There are many ways to end a conflict, capitulation or flight, to act with enough force to defeat your opponent, until a complaint is filed for the courts to resolve the problem. These methods assume that one part is either correct or stronger than the other. Another approach is to consider that it is possible to reach an agreement through communication between the parties. Methods involved in such forms of conflict resolution include negotiation, mediation, arbitration and mediation arbitration, which is a mixture of the two trials. But the role of religion is to allow people to change for good. And all religions have much in common, including hope and the desire for a world of good and peace (Wilson 1995). It is therefore certainly a loss for this process to exclude religion from the process of peace-building. But in order to be involved in the peace process, for example at the United Nations, contemporary religions must remove from public opinion the assumption that a strong religious belief is characterized by the likelihood, if not inevitable, that there will be conflicts and conflicts with someone who does not believe in the same way. At the same time, teachers must give students the choice they need to make their own differences.

Teachers can invite students to analyze conflict situations and propose solutions. In this way, children learn to take responsibility and go beyond the tendency to blame the other and extend their reactions to provocations beyond defensive reaction. The main objective of the negotiations with your opposition is to reach an agreement that benefits all parties. On a deeper level, both men and women can learn to appreciate their differences instead of trying to make their spouse more like themselves. This allows each party to express more individuality, exploit its unique potential and become the mature person that its spouse can love with increasing joy and satisfaction. Once they feel loved, people are often more open to change, which helps overcome differences with less antagonism. With the different levels of conflict, there are a large number of external causes of conflict. These include the specialization in which niches compete for the right to assert their position; Interdependence when a group cannot work without the help of others; Disputes over common resources; Differences in goals On authority; ambiguities that are not clear; Skills and abilities Values and ethics cultural differences.

Children are often victims of conflict simply because they are immature. They are always learning to develop their social skills, and learning to resolve conflicts is part of their growth process. Schools provide a situation where conflicts are experienced and conflict resolution skills can be learned. To help students develop such skills, schools must exercise high expectations of their students` behaviour and send the message that overly aggressive and antagonistic behaviour is not tolerated. In many conflicts, there are two relative positions: the “position of Abel,” where one feels loved, appreciated and respected when one is confirmed and appreciated for one`s efforts; and Cain`s “position,” in which hard work, for no apparent reason, is not rewarded, while another receives all the praise, glory, love and rewards that Cain considers his right.