29. ^ Yarrow 1978, p. 204.
  30. ^ Yarrow 1978, pp. 206, 255–6.
  31. ^ Yarrow 1978, p. 256.
  32. ^ Yarrow 1978, pp. 206–7.
  33. ^ Yarrow 1978, p. 208.
  34. ^ a b Yarrow 1978, p. 211.
  35. ^ Yarrow 1978, p. 213.
  36. ^ Yarrow 1978, pp. 213–4.
  37. ^ Yarrow 1978, pp. 214–6.
  38. ^ Yarrow 1978, pp. 221–2.
  39. ^ Yarrow 1978, p. 231.
  40. ^ Yarrow 1978, p. 235.
  41. ^ Yarrow 1978, p. 238.
  42. ^ Yarrow 1978, p. 243.
  43. ^ Yarrow 1978, pp. 249–50.
  44. ^ Yarrow 1978, p. 252.
  45. ^ Yarrow 1978, p. 259.
  46. ^ a b Ramsbotham, Woodhouse & Miall 2011, p. 53.
  47. ^ McKinlay 1991, p. 62.
  48. ^ McKinlay 1991, p. 63.
  49. ^ McKinlay 1991, p. 65.
  50. ^ McKinlay 1991, pp. 65–6.
  51. ^ McKinlay 1991, pp. 66, 68–9.
  52. ^ McKinlay 1991, p. 69.
  53. ^ a b c d e Woodhouse 2010, p. 6.
  54. ^ Pettigrew 1991, pp. 242–3.
  55. ^ a b c Mitchels 2003, p. 409.
  56. ^ a b Mitchels 2003, p. 410.
  57. ^ Mitchels 2003, p. 411.
  58. ^ a b Mitchels 2003, p. 414.
  59. ^ Mitchels 2003, p. 415.
  60. ^ a b Boulton 2007, p. 87.
  61. ^ Woodhouse 2010, pp. 2–3.
  62. ^ Woodhouse 1991b, p. 39.
  63. ^ a b c d e f g Woodhouse 2010, p. 3.
  64. ^ Woodhouse 2010, p. 1.
  65. ^ a b c d Woodhouse 2010, p. 4.
  66. ^ a b Mitchels 2003, p. 404.
  67. ^ Koppensteiner 2020, pp. 19–20.
  68. ^ Lederach 2014, p. 4.
  69. ^ Woodhouse 1991b, pp. 44–5.
  70. ^ Woodhouse 1991b, pp. 43, 44.
  71. ^ a b c Ramsbotham, Woodhouse & Miall 2011, p. 238.
  72. ^ Koppensteiner 2020, p. 181.
  73. ^ Mitchels 2003, p. 405.
  74. ^ a b Mitchels 2003, p. 408.
  75. ^ a b c d e Koppensteiner 2020, p. 20.
  76. ^ a b c Woodhouse 2010, p. 5.
  77. ^ a b Woodhouse 1991b, p. 50.
  78. ^ a b Ramsbotham, Woodhouse & Miall 2011, p. 54.
  79. ^ Woodhouse 1991b, pp. 53, 54–5.
  80. ^ a b Ramsbotham, Woodhouse & Miall 2011, p. 235.
  81. ^ Gwilliam 1964, p. 76.
  82. ^ a b Keats & Keats 1968, p. 208.
  83. ^ a b Wheeler 1966, p. 141.
  84. ^ Wheeler 1966, p. 142.
  85. ^ Keats & Keats 1968, pp. 208–9.
  86. ^ Keats & Keats 1968, p. 210.
  87. ^ a b Woodhouse 1991b, p. 37.
  88. ^ Foster 1972, p. 226.
  89. ^ a b Kivlin 1971, p. 282.
  90. ^ Woodhouse 1991b, p. 38.
  91. ^ Woodhouse 1991b, pp. 38–9.
  92. ^ Foster 1972, pp. 226–7.
  93. ^ Adams 1973, p. 428.
  94. ^ a b D'Aeth 1974, p. 215.
  95. ^ a b c Pease 1975, p. 92.
  96. ^ D'Aeth 1974, pp. 215–6.
  97. ^ a b c Long 2007, p. 129.
  98. ^ Long 2007, pp. 129–30.
  99. ^ a b c d Woodhouse 1991b, p. 43.
  100. ^ Woodhouse 1991b, p. 44.
  101. ^ Woodhouse 1991b, p. 40.
  102. ^ a b Hare Duke 1982.
  103. ^ Ramsbotham, Woodhouse & Miall 2011, pp. 53–4.
  104. ^ Woodhouse 1991a, p. 49.
  105. ^ Woodhouse 1991a, p. 56.
  106. ^ Boulton 2007, pp. 87–8.
  107. ^ Barrett 2017.
  108. ^ Randle 2017.
  109. ^ Lederach 2014, p. 2.

Sources edit

  • "Adam Curle". The Times. 3 October 2006. Retrieved 29 November 2020.
  • "The Adam Curle Archive". University of Bradford. Retrieved 15 November 2020.
  • Adams, Larry D. (1973). "Review of Making Peace by Adam Curle". Social Science Quarterly. 54 (2): 428–429. JSTOR 42859185.
  • Barrett, Clive (May–June 2017). "A Pioneering Professor for Peace". Resurgence & Ecologist. No. 302.
  • Boulton, Frank (2007). "Adam Curle, 1916–2006". Medicine, Conflict and Survival. 23 (1): 87–88. doi:10.1080/13623690601084815.
  • Curle, Adam (1975). "Richard Curle". The Joseph Conrad Society (U.K.) Newsletter. 1 (6): 12–14. JSTOR 20870293.
  • D'Aeth, Richard (1974). "Review of Education for Liberation by Adam Curle". British Journal of Educational Studies. 22 (2): 215–216. doi:10.2307/3119855. JSTOR 3119855.
  • Foster, Philip (1972). "Review of Educational Problems of Developing Societies: With Case Studies of Ghana and Pakistan by Adam Curle". International Journal of Comparative Sociology. 13 (3–4): 226–227. doi:10.1163/156854272X00154.
