IndexCONFLICT AND POVERTY SOCIAL RECOVERY IN THE POST CONFLICT ZONE SOCIAL RECOVERY THROUGH SOCIAL LEARNING SOCIAL RECOVERY THROUGH ARCHITECTURE CONCLUSION CONFLICT AND POVERTY The links between poverty and conflict are complex and impossible to understand and define precisely. There is no single, unidirectional explanatory framework; monocausal explanations have limited value. The most balanced assessments support bidirectional causality: poor countries have a greater susceptibility to conflict, and poverty is also a likely outcome of conflict. Therefore poverty and conflict are closely interconnected, creating a cycle between them. Many topics highlight what it does, the cycle between poverty and conflict, indestructibility and ignorance is one of these main themes. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Ignorance is simply the state of being deprived of knowledge about something or someone. Ignorance is the main cause of interethnic conflicts, such as interpersonal and intergroup violence. Greater ignorance increases the likelihood of ethnic identification (strengthened 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 the other. Ignorance leads to stereotypes. Just as stereotypes are an obstacle to competent communication, it is ignorance or lack of correct information that leads to such social grouping. The misinformation one may have about people of different ethnicities, multiplied by their use of stereotypes, will lead to a reluctance to let go of their old ideologies. However, there is no reason to use stereotypes. Misinformation 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 a different background, you need to investigate yourself. We will find that when you keep an open mind, you will not be afraid because the person is more like you than you thought. Despite this enormous progress in education, ignorance remains a global problem for two main reasons. First, there is a significant difference between a society's desire and its ability to provide public education. Although there has been a significant improvement in the level of literacy in recent decades, a significant segment of the world's population continues to remain unable to read and write. Anyone who has faced the problem of literacy recognizes that an illiterate person cannot necessarily be equated with an ignorant person. Clearly, the ability to reason is an intrinsic part of being human and constitutes the main difference between Homo sapiens and other species. However, for obvious reasons, literacy improves the likelihood of acquiring information and therefore increases the knowledge base for informed reasoning. Second, and equally important, is the content of the education. Those who can read and write do not necessarily think critically and are not automatically able to distinguish between fact and fiction. Therefore, the two traditional poles of public education must be revised with the addition of a third pole to teach the child to think critically. Clearly, neither the problem of poverty nor that of environmental damage can be solved without the ability to think critically. traditional subjects such as political science, economics, sociology, psychology and history. The multiplesinterventions undertaken in the name of post-conflict recovery, infrastructure rehabilitation, governance, economic development, demilitarisation, security sector reform, public administration reform, refugee resettlement, peacebuilding, women's empowerment, healthcare, education and many others further complicate the discussion involving medicine, engineering, architecture, education, gender studies, and numerous other disciplines. The practice of post-war recovery proved to be even more complex. So-called “mission creep” and the introduction of new activities in the post-war period have made the concept difficult to define in sectoral terms. It should instead be defined by its goals and objectives, namely “reactivating economic and social development… and creating a peaceful environment that prevents a relapse into violence”. Despite broad consensus on this definition in the literature, the boundaries between relief, recovery and development are constantly shifting, and a single post-conflict context is likely to include different geographic areas and populations at various stages of crisis and development. Therefore, no empirical criteria have been and cannot be established to differentiate between the three phases, although the authors prefer a broad definition that excludes basic relief and life-sustaining activities, while seeing it as more closely aligned with issues of local capacity, sustainability SOCIAL RECOVERY THROUGH SOCIAL LEARNING The post-conflict cycle of violence and poverty that occurs within families, communities and entire countries can be reduced through education programs and reintegration of social and emotional learning. Research shows that social and emotional learning programs reduce fighting and bullying and increase academic achievement. Implementing social and emotional learning in post-conflict countries can accelerate their social and economic recovery and provide the foundation for a better future. In addition to meeting basic needs for food, safety, and shelter, all people benefit from gaining a basic understanding of their emotions and how to manage them. Emotional intelligence is the key to leading a happier and more fulfilling life. It allows us to understand ourselves and create meaningful relationships with others. Developing and cultivating social and emotional learning in education, therefore, creates the 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 rebuild when necessary, architecture is the art of building the space in which society occupies and lives in the best possible way for individual well-being and comfort. Architects and planners are necessarily involved in influencing human behavior, as there is an enduring connection and clear recognition that the way people live their lives is directly linked to the designed environments in which they live; This bond and power are at hand when addressing social difficulties and conflicts, whether the explicit intention to influence behavior guides the design process, whether the behavioral consequences of design decisions are revealed, or whether social scientists o psychologists study the impact of development; the links between the design of the built environment and our behavior, both individual and social, that link can be invested in many approaches towards social recovery to shape the behavior of people in a society in our favor. “Designers often.