Non-violence now

Moira Edmunds

Towards a rationale for non-violent action and peaceful co-existence within racially mixed children's homes, institutions and community organisations.

We are guilty of many errors and many faults,
but our worst crime is abandoning the children,
neglecting the fountain of life.
Many of the things we need can wait. The child cannot.
Right now is the time his bones are being formed,
his blood is being made and his senses are being developed.
To him we cannot answer “Tomorrow”. His name is “Today”.

- Gabriela Mistral

We frequently find ourselves in violent and potentially explosive situations as a result of the repressive society in which we live. Now, more than ever, nonviolence training is needed for our children. Such training excludes the use of violence and uses instead a commitment to truth and reason as its power. Non-violence training encourages children to develop their own resourcefulness to respond positively to others in violent or potentially violent situations.

Through training for non-violent action, we are able to re-train children out of the rigid, customary ways of looking at and dealing with problems which confront them. As a result, children are able to be more flexible in new situations and respond more positively to people of different beliefs and actions. This is becoming increasingly vital at a time when the possibility of racial integration in our society becomes a reality. Agreement on a particular theory is unnecessary for people to use cooperative training. Where members of a group have different theories, they can explore differences, discover similarities and often find a common basis for working together.

Training in a wide range of skills (in a way that encourages initiative) is important in helping children, and indeed all of us, to develop an analysis, vision and strategy tailored to the exact circumstances in which we find ourselves. It also builds understanding of group interaction, decision making processes and of how to work in more effective and satisfying ways and finally, it teaches us to face and resolve conflicts and problems which arise as we live and work together with others of different socio-cultural and racial backgrounds.

Creating a vision
We are facing a unique time in history, deserving of unique responses. Changing economic, political social and environmental realities necessitate that we make a fresh analysis and project bold new strategies. By creating a vision of the kind of society in which we want to live we are more effectively able to develop these strategies, and then, by practising these strategies, we can develop group analysis, vision and direction and move toward cooperative action for change. Analysis, vision and direction should never be absolute (for it is autocracy which we seek to escape) but should remain flexible and always open to questions and new information.

Structures and methodology contribute to results achieved. Consensus is a method of decision-making which can help create trust and co-operation among different groups. Basic psychology tells us that processes which make it possible for people to release feelings are needed to free people from learned responses and clear their minds for “present thinking". Processes which make it possible to resolve conflicts without “winning" or “losing" at another’s expense. By providing situations which give children the opportunity to express their satisfaction or dissatisfaction, we help to move them towards a society based on mutual trust, understanding and acceptance.

Theory and practice
Work for social change is more effective when theory balances practice. Practice provides the opportunity to obtain and test knowledge and information become more meaningful. Uniting theory and practice is a time and energy consuming process, but long-term, positive change is more likely when thought and action are combined.

The following factors are important to any theory of change and seem to be consistent with the theory of non-violence.

The existence of conflict must be faced and differences of needs and opinions must be recognised. Hidden conflicts must surface before they can be resolved. If one party’s needs are met by the use of force and the other’s needs are not met, the conflict is not resolved, but only hidden, and will surface again as soon as the weaker party has enough power to force a change.
The amount of power people in authority have is dependent on the amount of co-operation those subject to them give them. Violence or manipulation may be used to encourage co-operation, but power can be removed by non-cooperation.
Social problems result from both personal and systemic causes. Both people and institutions need to evolve new values and behaviour to effect social change.
People and institutions have the capacity to do much good and much harm. People whose basic physical and emotional needs are met want to live in harmony with other people. Institutions do not make moral choices, but do develop a life of their own and have a great influence on people’s condition. They may shape choices as long as people are unaware of their influence.
Truth is to be found on all sides of a conflict. It is necessary to respect those who differ from us as a source of truth and as part of the solution to any problem. If we are to practise nonviolence and accept points of view different from our own, we need to adhere to the truth as we see it, but remain open to the possibility that our position and goals may change as we listen to others.
A policy of non-injury and non-retaliation (physical or otherwise) tends to disarm opponents. We should not seek to destroy others but to reveal truth and solve problems.
Acceptance of suffering and sacrifice may be necessary. Because others have often been required by force to suffer, willingness to share suffering will make mutually acceptable solutions more likely. In looking for solutions, it is often necessary to sacrifice some of our “wants" to the needs of others if we are to find lasting solutions.
Openness must be maintained if internal democracy and peaceful co-existence are to be established.
Injustice and prejudice in our society are deeply rooted and attempts to eradicate them will take time, energy and personal and group discipline.
Social changes are more likely to persist if they are made voluntarily and not as a result of violence or manipulation.

There is a pressing and immediate need for grassroots groups to analyse, discuss and act to solve a whole range of serious crises facing children's homes and community organisations. People are needed who are aware of the kinds of social problems such institutions face and who are skilled enough to initiate and effect positive change. This requires that people have a practical and effective concept of change which empowers them to take charge of learning processes in their environment.

Training for non-violent social change:

exposes children to macro-analysis, a society-at-large view of social issues and their interrelationships. By examining the relationship between seemingly isolated social problems, a deeper and more complete understanding of the changes needed and occurring in society is developed.
helps children develop a vision of what at they would like their society to be.
provides children with skills to help them resolve personal and group conflicts as well as offering them skills in a whole variety of areas related to social change.
offers children the opportunity to participate in and understand the dynamics of consensus and democracy.
creates an experience of community and affirmation that is important for human growth.
allows children and institutions to build a learning experience based upon their own interests rather than on a predetermined scheme.
offers a co-learner process which can dissolve the child/adult, leader/follower barriers.

Many strategies for institutional change operate from the top down. They rarely focus on how individuals and groups can be directly involved in any change. They focus on changes in consciousness through information gathering rather than on teaching skills which help children to act in making changes.

Training for non-violent social change.

links consciousness raising and action
involves experiential learning on topics which directly concern children
focusses on learning skills
is developed from the perceived needs of the children/home/institution
helps to create a lifestyle consistent with changes needed on institutional levels.

Adults and children
Children, and particularly those who have been abused or come from poorer backgrounds, often suffer indignities because of their age and vulnerability. Often their choices are severely limited in basic areas such as what they eat and wear, with whom they associate, where they live and how much money they have to spend.

Patterns of submission and oppression are learned at a very young age. Although adults can often remember in detail unpleasant and unfair ways they were treated as children, they frequently use variations of this same hurtful behaviour in relating to young people. There is evidence that in each generation, more people are aware of how the day-to-day treatment of children by adults shapes behaviour. Thus they can encourage change for the better. Ending injustice to and oppression of children is a means to encourage them to take responsibility for decisions about the structure and events of their own lime, to develop their natural abilities to handle difficult situations, to appreciate themselves and others, and to contribute directly to society as creators and producers.

This feature: Edmunds, M. (1999). Non-violence Now. Readings in Child and Youth Care for South African Students 2. Cape Town: National Association of Child Care Workers, pp. 23-27