  • Gwilliam, Freda H. (1964). "Review of Educational Strategy for Developing Societies by Adam Curle". African Affairs. 63 (250): 76–77. doi:10.1093/oxfordjournals.afraf.a095181.
  • Hare Duke, Michael (1 November 1982). "Review of Beyond Discrimination by Theo L. Westow and True Justice by Adam Curle". New Internationalist. No. 117.
  • Keats, J. A.; Keats, Daphne M. (1968). "Review of Planning for Education in Pakistan: A Personal Case Study by Adam Curle". Australian Journal of Education. 12 (2): 208–210. doi:10.1177/000494416801200215. S2CID 147073876.
  • Kivlin, Joseph (1971). "Review of Educational Problems of Developing Societies by Adam Curle". Social Forces. 50 (2): 282–283. doi:10.1093/sf/50.2.282.
  • Koppensteiner, Norbert (2020). Transrational Peace Research and Elicitive Facilitation: The Self as (Re)Source. Springer. ISBN 9783030460679.
  • Lederach, John Paul (3 May 2014). Remembering Forward: The Visionary Practical Scholarship of Adam Curle (PDF). Bradford University Conference. University of Bradford.
  • Long, William J. (2007). "Joyfully Discovering the Emptiness of a Very Full Life". Peace and Conflict. 13 (1): 129–130. doi:10.1037/h0094029.
  • McKinlay, Robert A. (1991). "From Harvard to Bradford". In Woodhouse, Tom (ed.). Peacemaking in a Troubled World. Berg. pp. 58–70. ISBN 9780854965946 – via Internet Archive.
  • Mitchels, Barbara (2003). "Healing the Wounds of War and More: An Integrative Approach to Peace—The Work of Adam Curle and Others with Mir i Dobro in Županja, Croatia". British Journal of Guidance & Counselling. 31 (4): 403–416. doi:10.1080/03069880310001609286. S2CID 143118761.
  • Mitchels, Barbara; Woodhouse, Tom (2010). "Curle, Adam". In Young, Nigel J. (ed.). The Oxford International Encyclopedia of Peace. Oxford University Press.
  • Pease, K. (1975). "Review of Education for Liberation by Adam Curle". British Journal of Educational Psychology. 45 (1): 92. doi:10.1111/j.2044-8279.1975.tb02302.x.
  • Pettigrew, John (1991). "Quaker Mediation". In Woodhouse, Tom (ed.). Peacemaking in a Troubled World. Berg. pp. 226–246. ISBN 9780854965946 – via Internet Archive.
  • Ramsbotham, Oliver; Woodhouse, Tom; Miall, Hugh (2011). Contemporary Conflict Resolution: The Prevention, Management and Transformation of Deadly Conflicts (3rd ed.). Polity Press. ISBN 9780745649733.
  • Randle, Michael (1 February 2017). "Review of Adam Curle: Radical Peacemaker, edited by Tom Woodhouse and John Paul Lederach". Peace News. No. 2602–2603.
  • Wheeler, Richard S. (1966). "Review of Planning for Education in Pakistan: A Personal Case Study by Adam Curle". The Journal of Asian Studies. 26 (1): 141–142. doi:10.2307/2051871. JSTOR 2051871. S2CID 161290897.
  • Woodhouse, Tom (1991a). "Introduction". In Woodhouse, Tom (ed.). Peacemaking in a Troubled World. Berg. pp. 1–13. ISBN 9780854965946 – via Internet Archive.
  • Woodhouse, Tom (1991b). "Making Peace: The Work of Adam Curle". In Woodhouse, Tom (ed.). Peacemaking in a Troubled World. Berg. pp. 30–57. ISBN 9780854965946 – via Internet Archive.
  • Woodhouse, Tom (4 October 2006). "Adam Curle". The Guardian. Retrieved 21 November 2020.
  • Woodhouse, Tom (2010). "Adam Curle: Radical Peacemaker and Pioneer of Peace Studies". Journal of Conflictology. 1 (1): 1–8.
  • Yarrow, C. H. Mike (1978). Quaker Experiences in International Conciliation. Yale University Press. ISBN 9780300022605. JSTOR j.ctt1dszwxd.

Further reading edit

  • Mitchels, Barbara (2006). Love in Danger: Trauma, Therapy and Conflict Explored Through the Life and Work of Adam Curle. Jon Carpenter. ISBN 9780954972769.

