Peace 5

京都女子大学現代社会研究

115

Peace and Development*

Gabor BAKOS

Abstract

Peace and satisfaction can be achieved if nations in the world can proceed towards their tar­

gets, if they can develop.

Hence, development in its broad sense is the key to peace.

The

author gives an insight why ‘‘crisis management’’ should be changed for ‘‘crisis prevention’’ and

how experiences of developed nations could be used for the benefit of less developed nations.

Key words: conflict management, peace, development, United Nations.

1. Introduction (Peace)

tions and regions will better know each other and if

they will come to understand each other’s problems

Although even not so long ago many considered

and conditions, hostility will give its place to mutual

the UN as unable to act resolutely in crisis situa­

understanding and help. In this process a vital ele­

tions and some even wanted to dissolve the UN as a

ment is education.

useless and money­consuming institution, the war in

Peace and education, knowledge are closely inter­

Yugoslavia or the recent war against terrorism

related.

drew again the attention to the important role of

normal human life and activity, without which no

UN in peace activities. Without the active contribu­

progress in social, cultural or economic development

tion of UN Secretary General, Kofi Annan it would

The Essay on The Cuban Missile Crisis and the Third World War

In October 1962, the United States spied nuclear missile sites built by the Soviet Union in Cuba, some 90 miles off the coast of Florida, an event that led to what is now known to be the Cuban Missile Crisis. Leaders of both countries have corresponded to peaceful solution the crisis until Nikita Krushchev agreed to withdraw the Soviet nuclear warheads in exchange for the U. S. promise not to ...

can be achieved. Peace is not a passive state, not a

have been impossible to reach an international coor­

result of refraining from any activity interfering

dination in settling the Afghan war and in preparing

with other people, nations or countries, but it is the

the plans for Afganistan’s reconstruction.

There­

result of actively learning more and more about

fore, today probably the most important role of the

each other and of reaching a helping hand to those

UN is to promote peace in the world for which it

in need. Learning and accruing our knowledge is

must enhance its international coordination activi­

thus the true essence of peace, which is set as basic

ties, through many channels of communication be­

moral precondition also by the main religions1.

Peace is the indispensable condition for

tween various regions and nations, in order to reach

a better mutual understanding world wide. If na­

*The text is based on my prize­winning essay at the 18th Eisaku Sato Essay Contest, 2002. Since the contest stipulated

that participants should address the role of the United Nations and the United Nations University (UNU) in education

to solve global issues like peace activities, sustainable development and poverty, in this essay the education and the

learning process are also taken up.

1 ‘‘Father, forgive them, for they do not know what they do’’ (Jesus says when being crucified, Luke 23:34) Buddha sees

the final reason in learning and ‘‘self­enlightenment’’.

Knowledge is essential to avoid harm doing, but also to do benefit for others.

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Peace and Development

2. From crisis management to crisis prevention

requires direct and prompt policies for solution,

while the underlying problems ask for specific ap­

When a crisis situation arises, it indicates the ex­

proaches and for the longer term.

istence of unresolved problems. This is common to

First, the former one, that is the direct crisis

every crisis situation even if a crisis can assume

management should belong to the UN, which is the

The Term Paper on Talent Management Problem In China

In this paper, China’s current problem with talent management –mainly due to lack of qualified university graduates for multinational companies that engage in offshore service operations, the lack of English skills, poor financing of universities, and quality-lacking curriculums– and the ways that China can tackle with this problem by engaging in talent management operations will be discussed. The ...

different forms from latent conflicts between con­

most suitable organization for international coordi­

cerned parties to aggressive behaviour even war

nation. It also should extend its activity to initiat­

against other people or countries. How to solve a

ing (but not undertaking) the investigation and reso­

crisis?

lution of problems of crisis.

Recently a most aggressive form of crisis, ter­

In the past the UN

acted more or less in line with such an expectation.

rorism came to the forefront. Many politicians and

In future, however, the UN should be much more

specialists are calling up to a merciless fight against

active and should develop a crisis prevention policy

terrorism, asking death or life sentence for ter­

instead of the recent post festa crisis management.

rorists. This is a way of eliminating or eradicating

It should set up crisis study groups for locating and

A tit­for­tat ap­

signaling latent crisis spots. Further, it should

proach, however, would further aggravate hostility

draw up a scenario for the crisis’s development and

and lead to broadening warfare.

