Table of contentsCONFLICT AND POVERTY SOCIAL RECOVERY IN POST-CONFLICT AREAS SOCIAL RECOVERY THROUGH SOCIAL LEARNING SOCIAL RECOVERY THROUGH ARCHITECTURECONCLUSIONCONFLICT AND POVERTY The links between poverty and conflict are complex and impossible to define precisely. There is no single, unidirectional explanatory framework; mono-causal explanations are of limited value. Most balanced assessments argue for two-way causality: poor countries are more prone to conflict and poverty is also a likely outcome of conflict. Poverty and conflict are therefore closely linked, creating a cycle between them. Many topics highlight what makes the cycle between poverty and conflict unbreakable and ignorance is one of these major topics. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay Ignorance is simply the state of lack of knowledge about something or someone. Ignorance is the main cause of inter-ethnic conflicts, such as interpersonal and intergroup violence. Increased ignorance increases the likelihood of ethnic identification (reinforced ethnic boundaries); racism (hatred against ethnic competitors); and ethnic mobilization (collective movements and actions). But more importantly, ignorance leads to stereotypes, prejudices and myths about others. Ignorance leads to stereotypes. Just as stereotypes pose a barrier to competent communication, it is ignorance or lack of correct information that leads to such social grouping. The incorrect information one may have about people of various ethnicities, multiplied by their use of stereotypes, will lead to a reluctance to abandon their old ideologies. However, there is no reason to use stereotypes. Bad information is the child of ignorance and ignorance is the mother of the inability to communicate effectively. When you have the opportunity to meet or work with someone from diverse backgrounds, you have to investigate for yourself. You will find that when you keep an open mind, you will not be afraid because the person is more like yourself than you thought. Despite these enormous advances in education, ignorance remains a global problem for two major reasons. First, there is a significant difference between a society's desire and capacity to provide public education. Although literacy levels have improved significantly in recent decades, a significant portion of the world's population remains unable to read and write. Everyone who has addressed the problem of literacy recognizes that an illiterate person is not necessarily equated with an ignorant person. Clearly, the ability to reason is an integral part of being human and constitutes the major difference between Homo sapiens and other species. However, for obvious reasons, literacy improves the likelihood of acquiring information and thus strengthens the basic knowledge necessary for informed reasoning. Second, and just as important, is the content of education. A person who can read and write does not necessarily have a critical mind and is not automatically able to distinguish between fact and fiction. Therefore, the traditional two strands of public education must be revised by adding a third strand to teach the child to think critically. Clearly, neither the problem of poverty nor that of environmental damage can besolved without the ability to think critically. traditional subjects such as political science, economics, sociology, psychology and history. The various interventions undertaken in the name of infrastructure rehabilitation, governance, economy and post-conflict recovery Development, demilitarization, security sector reform, public administration reform, resettlement of refugees, peacebuilding, women's empowerment, health, education and many others further complicate the debate by involving medicine, engineering, architecture, education, studies of gender and many other disciplines. The practice of post-conflict recovery has proven even more multifaceted. So-called “mission creep” and the introduction of new activities in the post-conflict period have made the concept difficult to define in sectoral terms. Instead, it should be defined by its goals and objectives, namely to “reactivate economic and social development…and create a peaceful environment that will prevent a relapse into violence.” Despite broad consensus on such a definition in the literature, the boundaries between relief, recovery and development are constantly evolving, and a single post-conflict context is likely to include multiple geographic areas and populations at different stages of crisis and development. . As such, no empirical criteria for differentiating the three phases have or can be established, although the authors prefer a definition that is broad and excludes basic, life-saving relief activities, while being more closely aligned on issues of local capacity, sustainability. , and the sensitivity to conflict inherent in many contemporary development theories and practices. Research shows that social and emotional learning programs reduce fighting and bullying and improve academic achievement. Implementing social and emotional learning in post-conflict countries can accelerate their social and economic recovery and lay the foundation for a better future. Beyond meeting the basic needs of food, safety and shelter, everyone benefits from a basic understanding of their own needs. emotions and how to manage them. Emotional intelligence is essential to living a happier, more fulfilling life. It allows us to understand ourselves and form meaningful relationships with others. Developing and cultivating social and emotional learning in education therefore creates a foundation for success and helps children develop emotional balance, self-esteem and the ability to adapt to life's challenges. SOCIAL RECOVERY THROUGH ARCHITECTURE As architects, we have a responsibility to our community. and society to tear apart what has been broken and to rebuild when necessary, architecture is the art of constructing the space in which society occupies and lives in the best possible outcome in favor of well-being and individual comfort. Architects and urban planners necessarily help influence human behavior. There is an enduring connection and clear recognition that the way people live is directly linked to the designed environments in which they live; This connection and power is useful when dealing with social difficulties and conflicts, whether the explicit intention to influence behavior determines the design process, or whether the behavioral consequences of design decisions are revealed, or whether by social scientists or psychologists studying the impact of development; the links between the design..