adam, curle, charles, thomas, william, curle, july, 1916, september, 2006, better, known, british, academic, known, work, social, psychology, pedagogy, development, studies, peace, studies, after, holding, posts, university, oxford, university, exeter, univers. Charles Thomas William Curle 1 4 July 1916 28 September 2006 1 better known as Adam Curle was a British academic known for his work in social psychology pedagogy development studies and peace studies After holding posts at the University of Oxford University of Exeter University of Ghana and Harvard University in 1973 he became the inaugural Professor of Peace Studies at the University of Bradford following the establishment of the University s Department of Peace Studies Curle s works included several books on education including Educational Strategy for Developing Societies 1963 and a number of books on peace and peacemaking including Making Peace 1971 He was also throughout his career and after his retirement in 1978 active in peacemaking and mediation and visited Nigeria and Biafra several times as part of a Quaker contingent during the Nigerian Civil War of 1967 70 Adam CurleBornCharles Thomas William Curle 1916 07 04 4 July 1916L Isle Adam Val d Oise FranceDied28 September 2006 2006 09 28 aged 90 London EnglandNationalityBritishSpousesPamela Hobson m 1939 divorced wbr Anne Edie m 1958 wbr Parent s Richard Curle and Cordelia CurleAwardsGandhi International Peace Award 2006 Academic backgroundEducationCharterhouse School New College Oxford Exeter College Oxford Oxford Institute of Social AnthropologyInfluencesPaulo Freire George Gurdjieff P D Ouspensky Buddhist philosophy especially Tibetan Buddhism and Vajrayana Sufism Quaker thoughtAcademic workDisciplineSocial psychology pedagogy development studies peace studiesInstitutionsTavistock Institute of Human Relations University of Oxford University of Exeter University of Ghana Harvard University University of Bradford Department of Peace Studies Notable worksEducational Strategy for Developing Societies 1963 Making Peace 1971 InfluencedJohn Paul Lederach Contents 1 Early life and education 2 Career 2 1 Britain and Pakistan 2 2 Ghana and Harvard 2 3 Indo Pakistani War 2 4 Nigerian Civil War 2 5 Professor of Peace Studies 2 6 Retirement 3 Thought 3 1 Overview 3 2 Peace studies 3 3 Mediation and reconciliation 4 Works 4 1 Educational Strategy for Developing Societies 1963 4 2 Planning for Education in Pakistan 1966 4 3 Educational Problems of Developing Societies 1969 4 4 Making Peace 1971 4 5 Education for Liberation 1973 4 6 The Fragile Voice of Love 2006 4 7 Other works 5 Personal life 6 Death and legacy 7 List of works 8 See also 9 Notes 10 Sources 11 Further readingEarly life and education editCharles Thomas William Curle was born in L Isle Adam Val d Oise France on 4 July 1916 as the Battle of the Somme raged nearby 1 His father was the British author critic and journalist Richard Curle 1 His mother was Cordelia Curle nee Fisher whose siblings included the historian H A L Fisher the cricketer and academic Charles Dennis Fisher the naval officer William Wordsworth Fisher the banker Edwin Fisher and Adeline Vaughan Williams the wife of the composer Ralph Vaughan Williams 1 Their other relatives included the historian Frederic William Maitland the photographer Julia Margaret Cameron the author Virginia Woolf and the painter Vanessa Bell 2 He was named after three of his mother s brothers and took the name Adam after his birthplace after returning to France in 1919 1 2 He grew up in Wheatfield Oxfordshire where he developed an affection for animals and a sensitivity to landscape 1 Richard Curle was not a frequent presence in his son s childhood 1 Adam did not meet his father until he was three years old 3 Curle later described how they became closer in Richard s later life however on a man to man basis having somehow missed the father son phase 4 Curle attributed his pacifism to the influence of his mother who lost three of her brothers to war and instilled a hatred of war in her son 2 Woodhouse argued that Curle s mother was also responsible for the self confidence which was to enable him later to make a series of unconventional moves at critical turning points in his life 5 His inclination to kick against convention however was identified by Woodhouse as closer to that of Richard Curle 6 Curle attended Charterhouse School where he was unhappy later recalling having survived a dreadful conventional schooling by playing the flute mainly Bach writing poems and reading the mystics 7 From 1935 he attended New College Oxford at first studying history with the intention of becoming a civil servant then switching to anthropology 1 8 9 He continued his studies at Exeter College Oxford and the Oxford Institute of Social Anthropology and in 1938 travelled to Sapmi and the Sahara Desert on field trips 1 Career editBritain and Pakistan edit Curle served in the British Army for six years during World War II rising to the rank of Major and becoming a research officer in the Civil Resettlement Units CRUs 1 2 7 8 10 In this role he was involved in the development of a residential rehabilitation programme which provided counselling skills training medical and recreational facilities and opportunities for social contact 11 and was tasked with evaluating the effectiveness of the CRUs work 12 In this period he developed an interest in psychology in particular the integration of psychological and anthropological approaches to society and the psychological effects of traumatic experiences 9 13 He received a postgraduate degree in anthropology in 1947 8 having drawn on his experiences with the CRUs in his work 12 He began his academic career with a series of journal articles also drawing on those experiences the first of which was a paper in Human Relations on the experiences of prisoners of war in returning to their communities and the relationship between individual and community 12 In 1947 Curle took up a position at the Tavistock Institute of Human Relations where he researched rural decay in South West England 1 12 This work led to his appointment in 1950 as a lecturer in social psychology at the University of Oxford 12 While at Oxford in the early 1950s he developed an interest in the connections between social psychology and education policy 8 While he remained interested in the social psychiatry approach that Tavistock Institute emphasised he also came to believe in the necessity of education for individuals psychological stability and positive relationships with others and published several articles on education policy 12 His work at Oxford led to his appointment in 1952 to the Chair in Education and Psychology at the University of Exeter where he remained until 1956 12 While at Exeter he became involved in a project focused on development in Europe and his work took on an international dimension 14 In 1956 he was invited via Harvard University to advise on education policy in Pakistan 7 Initially planning to stay in Pakistan for a year he later decided to remain for two additional years and resigned from his