Would not have

should indicate the point at which the UN’s inter­

been negotiations with terrorists of hijacked air­

mediatory role should be activated in order to pre­

planes, those would have been blown up and lives of

vent the outbreak of crisis. For that, the UN itself

innocent passengers could not have been saved. It

must learn! The UN University (UNU) should pro­

seems therefore probably more appropriate to use

vide such a targeted education for UN officials, tak­

the term ‘‘crisis management’’ implying the attempt

ing up and analysing past crisis situations, what

to solve a crisis in its complexity and mainly to

could have been done in order to avoid those crises.

achieve the most humanistic outcome.

Learning from the past means to manage our fu­

terrorism in absolute

terms.2

As crises are originating from problems, crisis

ture, ­ this should be better observed both by the

management cannot be successful without going to

The Essay on Levels Of Development Of Different Societies

Using material from item A and elsewhere assess the usefulness of modernization theory as an explanation for differences in the levels of development of different societies. Modernization theory first arose after world war two, when western countries like the US, Britain and France all believed that capitalism was the only way to modernize countries in Eastern Europe. The different communist and ...

UN and the UNU.

the root of problems. Such problems can be pover­

progressing towards conflict prevention and pree­

ty and isolation of certain nations or regions, the

mptive actions.4

Recently, researchers are

lack of technology for development, low level of edu­

Second, for solving the problems at the core of

cation. Quite interestingly, after the September 11

crisis, the immense knowledge resource of the UNU

events not only military retaliation was sought but a

should be actively used.

wave of learning emerged to know more about the

solving, of course, would remain in the competence

Hope­

of specific helping or developing organizations

fully, the reconstruction plan for Afghanistan will

(NGOs, the World Bank etc.), but the UNU should

help to overcome the isolation of that region and

provide for them a theoretical and conceptual

will soon start an economic and social development.

guidance. Thus, the UNU would help channeling

It can be seen, then, that crisis in its direct form

knowledge toward practical application. In order to

origins of terrorism and to find

2 In

remedies.3

The concrete problem

the field of morals and law, B. Leiser’s view is well representing this line. According to him, claims of terrorists are

unsatiable hence non­negotiable and they should be put to death. (Liberty, Justice and Morals: Contemporary Value

Conflicts, New York, Macmillan 1979).

3 On the initiative of K. Annan the volume has been compiled: Crossing the Divide, Dialogue among Civilizations (ed. G.

Picco), School of Diplomacy and International Relations, Seton Hall University, South Orange, NJ, 2001.

4 For example, in the voluminous book: From Reaction to Conflict Prevention: Opportunities for the UN System (Fen Os­

ler Hampson and David M. Malone, eds.) 431p., Lynne Rienner, 2002.

京都女子大学現代社会研究

117

fulfil this mission, however, the UNU itself too must

should not cause harm to the environment. Both

improve its knowledge resources.

Because, UNU

approaches are, however, too narrow to cover de­

The Term Paper on The Effect of Social Media on Society

Introduction to social media Social media refers to the means of interactions among people in which they create, share, exchange and comment contents among themselves in virtual communities and networks. Social media or “social networking” has almost become part of our daily lives and being tossed around over the past few years. It is like any other media such as newspaper, radio and ...

research reports often are of a too ‘‘abstract’’ aca­

velopment issues, especially if we want to get closer

demic level, or often go in the direction of pure po­

to crisis prevention.

litical discussions, both of them being inapplicable to

concrete problems.