position at Exeter in order to do so 15 From 1956 to 1959 he was an advisor to the Pakistan Planning Board in which capacity he travelled in Pakistan including present day Bangladesh including in the Hindu Kush 1 In addition to education policy his work in Pakistan concerned health care housing labour relations welfare and the Federally Administered Tribal Areas where he worked among the Pashtun and Kho peoples 16 He would later frequently refer to his experiences in Pakistan in his lectures and books 1 Ghana and Harvard edit In 1959 Curle was appointed Professor of Education at the University of Ghana 1 While in Ghana he became a Quaker which like his pacifism he attributed to his mother s influence 2 He also travelled widely in Africa during this time 15 and advised the Ghanaian government on education and development 7 His inaugural lecture entitled The Role of Education in Developing Societies was published in 1961 15 He resigned from the University in 1961 having reached the conclusion that the institution which was then predominantly white was out of place in a political context marked by the growth of African nationalism 1 That year he travelled to South Africa with the intention of establishing a college for Black Africans but was arrested 1 Also in 1961 he was appointed director of Harvard University s Centre for Studies in Education and Development a position he would hold until 1971 1 While at Harvard he participated in field projects in Barbados Central America Nigeria and Tunisia 7 and returned to Pakistan in 1963 and 1964 as a consultant on education contributing to Pakistan s third five year plan 15 The fieldwork he conducted at Harvard led him to see education policy as vital in achieving and maintaining peace 13 In 1964 he also became an advisor to the United Nations Relief and Works Agency for Palestine Refugees in the Near East 7 Indo Pakistani War edit Curle visited India and Pakistan as part of a Quaker contingent in the wake of the Tashkent Declaration the January 1966 agreement which ended the Indo Pakistani War of 1965 17 The team s roles included gathering information facilitating communication between the Indian and Pakistani sides offering assessments of the situation and proposing possible measures for achieving peace 18 Curle was selected for the role due to his knowledge and experience of Pakistan 19 His role involved presenting the case for conciliation to the younger people involved in the conflict and those sceptical of possibilities for peace 20 The Quakers played only a minor role in maintaining peace in India and Pakistan and did not facilitate a breakthrough in relations but did help to maintain the less tense relations that had developed 21 Their report described the history of Quaker activity in the region outlined Indian and Pakistani viewpoints and described their own work and concluded that the onus was on India to take conciliatory measures towards Pakistan 22 Nigerian Civil War edit Known by this time for his work in the fields of pedagogy and development studies Curle was consulted by governments and charities and provided mediation in the Nigerian Civil War of 1967 70 as part of a group of three Quakers alongside John Volkmar and Walter Martin 1 2 23 Prior to becoming a mediator in Nigeria Curle had been involved in establishing a model school in Ayetoro Nigeria 24 On their initial trip in 1967 their intention was to listen to the parties in conflict and to aid them through conciliation or relief 25 Arriving before the war began Curle Martin and Volkmar met with C Odumegwu Ojukwu Hamzat Ahmadu and Okoi Arikpo and remained hopeful that peace could be maintained a week after the team left however Ojukwu declared the secession of the Republic of Biafra 26 In early 1968 Curle and Volkmar hosted initial informal talks and met with Yakubu Gowon 27 In March 1967 Curle and Martin visited Biafra where they met with Louis Mbanefo and again with Ojukwu and Gowon 28 When the Commonwealth Secretariat arranged for public talks to be held in Kampala Uganda in May Curle and his wife Anne were selected to attend as a Quaker delegation 29 The Curles role in the Kampala talks involved mediating between Commonwealth Secretary General Arnold Smith and the Biafrans and proposing possible terms of settlement 30 In Making Peace Adam described his and Anne s role as involving persuasion clarification message carrying listening defusing honest brokering encouraging and liaison with the Commonwealth Secretariat 31 The Curles then returned to Nigeria where Adam met again with Gowon 32 In August 1967 Curle and Volkmar attended the continuing negotiations in Addis Ababa Ethiopia 33 When Gowon announced a final push against Biafra the Quakers turned their attention to relief operations 34 Curle Volkmar and Martin embarked on another series of trips in September and October 1968 34 In the continuing impasse the proposal made by Hamani Diori the president of Niger for a Quaker sponsored meeting was taken up 35 Ojukwu s representatives expressed interest in Diori s proposal 36 and Curle discussed the proposal with Smith and a representative of the British government 37 The stalemate that continued through 1969 however led the Quakers to once again turn their attention to providing relief 38 In October 1969 Curle met again with Gowon alongside Volkmar and Kale Williams 39 In London Curle and Williams met with Smith and a Biafran representative to discuss issues including the possibility of the Commonwealth Secretariat again becoming involved in negotiations 40 In January 1970 however the war ended with the Biafrans surrender 41 Curle and Volkmar rejoined Williams on Nigeria days after the surrender in order to observe the post war climate and offer conciliation 42 C H Mike Yarrow in his study of Quaker reconciliation efforts argues that the personal qualities and personalities of the Quaker contingent played a pivotal role in their success in building connections with Nigerian and Biafran leaders though from mid 1968 Yarrow argues the Quaker organisation and the faith it engendered came to play a similar role 43 While Yarrow argues their listening process was a success he describes their effectiveness at changing the parties perceptions of one another in more ambivalent terms 44 In concluding Yarrow argued that while the negotiated peace the Quakers sought was not achieved Yarrow argues that the peace terms resulting after the military solution were imbued with the spirit of conciliation 45 Curle s experiences of the Indo Pakistani and Nigerian conflicts contributed to his interest in the causes of war and informed his research on the relationships between violence social transformation and the goals of development 46 At Harvard he responded to the 1968 student protests and the emergence of the New Left by teaching history to schoolchildren in a working class neighbourhood of Cambridge Massachusetts where he was struck by similarities to the underdeveloped world 1 Professor of Peace Studies edit In 1973 Curle became the United Kingdom s first Professor of Peace Studies at the University of Bradford 1 Robert A McKinlay who was involved in the selection of the new Department of Peace Studies s inaugural professor recalled contacting Curle after a fellow Quaker suggested Curle would disabuse him of the viability of the position after which Curle expressed an interest in the post 47 As Professor of Peace Studies he was responsible for both the department s administration and its academic development 48 His first year at Bradford was spent recruiting staff seeking especially those with experience in peacemaking and developing a postgraduate programme 49 Among those he appointed were Tom Stonier who would later head Bradford s School of Science and Society Aleksandras Stromas a lawyer and Soviet dissident David Bleakley a former Minister of Community Relations in the Government of Northern Ireland Michael Harbottle a former chief of staff of the United Nations Peacekeeping Force in Cyprus Uri Davis who had been involved in peacemaking among Jews and Arabs in the Middle East Vithal Rajan a Gandhian who had worked in India Nigel Young a political scientist formerly based at the University of Birmingham and Tom Woodhouse who became Curle s research assistant 50 While at Bradford Curle contributed to the development of peace studies and drew on his own experiences of mediation 1 In his 1975 inaugural lecture entitled The Scope and Dilemmas of Peace Studies he argued for the necessity not only of resolving individual conflicts but also of addressing the underlying causes of war which he identified as injustice and inequality 1 Departments of peace studies he argued should thus seek to create fair just and open societies that would not foster the resentments that ultimately lead to war 1 Accordingly he sought to operate his department in a democratic participatory and non hierarchical manner and saw his own role as that of a co ordinator rather than a leader 1 51 Retirement edit Towards the end of his tenure at Bradford Curle began to feel the need to return to more direct involvement in international reconciliation and so left the university in 1978 after five years 1 52 After his retirement Curle continued to practice peacemaking and track two diplomacy 53 and worked with Quaker Peace and Service as a mediator in Pakistan Zimbabwe Northern Ireland Sri Lanka the Balkans and elsewhere 1 In 1983 a proposal formulated by Curle and others to assess the teaching of conflict resolution in schools was taken up by the Parliamentary Assembly of the Council of Europe as part of a plan to ensure compulsory education contain a focus on non violent behaviour 54 Curle and his wife Anne visited the former Yugoslavia several times during the Yugoslav Wars of 1991 2001 55 In 1992 Curle co founded the Centre for Peace Human Rights and Non Violence in Osijek Croatia a contested area that was the site of significant violence 55 The organisation sought to cultivate a culture of non violence through education and provided civil rights education community mediation groups for parents legal and practical support peace education programmes self help groups and programmes for survivors of domestic violence 55 In Zupanja Croatia a multi ethnic community which had similarly seen conflict and dispossession Curle co founded Mir i dobro Peace and Good which sought to aid the local community in adjusting to the war s aftermath and to build peace 56 In his work in Croatia Curle emphasised the necessity for aid workers to respond to the needs of communities and encouraged dialogue to discern what those needs were 56 As part of this emphasis in 1996 he convened a workshop to explore ways to mitigate the effects of the war on Zupanja s children 57 A further workshop in 1997 sought to explore ways to develop a culture of non violence and to facilitate reintegration as refugees returned to their homes 58 Barbara Mitchels has argued that these workshops combined peacemaking with aspects of counselling 59 Curle continued to visit Zupanja into the 2000s 58 In his later years he was also influenced by Tibetan Buddhism and the 14th Dalai Lama 1 In the 1990s and 2000s he worked with the Oxford Research Group as an advisor and a patron 60 Later in his career he also revisited his earlier work with prisoners of war and reaffirmed his argument that efforts to heal the psychological wounds of war ought to form part of a holistic programme of interventions 11 In 2000 he was awarded the Gandhi International Peace Award 1 Thought editOverview edit In the 1960s Curle published work on education and development that reflected conventional views about the relationship between economic modernisation and social progress 8 In this work he did however emphasise the role of the social and cultural and in particular the concept of human potential in development rather than identifying development as a solely economic phenomenon 8 In this period he also sought to develop new teaching methods drawing on social psychology 7 From the late 1960s he came to question development per se and questions relating to violence and conflict informed by his experiences of the Indo Pakistani War and the Nigerian Civil War came to play a greater role in his work 61 Around this time informed by the movement in opposition to the Vietnam War and the 1960s counterculture he also looked to the roots of conflict that lay in developed countries 62 Curle s turn to peace studies was the result of these experiences which instilled a desire to understand the causes of conflict 63 Peace studies edit In his work in peace studies Curle developed an approach in which peace has both negative dimensions relating to the prevention of violence and positive dimensions relating to the fulfilment of human needs and the freeing of human potential 64 Curle viewed peace in terms of human development rather than in terms of organisations or rules that would enforce peace 65 46 Finding the word conflict to be too ambiguous Curle preferred to speak of peaceful and unpeaceful relationships defining the former as relationships in which the various parties did each other more good than harm and the latter as those doing more harm than good to those involved 66 The development of peaceful relationships rather than the containment of conflict was at the core of Curle s conception of peace 63 While other peace researchers have tended to analyse social political and military systems Curle s work focused on the values and attitudes of individuals within those systems 63 Curle played an important role in the emergence of peace studies as a separate field from international relations and in the incorporation of insights from psychology especially humanistic psychology into the field 67 Curle s work also addressed the problems of occupational burnout and apathy among peace studies scholars and practitioners 68 Curle saw peace studies as an interdisciplinary endeavour benefiting from a variety of backgrounds and skills 63 From the late 1960s he was aware of the work of Johan Galtung and Kenneth Boulding whose work he saw as sharing a common goal with his own 69 Curle s work in peace studies was also influenced by the Russian