For our purpose the classification of development

On the other hand, there are

into the field of economy and technology on the one

empirical reports at the other organizations being

hand, and in the field of social structures on the

involved in aid or development projects. But again,

other, would seem more appropriate.

these remain on a reporting­monitoring level, and

proach would better reflect the pattern of develop­

cannot, following from their nature, level up to scho­

ment and its effect, consequences for the society.

larly generalizations of the findings, whereby a

Needless to say that not every development is satis­

treasure of valuable experiences remains unused.

fying the people of a given society (nation, region,

From now on, the UNU should become an active

country), only that one which considers the given

bridge between the knowledge base and problem

conditions of the society. Only in this case can we

solving in member countries in general, and espe­

say that the development is ‘‘sustainable’’.

cially recently in the field of crisis prevention. In

fore, a development which is acceptable or desirable

this the word ‘‘active’’ means a really active role of

for the society, is much wider than environment

the UNU in scholarly generalizing earlier ex­

protection, it would be better to call it ‘‘balanced de­

periences and in forwarding the essential findings,

velopment’’.

providing conceptual guidance to the respective or­

established development policy, considering a sound

ganizations.5

balance between industry and environment, and be­

This ap­

There­

It would include a considerate, well­

tween economy (technology) and society in a broad

3. From sustainable development to balanced de­

The Essay on Engage In Personal Development In Health, Social Care Or Children’s And Young People’s Settings

Engage in personal development in health, social care Or children’s and young people’s settings. 1.1- My current role is a learning assistant support practitioner within a secondary education setting. This involves working with vulnerable children and young adults on a daily basis. This includes children on the autistic spectrum, children with physical disabilities, and children with other ...

velopment

sense to avoid unbalances which easily could lead to

social dissatisfaction and crisis.

Development patterns should be thoroughly ana­

In recent UN­jargon the ‘‘sustainable develop­

lysed and evaluated in particular with respect to

ment’’ is mostly used for general economic develop­

their social implications and crisis­creating poten­

ment, but in fact the expression is nothing else than

tialities. Even now, after socialism had disappeared

a desirable requirement set to industry developers

10 years ago, within the universal free market

environment6,

driven and democratic order there are several pat­

and thus it is more related to environment protec­

terns of economic and social development. The free

tion.

The UNU’s thematic approach divides de­

market model, probably in its classical form is to be

velopment into three separate fields: development

found in the USA which also has its problems not

(globalization, growth, urbanization), science and

only in the field of economic regulation and coordi­

technology, environment (resource management,

nation, for example to ensure a continuous growth,

Here ‘‘sustaina­

but in social fields as well like unemployment, par­

to preserve the integrity of natural

sustainable industry, water

etc.).7

ble’’ is better placed within environment and related

tial poverty or discrimination.

to industry, suggesting that industrial develoment

economy’’ pattern of development (soziale Marktwirt­

5 This

The ‘‘social market

is fundamentally different from the passively formulated Key Roles of the UNU (‘‘A bridge between the UN and

the international academic community’’, and ‘‘A think­tank for the UN systems’’).

If the ‘‘bridge’’ from the academics

does not lead to some really beneficial use, or if a think­tank is confined to ‘‘UN systems’’, knowledge will remain in the

academy’s ‘‘ivory tower’’.

6 About the origins see The Earth Conference, Brasil 1992.

7 UNU, Thematic Orientation (http://www.unu.edu).

The Essay on The 4 Basic Models of the BGS Relationship

1. What is the business-government-society (BGS) field and what is its importance? 2. Explain the Four basic models of the BGS relationship Introduction: Business, government and society are fundamental in this world. Business satisfies human’s needs by providing them products and services in exchange for profit. Government is a structure and process in society that with authority makes and ...

118

Peace and Development

schaft) is traditionally practiced in Germany, which

tries and they will be able to answer new

recognizes the deficiencies of market and attempts

challenges.

to smooth out its negative and irritating social ef­

fects. Thus, on the one hand the stimulative forces

4. Development: basic needs and technology

of the market can work to achieve efficient develop­

ment, but its differentiating effects are being kept

Human society was never free of conflicts, how­

within limits acceptable for the society. The social

ever their graveness is depending on the material

coordination factor is playing still a stronger role in

development possibilities of the society, its social

the welfare model of the Nordic countries like

strata and the individual.

Sweden, Norway and other countries.