esotericist P D Ouspensky and the Russian philosopher George Gurdjieff 65 by Buddhism especially Tibetan Buddhism Sufism and his involvement with the Quakers 70 and by the Brazilian educator Paulo Freire who was his colleague at Harvard 71 In keeping with Quaker thought Curle saw the Inner Light as a force in each human akin to a universal mind 72 Drawing on Buddhist philosophy he argued that the three poisons ignorance greed and hatred caused social alienation and formed the basis of most violence 73 Drawing on Vajrayana and Quakerism he viewed all living things as connected and believed that every human action has effects on humans environment 74 He also emphasised the artistic and creative aspects of peacemaking and of writing on the subject 75 Mediation and reconciliation edit Mediation was in Curle s view the foremost tool of peacemaking 65 Its purpose in Curle s account was to eliminate misperceptions between parties in conflict and to allay violent emotions 76 Curle s proposed mediation process has four parts first mediators develop and improve communications second they provide information to and between the parties third they befriend the parties and fourth they encourage a willingness to engage in negotiations 76 Curle criticised top down forms of mediation as ineffectual though and argued mediation ought to be accompanied by the transformation of attitudes and of economic and social conditions 13 He saw this form of mediation as applicable on conflicts at all scales from wars between nations to disputes within families 77 His theory of mediation draws on Quaker practices on humanistic psychology and on his own experiences in the field 78 It is distinct from John Burton s approach to conflict resolution but shares with Burton several commitments both saw the role of the mediator as one of structuring discussions and providing information both thought mediation involved exploring and analysing the conflict in question both used psychological principles to mitigate against misperceptions and misunderstandings and both envisioned new understandings resulting that feed into the development of policy 79 In his later works published in the 1990s and 2000s Curle continued to revise his theory of reconciliation and its role in peacemaking 53 His work with the Osijek Centre for Peace led to the realisation that the model of peacemaking by neutral parties that he had advanced in In the Middle 1986 was insufficiently nuanced to resolve the Yugoslav Wars and that affected communities themselves ought to play a greater role in the process 53 80 He came to favour a form of conflict resolution in which outsiders involvement would focus on training and supporting local peacemakers 53 80 and argued that effective peacemaking processes ought not to focus on the proliferation of peace treaties by elites but rather ought to empower communities affected by war to construct peace from below 13 Works editEducational Strategy for Developing Societies 1963 edit Main article Educational Strategy for Developing Societies Curle s Educational Strategy for Developing Societies 1963 is a review of the role of education in economic growth and social and political transformation 81 Planning for Education in Pakistan 1966 edit Planning for Education in Pakistan A Personal Case Study 1966 is an account of Curle s experiences as an advisor to the Planning Commission of Pakistan in 1963 and 1964 82 In it he assesses problems with education in Pakistan and discusses the role of foreign advisors to governments 83 Drawing on his experiences with the Planning Commission and with educational bodies Curle shows significant differences between East Pakistan and West Pakistan in education and literacy 84 Curle presents those involved in educational planning as complex conflicted figures rather than aloof arbiters of objective facts 82 Richard S Wheeler reviewing the book in The Journal of Asian Studies described Curle s assessment of Pakistan s educational problems as authoritative and the insight provided into the role of foreign advisors as rewarding 83 J A Keats and Daphne M Keats writing in the Australian Journal of Education characterised the book as an unusual and in some ways courageous approach to a serious examination of the problems of educational planning in a newly developing country but argued that Curle s subjective approach was not wholly successful and queried the omission of certain important individuals from his account 85 Keats and Keats concluded that while Curle has succeeded in showing the interaction between persons and action he has achieved this at the expense of an objectivity which might well have led to an even more valuable exposition 86 Educational Problems of Developing Societies 1969 edit Educational Problems of Developing Societies With Case Studies of Ghana Pakistan and Nigeria was first published in 1969 then in a revised and expanded edition in 1973 87 The book comprises 12 essays on various topics 88 After introducing the educational problems faced by developing societies Curle describes background conditions in these societies and factors in educational development in Pakistan 89 As in Educational Strategy for Developing Societies Curle here understands development in social psychological terms 90 Drawing on his experiences in Pakistan he argues that development requires flexibility and an appreciation of cultural differences and that solely economic approaches to development risk fomenting conflict 91 Woodhouse describes the book as the best illustration of the progress of Curle s intellectual development toward the distinct field of peace research 87 Philip Foster in his review in the International Journal of Comparative Sociology argued that the essays show only limited awareness of broader debates in the field and questioned Curle s methodology in some of the essays but concluded that the good far outweighs the less than satisfactory 92 Joseph Kivlin meanwhile reviewing the book in Social Forces argued that it does not contribute much that is new to the understanding of developing societies educational problems and noted that several of its chapters are only tangentially connected to the topic of education 89 Making Peace 1971 edit Main article Making Peace Curle s Making Peace 1971 applies ideas from peace studies to his own experiences explores the definition of peacemaking and considers what constitute peaceful and non peaceful relationships and what cause them 13 63 93 Education for Liberation 1973 edit Curle s Education for Liberation was published in 1973 71 Drawing on his personal experiences and responding to the educational environment of the 1970s and dealing with similar topics to Making Peace Curle considers how education can contribute to the achievement of peace and social change 94 More so than in his previous works Curle is critical of existing forms of education which he sees as contributing to authoritarianism social hierarchy and economic materialism 94 He identifies this as especially problematic in developing countries where education is attuned to the competitive and materialistic