Further,

standard’’ or the ‘‘level of wealth’’ in absolute terms

there is the transitional model of the post­commun­

is the conditioning factor but the possibility and the

ist countries in Central Eastern Europe, where the

expectation to get from a certain point to another

free market and democracy are being (re) intro­

higher point. If real development will meet expec­

duced causing both new social unequalities and

tations, the members of a society will enjoy the

ethnicity problems.

fruits of their efforts with satisfaction, otherwise

Also, in the developing world

there are several patterns as to the beginnings of

Here not the ‘‘living

conflicts will flare up.

an independent economic and social policy making.

Saying that, however, level­differences between

The international aspect of development is globaliza­

countries do matter for international peace, espe­

tion with its positive as well as negative impacts.

cially when the rift between rich and poor countries

When advising a country what development pat­

is widening. Recently globalization is leading to a

tern to follow, the conditions of that country must

polarized world community with a deeply embit­

be very carefully considered. It is natural that cer­

tered and marginalized majority.8 Today ‘‘…with 20

tain development models are only applicable at a

percent of the world’s population earning 75 percent

given economic and social, cultural level, for exam­

of the income and 25 percent earning less than 2

ple the Swedish welfare model would be inconsis­

percent, 31 percent illiterate, 80 percent living in

tent in a country with a GDP level of US $ 20 per

substandard housing, more than a billion people liv­

capita. However, it is not the model itself which is

ing on less than a dollar a day and nearly a billion

important, but the ways and policies through which

and a half people without access to clean water, the

a country finally arrived at the welfare and social

state of the world is far from encouraging.’’ (Cross­

democracy. It is then, the development paths and

ing the Divide, ibid.)

policies of highly developed countries should be

Nations, except for the highly industrialized coun­

tries, usually face two key development problems.

analysed.

The UNU should undertake this task. It should

Those nations with very low GDP­level, the poor

compile a set of development models, the paths and

countries, are struggling with elementary problems

policies of how respective countries achieved their

of drought, food shortage, starvation etc.

present position and these model­scenarios should

physically ensure human existence. Another group

be introduced into the UNU’s education plan.

of nations have overcome basic needs problems, but

Thus, policy makers and officials, professionals from

are unable to start a stable development path. In

other countries taking courses at the UNU could

the following these two groups will be discussed.

just to

become familiar with various development scenarios,

In the case of poor countries the first task is to

during discussions they could relate the respective

secure basic needs, like food and water supply, basic

policies to the present problems in their own coun­

education for literacy and health service. It is not

8 Inequality,

Globalization and World Politics (A. Hurrel, N. Woods eds.) Oxford, Oxford University Press, 1999.

京都女子大学現代社会研究

119

just ‘‘poverty’’ as it figures on the UN agenda of

needs projects the basic education should be start­

global issues, but it is development, the develop­

ed.

ment at the level of basic needs. Poverty can tem­

lack of proper teachers, therefore basic education

porarily be alleviated by food aid packages but

programs (in the first years, at least) should run

poverty will reoccur unless local people will be edu­

with the help of more advanced countries, also in

cated and taught how to grow food for themselves.

financial sense.

The dissemination and implementation of basic food

jects, scenarios for basic needs, should include

programs is of highest priority in these countries.

simultaneously basic education and should act to­

The UNU should work out models for basic food

gether with respective UN organizations in realizing

and nutrition programs in poor countries strongly

them.

This will be not an easy task because of the

The UNU, when conceiving pro­

using the experience of postwar development poli­

In the group of ‘‘starter countries’’ basic needs

cies in countries like Japan, where production reco­

are satisfied but countries cannot start the take­off

vered from ashes, and more recent policies of some

development stage and are stagnating at a minimum

countries in Asia and Africa, which managed to se­

or slightly medium level. Here mainly two policies

cure self sufficiency. Not only the specific models

are necessary to start growth. First, to develop the

should be worked out, but also the scenarios of how

infrastructure, network of roads, railways, communi­

these models have been implemented so that politi­

cation, energy system etc., and second, to introduce

cians and specialists of countries in need could easi­

an adequate technology. As the two are or should

ly follow the idea to its realization. Considering the

be realized at the same time, this development poli­

conditions of their own countries they could even­

cy is probably more difficult due to its complexity

tually modify some parts of the models or scenarios.

than that aimed at the basic needs.