ideologies of the rich nations 95 The book was strongly influenced by Paulo Freire s thought 71 and contains an appendix contrasting Curle s views with those of B F Skinner 95 Richard D Aeth reviewing the book in the British Journal of Educational Studies described Curle s analysis as humane and warmly personal and the book as a pleasure to study despite its pessimism 96 In his review in the British Journal of Educational Psychology Ken Pease expressed enthusiasm for the book but argued its use of the concept of awareness was too insubstantial to form the cornerstone of an educational system 95 The Fragile Voice of Love 2006 edit Curle s final book The Fragile Voice of Love 2006 was published shortly before he died 2 13 The book which includes aspects of memoir and travelogue offers a personal account of the human condition and human despair at the beginning of the 21st century 97 Curle comments on alienation greed and commercialism as causes of conflict and proposes ways to combat certain damaging illusions such as the idea that material wealth results in happiness 13 Drawing on the insights of the Buddha on the ultimate emptiness of reality denial of which he identifies as the cause of suffering Curle proposes that suffering can be overcome first by cultivating and applying virtue and second by acquiring wisdom 97 Curle concludes by discussing globalisation which he argues is driven by the desire for power and profit 97 Reviewing the book in Peace and Conflict William H Long described the book as straight from the heart and suggested like your grandfather s advice it s best to pay it some mind 98 Other works edit Mystics and Militants A Study of Awareness Identity and Social Action 1972 deals with similar themes to Making Peace and examines the personal beliefs qualities and skills of peace makers 63 It also considers the psychological aspects of social action social awareness and identity 13 and the inner and outer or private and public aspects of peacemaking 99 Curle s interest in the concepts of awareness and identity was based on his observation of people in conflict situations 100 Like Making Peace Mystics and Militants contributed to Curle s reputation as an influential figure in the field of peace research 101 Both books contributed to the emergence of peace studies 63 Peacemaking Public and Private 1978 continued to explore the question of the inner and outer aspects of peacemaking first taken up in Mystics and Militants 99 True Justice 1981 draws on Quaker theology and Curle s own experiences as a peacemaker and focuses on personal solutions rather than structural ones 99 102 It explores the question of human nature in relation to religion 76 and continues to consider public and private levels of peacemaking 99 Curle argues here that feelings of hatred anger jealousy and the like are not unchangeable features of any individual but rather the result of failures to understand and develop their own potential 77 Michael Hare Duke in his review for the New Internationalist acknowledged the importance of the interpersonal phenomena on which Curle focuses but argued that the book lacked a clear recognition of the economic realities which lie behind any justice in the distribution of the world s resources 102 In the Middle 1986 argues for the importance of mediation and reconciliation in both peace research and peacemaking practice 65 103 In it Curle introduces his account of mediation as a four part process 78 and identifies three types of activity as central to peacemaking the development of co operative economic and social systems nonviolent opposition to violent and oppressive regimes and the achievement of reconciliation between conflicting parties including through mediation 104 In concluding Curle proposes the creation of an international organisation within the United Nations dedicated to mediation which would conduct research and provide mediation training and resources 105 Tools for Transformation 1990 like Making Peace and Mystics and Militants frames conflict as a dynamic force capable of effecting changes in individuals and social structures 13 Barbara Mitchels and Tom Woodhouse argue that this perspective influenced the development of peace studies by providing a holistic account of conflict that goes beyond merely ending or preventing wars 13 In To Tame the Hydra 1999 Curle describes a global situation in which violence successfully subdued immediately flares up elsewhere akin to the Hydra a mythological monster which grew a new head each time one was cut off 11 Curle saw these outbreaks of violence as fuelled by the pursuit of money and power and argued for the continuing necessity of peacemaking techniques 11 Curle also wrote poetry and fiction 1 His collection Recognition and Reality Reflections amp Prose Poems was published in 1987 7 Norbert Koppensteiner described the volume as a poetic transrationality 75 His poem Indra s Net 1999 named for the metaphor used in Buddhist philosophy reflects on the ideas of human interconnection that also formed part of his work on peace 74 75 Personal life editCurle married Pamela Hobson in 1939 2 They had two daughters and divorced after the end of Curle s military service 2 60 In 1958 he married Anne Edie a New Zealander who he had met in Dhaka during his travels 2 They had one daughter 2 Later in life he lived with Anne in London 66 Death and legacy editCurle died from acute leukaemia on 28 September 2006 in Wimbledon London 53 106 Barbara Mitchels study of Curle Love in Danger was published in 2006 75 It was followed in 2016 by Adam Curle Radical Peacemaker a collection of Curle s writings edited by Tom Woodhouse and John Paul Lederach 75 107 108 In a 2003 article Mitchels described Curle as one of the pioneers of the academic study of peace 10 In his obituary in The Guardian Tom Woodhouse wrote that the legitimacy and growth of peace studies would be Curle s greatest and enduring legacy 2 Mitchels and Woodhouse argue Curle s works were instrumental in establishing the legitimacy of peace studies in universities worldwide and in advancing the scholarly agenda of peace research 13 Lederach described Curle as a beacon of orientation for his own work and one of the most important influences relevant to many of our contemporary debates in peace studies 109 List of works editThe Role of Education in Developing Societies 1961 Educational Strategy for Developing Societies 1963 expanded and updated edition 1973 Planning for Education in Pakistan A Personal Case Study 1966 Educational Problems of Developing Societies With Case Studies of Ghana Pakistan and Nigeria 1969 revised and expanded edition 1973 Making Peace 1971 Mystics and Militants A Study of Awareness Identity and Social Action 1972 Education for Liberation 1973 Peacemaking Public and Private 1978 Preparation for Peace 1980 True Justice 1981 Recognition and Reality Reflections amp Prose Poems 1987 Tools for Transformation A Personal Study 1990 To Tame the Hydra Undermining the Culture of Violence 1995 In the Middle Non Official Mediation in Violent Situations 1986 Peacemaking The Middle Way 1992 Another Way Positive Responses to Contemporary Violence 1995 The Fragile Voice of Love 2006 Adam Curle Radical Peacemaker 2016 See also editList of peace activistsNotes edit a b c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad Adam Curle Archive n d a b c d e f g h i j k l Woodhouse 2006 Curle 1975 p 12 Curle 1975 p 13 Woodhouse 1991b p 30 Woodhouse 1991b pp 30 1 a b c d e f g h Adam Curle 2006 a b c d e f Woodhouse 2010 p 2 a b Woodhouse 1991b p 31 a b Mitchels 2003 p 403 a b c d Mitchels 2003 p 407 a b c d e f g Woodhouse 1991b p 33 a b c d e f g h i j k Mitchels amp Woodhouse 2010 Woodhouse 1991b pp 33 4 a b c d Woodhouse 1991b p 34 Woodhouse 1991b pp 34 36 Yarrow 1978 p 164 Yarrow 1978 p 170 Yarrow 1978 pp 158 9 162 Yarrow 1978 p 168 Yarrow 1978 p 175 Yarrow 1978 p 176 Yarrow 1978 p 179 Yarrow 1978 p 189 Yarrow 1978 p 190 Yarrow 1978 pp 190 1 Yarrow 1978 pp 193 7 Yarrow 1978 pp 198 200 Yarrow 1978 p 204 Yarrow 1978 pp 206 255 6 Yarrow 1978 p 256 Yarrow 1978 pp 206 7 Yarrow 1978 p 208 a b Yarrow 1978 p 211 Yarrow 1978 p 213 Yarrow 1978 pp 213 4 Yarrow 1978 pp 214 6 Yarrow 1978 pp 221 2 Yarrow 1978 p 231 Yarrow 1978 p 235 Yarrow 1978 p 238 Yarrow 1978 p 243 Yarrow 1978 pp 249 50 Yarrow 1978 p 252 Yarrow 1978 p 259 a b Ramsbotham Woodhouse amp Miall 2011 p 53 McKinlay 1991 p 62 McKinlay 1991 p 63 McKinlay 1991 p 65 McKinlay 1991 pp 65 6 McKinlay 1991 pp 66 68 9 McKinlay 1991 p 69 a b c d e Woodhouse 2010 p 6 Pettigrew 1991 pp 242 3 a b c Mitchels 2003 p 409 a b Mitchels 2003 p 410 Mitchels 2003 p 411 a b Mitchels 2003 p 414 Mitchels 2003 p 415 a b Boulton 2007 p 87 Woodhouse 2010 pp 2 3 Woodhouse 1991b p 39 a b c d e f g Woodhouse 2010 p 3 Woodhouse 2010 p 1 a b c d Woodhouse 2010 p 4 a b Mitchels 2003 p 404 Koppensteiner 2020 pp 19 20 Lederach 2014 p 4 Woodhouse 1991b pp 44 5 Woodhouse 1991b pp 43 44 a b c Ramsbotham Woodhouse amp Miall 2011 p 238 Koppensteiner 2020 p 181 Mitchels 2003 p 405 a b Mitchels 2003 p 408 a b c d e Koppensteiner 2020 p 20 a b c Woodhouse 2010 p 5 a b Woodhouse 1991b p 50 a b Ramsbotham Woodhouse amp Miall 2011 p 54 Woodhouse 1991b pp 53 54 5 a b Ramsbotham Woodhouse amp Miall 2011 p 235 Gwilliam 1964 p 76 a b Keats amp Keats 1968 p 208 a b Wheeler 1966 p 141 Wheeler 1966 p 142 Keats amp Keats 1968 pp 208 9 Keats amp Keats 1968 p 210 a b Woodhouse 1991b p 37 Foster 1972 p 226 a b Kivlin 1971 p 282 Woodhouse 1991b p 38 Woodhouse 1991b pp 38 9 Foster 1972 pp 226 7 Adams 1973 p 428 a b D Aeth 1974 p 215 a b c Pease 1975 p 92 D Aeth 1974 pp 215 6 a b c Long 2007 p 129 Long 2007 pp 129 30 a b c d Woodhouse 1991b p 43 Woodhouse 1991b p 44 Woodhouse 1991b p 40 a b Hare Duke 1982 Ramsbotham Woodhouse amp Miall 2011 pp 53 4 Woodhouse 1991a p 49 Woodhouse 1991a p 56 Boulton 2007 pp 87 8 Barrett 2017 Randle 2017 Lederach 2014 p 2 Sources edit Adam Curle The Times 3 October 2006 Retrieved 29 November 2020 The Adam Curle Archive University of Bradford Retrieved 15 November 2020 Adams Larry D 1973 Review of Making Peace by Adam Curle Social Science Quarterly 54 2 428 429 JSTOR 42859185 Barrett Clive May June 2017 A Pioneering Professor for Peace Resurgence amp Ecologist No 302 Boulton Frank 2007 Adam Curle 1916 2006 Medicine Conflict and Survival 23 1 87 88 doi 10 1080 13623690601084815 Curle Adam 1975 Richard Curle The Joseph Conrad Society U K Newsletter 1 6 12 14 JSTOR 20870293 D Aeth Richard 1974 Review of Education for Liberation by Adam Curle British Journal of Educational Studies 22 2 215 216 doi 10 2307 3119855 JSTOR 3119855 Foster Philip 1972 Review of Educational Problems of Developing Societies With Case Studies of Ghana and Pakistan by Adam Curle International Journal of Comparative Sociology 13 3 4 226 227 doi 10 1163 156854272X00154 Gwilliam Freda H 1964 Review of Educational Strategy for Developing Societies by Adam Curle African Affairs 63 250 76 77 doi 10 1093 oxfordjournals afraf a095181 Hare Duke Michael 1 November 1982 Review of Beyond Discrimination by Theo L Westow and True Justice by Adam Curle New Internationalist No 117 Keats J A Keats Daphne M 1968 Review of Planning for Education in Pakistan A Personal Case Study by Adam Curle Australian Journal of Education 12 2 208 210 doi 10 1177 000494416801200215 S2CID 147073876 Kivlin Joseph 1971 Review of Educational Problems of Developing Societies by Adam Curle Social Forces 50 2 282 283 doi 10 1093 sf 50 2 282 Koppensteiner Norbert 2020 Transrational Peace Research and Elicitive Facilitation The Self as Re Source Springer ISBN 9783030460679 Lederach John Paul 3 May 2014 Remembering Forward The Visionary Practical Scholarship of Adam Curle PDF Bradford University Conference University of Bradford Long William J 2007 Joyfully Discovering the Emptiness of a Very Full Life Peace and Conflict 13 1 129 130 doi 10 1037 h0094029 McKinlay Robert A 1991 From Harvard to Bradford In Woodhouse Tom ed Peacemaking in a Troubled World Berg pp 58 70 ISBN 9780854965946 via Internet Archive Mitchels Barbara 2003 Healing the Wounds of War and More An Integrative Approach to Peace The Work of Adam Curle and Others with Mir i Dobro in Zupanja Croatia British Journal of Guidance amp Counselling 31 4 403 416 doi 10 1080 03069880310001609286 S2CID 143118761 Mitchels Barbara Woodhouse Tom 2010 Curle Adam In Young Nigel J ed The Oxford International Encyclopedia of Peace Oxford University Press Pease K 1975 Review of Education for Liberation by Adam Curle British Journal of Educational Psychology 45 1 92 doi 10 1111 j 2044 8279 1975 tb02302 x Pettigrew John 1991 Quaker Mediation In Woodhouse Tom ed Peacemaking in a Troubled World Berg pp 226 246 ISBN 9780854965946 via Internet Archive Ramsbotham Oliver Woodhouse Tom Miall Hugh 2011 Contemporary Conflict Resolution The Prevention Management and Transformation of Deadly Conflicts 3rd ed Polity Press ISBN 9780745649733 Randle Michael 1 February 2017 Review of Adam Curle Radical Peacemaker edited by Tom Woodhouse and John Paul Lederach Peace News No 2602 2603 Wheeler Richard S 1966 Review of Planning for Education in Pakistan A Personal Case Study by Adam Curle The Journal of Asian Studies 26 1 141 142 doi 10 2307 2051871 JSTOR 2051871 S2CID 161290897 Woodhouse Tom 1991a Introduction In Woodhouse Tom ed Peacemaking in a Troubled World Berg pp 1 13 ISBN 9780854965946 via Internet Archive Woodhouse Tom 1991b Making Peace The Work of Adam Curle In Woodhouse Tom ed Peacemaking in a Troubled World Berg pp 30 57 ISBN 9780854965946 via Internet Archive Woodhouse Tom 4 October 2006 Adam Curle The Guardian Retrieved 21 November 2020 Woodhouse Tom 2010 Adam Curle Radical Peacemaker and Pioneer of Peace Studies Journal of Conflictology 1 1 1 8 Yarrow C H Mike 1978 Quaker Experiences in International Conciliation Yale University Press ISBN 9780300022605 JSTOR j ctt1dszwxd Further reading editMitchels Barbara 2006 Love in Danger Trauma Therapy and Conflict Explored Through the Life and Work of Adam Curle Jon Carpenter ISBN 9780954972769 Retrieved from https en wikipedia org w index php title Adam Curle amp oldid 1208960168, wikipedia, wiki, book, books, library,

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