They would not be compelled to start from zero, but

In ‘‘starter countries’’, technology deserves special

could use the ‘‘international knowledge’’ for their

mention.

own benefit. For this purpose the UNU would be

need not the latest technology, but that one which

better than, for example the World Bank or other

suits the best their development needs, e.g. a

financial organizations, because these latter ones are

labor­intensive technology where masses of free

mostly preoccupied with structural, financial and

labor should be absorbed. Sophisticated technology

monitoring issues, while the UNU has a wider scope

should also be avoided because low level of technical

and an adequate academic networking potential.

proficiency would result in defective products and

However, when a development scenario comes to

would cause frustration in the recipient country.

realization, cooperation is desirable between the

This is because these countries, in fact,

The UNU should focus more on viable scenarios

given country, the financial institution and the

of technology transfer to these countries.

UNU, whereby the UNU could provide consultation

UNU being positioned in Tokyo, has a unique op­

and support in preparing the credit application.

portunity to explore the Japanese way of postwar

The

Together with basic needs (food etc.) also basic

modernization, how new technologies were intro­

education should be started in poor countries. It is

duced and adjusted to the local conditions in Japan

true though, that people in these countries do not

and how a country poor in natural resources could

need high education in order to grow basic food for

achieve an unprecedented technological and econom­

themselves, even without literacy it would be feasi­

ic progress so that it is now ranking among the

ble. Yet, as basic needs will soon be satisfied, the

most advanced countries of the world.

country will be faced with the next development

Also, Japanese foreign direct investments (FDI)

stage for which technical knowledge and skill will be

have a spillover effect in the recipient countries,

required. And since education brings fruits in the

mainly because Japanese companies expanding to

longer run, already at the same time with basic

another country, are taking with themselves their

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Peace and Development

cooperation­network (subcontracting­system or ‘‘shita­

uke’’).

building.

Thus, a strong job­creating (in cooperating

The special position of the UNU means that 1) it

local companies many new jobs open) and technolo­

is an institution of the UN, and that 2) it is located

gy spill­over effect is at work which is quite differ­

in Japan’s capital, Tokyo.

ent from the usual Western style when the Western

The first circumstance implies that the UNU has

company just settles down in the other country and

a direct access to not only the UN organizations but

operates a simple assembly factory using imported

to the international stream of politics, and coordina­

parts.9

tion activities, moreover via the UN to the member

It is, of course, the companies themselves, which

countries. Potentially, the UNU could use academ­

are the carriers of technology, and which will bring

ic and policy­making resources worldwide, and to

development into the ‘‘starter countries’’, but it does

exert an influence or coordination to member coun­

in no way mean that the country should passively

tries. It seems however, that the UNU is unable to

wait up until these companies would appear.

maintain contacts even with the institutions of the

The

starter country should actively form a policy creat­

UN.

ing attractive business conditions for inviting for­

periences are accumulated and the UNU should

eign companies.10 The UNU through other UN or­

them scholarly evaluate and prepare development

ganizations could actively help the policy forming

scenarios, schemes of crisis prevention, conflict

for development.

resolution etc. in order to help member countries

This is the more important be­

In these institutions tons of valuable ex­

cause other international development institutions,

in need. ‘‘To help’’, ­ this should be the specific

e.g. the World Bank or the IMF, are following nar­

motto of the UNU, distinguishing it from a usual

row approaches and are proposing only one stan­

university’s educational and think­tank function.

dard policy, ignoring the specific conditions for its

Not only to educate just to spread intelligence and

The UNU has

culture, and not just to pool excellent brains, but to

the academic background to work out more feasible

use both for helping the nations to solve their

development scenarios.

problems! This turn toward an active engagement

application in the given

country.11

is, what the UNU would need.

5. The UNU

Second, the location in Tokyo is a unique chance

to use first hand experiences of a highly developed

The UNU in Tokyo is a unique university for

economy and society. Especially the spectacular

several reasons, and it should use this advantage

postwar development from zero deserves attention.

much better than at present.

The main problem

The creation of new industry, the application of

with the UNU is that it has no vision; it resembles

technology, the research and development (particu­

at first glance a usual university although it is not.

larly the management of applied research), the

First we will discuss the UNU’s special position and

agricultural reform, the development­oriented mone­

then we will try to give some ideas as to its vision­

tary policy, the almost zero inflation for decades

9A

good example is the Suzuki car company with Maruti in India, or Hungary. In India Suzuki established the whole

production culture and could bring up technological level and quality level almost to the Japanese one, including that

the engine is also made in India. In Hungary, Suzuki’s main assembly factory employs 1100 people, but it created al­

together 15000 new jobs in the subcontracting local companies. Suzuki is satisfied with local quality and has decided to

double production capacities so that to supply whole Europe from its Hungarian factory.

10 It is informative to look at the experience of the transforming countries in Central Europe, particularly Hungary, the

Czech Republic, Poland, as they consciously formed their policy after 1990 to create a suitable business environment for

foreign companies.

11 There are several countries where IMF proposals failed, again some countries declined the IMF’s advices like Singa­

pore or recently Malaysia.

京都女子大学現代社会研究

121

giving consumers the feeling of social safety, and

nation in the world wants to develop, and the UNU

recently the shift from industry­based society to

through its international position is predestined to

knowledge (and service)­based society, ­ all these

provide help for countries to their development.

can show the way to other countries for solving

Development issues should be assessed with a

their own development problems. This is true even

strong orientation to poor, developing and medium

if the Japanese way is motivated by its special cul­

developed countries.13

tural traditions, because some countries in Asia suc­

scenarios and policies for development, the UNU

cessfully benefitted from Japanese experience and

should use the rich experiences of Japan and other

work management methods are efficient in Central

Asian nations, its location is very advantageous for

European companies.

that.

Now, let us see some considerations towards a vi­

When working out models,

Of the Asian development experiences espe­

cially two deserve attention, the technology transfer

and environment protection. Thinking along the

sion.

The activity of UNU should be clearly divided be­

traditional anglo­saxon market economy, one would

tween actual and main or strategic topics. As the

easily expect modern technology and pollution free

UNU has (should have) an involvement in interna­

environment from the automatism of free market.

tional developments much stronger than a usual

However, especially the Japanese experiences prove

university, it also should sensitively react on actual

that a strong cooperation between the government

changes, new phenomena on the international arena.

and the business sector is necessary, and it is not

It should scholarly assess these new phenomena and

by chance that today in the US and EU science and

should give a response using its international aca­

technology are among the central priorities of

demic potential.

government policy making.

Such an actual task became re­

cently the fight against terrorism. The analysis of

Finally, about the working method of the UNU.

actual problems is usually a short term, almost

To fulfil a mission together with intensive research

operative task (although terrorism may remain here

and education activity would exceed the capacity of

for a few coming years).

the UNU and also the possibilities of a middle size

The main line of the

short term vision should be: crisis and conflict

traditional university.

prevention.

For the simple reason, because peace

the UNU should work as a professional coordina­

Following from its position,

is the utmost necessity for normal human existence

tion centre with a strong basic staff of scholars.14

and activity.

These scholars should be selected in accordance

Working on main or strategic topics, on the other

with the vision of the UNU, as to being highly

hand, would be a task for the longer run. Here the

professional specialists in their fields, plus possess­

main line towards a vision should be: development

ing an active organizatory skill. It will be their

in the broad sense, including economic, social and

task to compile models, scenarios and policies using

cultural development, and the resolution of ensuing

international academic cooperation.

problems like environment protection etc.12 The fo­

staff of 50­80 proper scholars this task is managea­

cus should be development, because every and each

ble. However, basic staff scholars should be ap­

12 In

With a basic

the present Thematic Orientation all topics are enlisted from human security to global climate, however, without any

strategic focus.

13 For example, the ‘‘geothermal research and training’’ in the schedule of UNU will bring no if any benefit for the poor

and developing countries.

14 The present structure of the UNU is already reflecting partly this expectation. However, the work of a programme

officer (as it stands in the Major Responsibilities) includes much administrative duties (e.g. writing reports, preparing

publications etc.).

Here organizatory work, that is academic coordination should be the main concern, which is fun­

damentally different from administrative work.

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Peace and Development

pointed at least for 4­5 years to be able to realize

with respect to their social implications and crisis

longer term visions.

potentialities.

When advising a country what de­

Borrowing a term mostly used in economics, the

velopment pattern to follow, the conditions of that

so­called ‘‘outsourcing’’ should become the main

country must be carefully considered. The focus

working method of the UNU.

It would mean to

should be shifted from ‘‘sustainable development’’ to

give out research topics or education programs to

‘‘balanced development’’, including all aspects and

member countries. The UNU should work out just

mainly its harmony with social satisfaction.

the initial instructions and exactly formulate the ex­

Development should become the main vision,

pectations, and all the detailed organizatory and ad­

which all priority tasks on international agenda

ministrative work could be commissioned to the

should be attached to. Fighting poverty, for exam­

member country. This would have several advan­

ple cannot be a target per se, because it can tem­

tages. First, scholars of the region of or around

porarily be alleviated by food aid, but poverty will

that country would be activized and real problems,

reoccur unless local people will be educated and

conditions would be more reflected in research pro­

taught how to grow food for themselves. Similarly,

grams. Second, the basic staff in Tokyo would be

for ‘‘starter countries’’ where basic needs are al­

relieved from many organizatory tasks and could fo­

ready satisfied but countires cannot start the

cus more on academic issues of the vision. Third,

growth phase, introduction of technology should be

through outsourcing the costs of research and edu­

promoted.

cation would be considerably lower than in Tokyo

latest technologies but those ones which suit the

where prices are the highest in the world.

best their development needs. The UNU should fo­

These countries would need not the

cus more on viable scenarios of technology transfer

to these countries.

6. Conclusions

The UNU being positioned in

Tokyo, has a unique opportunity to explore the

The main principle of both the UN and UNU

Japanese way of postwar modernization, how new

should be peace, because peace is an absolute

technologies were introduced and adjusted to the lo­

priority condition for human existence and normal

cal conditions in Japan and how a country poor in

human activity. Peace can be maintained through

natural resources could achieve an unprecedented

accruing knowledge how to avoid causing harm and

technological and economic progress so that it is

how to help others, and here education plays a key

now ranking among the most advanced countries of

role. We must learn how to prevent crisis and how

the world.

Development should go together with education.

to help each other.

Recent terrorism drew attention to the impor­

In poor countries simultaneously with basic food

tance of preserving peace. For a successful peace

programs elementary education for literacy and in

activity the present ‘‘crisis management’’ should

developing countries higher level education for as­

turn into ‘‘crisis prevention’’, which requires the UN

sessing technology.

and the UNU to shift their focus to a more active

In order to comply with new challenges, the UNU

role. They should investigate latent crisis spots and

should reform its structure and work.

It should

study the deeper reasons of crises.

Only through

become a real centre of scholars helping the world.

solving the problems at the core can we avoid new

A new vision is necessary focusing on crisis preven­

crises.

tion and development.

The method of ‘‘outsourc­

Peace and satisfaction can be achieved if nations

ing’’ should be boldly applied which would bring

in the world can proceed towards their targets, if

higher efficiency in academic and education activi­

they can develop. Hence, development in its broad

ties at lower costs.

sense is the keyword to peace.

Development pat­

terns should be analysed and evaluated in particular

京都女子大学現代社会研究

References

Hampson, Fen Osler and Malone, David M. (eds.):

From Reaction to Conflict Prevention: Opportunities

for the UN System 431p., Lynne Rienner, 2002

Hurrel, Andrew and Woods, Ngaire (eds): Inequality,

Globalization and World Politics, Oxford, Oxford

University Press, 1999

Leiser, Burton M.: Liberty, Justice and Morals: Con­

123

temporary Value Conflicts, New York, Macmillan

1979

Picco, Giandomenico (ed.): Crossing the Divide, Dia­

logue among Civilizations, School of Diplomacy and

International Relations, Seton Hall University, South

Orange, NJ, 2001

United

Nations

University,

(http://www.unu.edu)

Thematic

Orientation