PJCS 210: Transforming Conflict and Violence
Office: Wyse 308
Office Phone: 7728
Home Phone:
260.471.7830 (no calls after
Email: deanjj
Office Hours: Mon-Friday
Conflict is a natural result of human interaction. When conflict turns violent, it is a powerfully negative force, wreacking havoc and destruction on those it touches. When conflict is embraced and handled with care, it can be an equally powerful source for positive change, within and between individuals as well as within and between systems. Violence, the negative response to conflict, is endemic in our culture.
This course will explore conflict and violence. It will explore the relationship between the two and examine some of the roots of the violence in our culture. It will look briefly at practical nonviolence and then examine communication and conflict patterns and what is needed for positive transformation. Students will reflect on their own conflict styles, examine their personal temptations for violence and build enhance personal skills and capacity for peacemaking.
College Outcomes
The
1. Faith that is active and reflective
2. Intercultural openness with the ability to function effectively with people of other world views
3. The ability to communicate effectively in a variety of sign systems.
4. The ability to think actively and strategically
5. Personal integrity that fosters ability to resolve conflict and to promote justice
6. A healthy understanding of self and of others that is reflected in social relationships of interdependence and mutual accountability
Students will:
1. Explore various frameworks for understanding interpersonal conflict and violence and the relationships between them.
2. Understand the nature and roots of violence and begin to explore ways of addressing that violence.
3. Engage in a process of self-reflection that will increase awareness about their own conflict style, beliefs about conflict and violence, personal strengths and assets in managing their relationships, personal challenges and temptations for violence, and personal sources of power and the nature of their own cultural context.
4. Explore and understand Biblical perspectives on conflict and conflict transformation.
5. Analyze and understand constructive and destructive conflict and the elements of each.
6. Understand the components of healthy, non-reactive communication, especially speaking and listening.
7. Increase personal skills of peacemaking including listening, speaking, negotiating and problem-solving.
8. Examine their own assumptions, values and commitments in relation to violence and nonviolence and to examine ways in which nonviolence can be a practical lifestyle choice.
The syllabus, class note outlines and additional assigned reading materials for this class will be available through the campus Blackboard system. You can access this material by going to <http://courses.goshen.edu/>. Type in your GC user name ("deanjj" you do not need to include "@goshen.edu") and password as prompted. Once you have logged in you should find a link to "PJCS210-02 Trans Confl & Violence."
· The course syllabus can be found under the "Course Information" folder. The course syllabus will have direct links to the additional assigned readings, which can also be found through the Good Library E-reserves page <http://www.goshen.edu/library/reserveopen.htm> under the course title.
· In addition to being found on the syllabus, the daily reading, journal and paper assignments can be found in the "Assignments" folder.
· Lecture outlines and most handouts will be available in the "Course Documents" folder.
· The "Books" folder will contain the names of required class texts.
· In addition you will be able to view your progress throughout the semester by using the "My Grades" feature in Blackboard.
Gilmore, S.K. & Fraleigh, P.W. (1992). Style
Profile for Communication at Work.
Schrock-Shenk, C. & Ressler, L. (Eds.) (1999). Making Peace with Conflict: Practical Skills for Conflict Transformation.
Wink, W. (Ed.) (2001).
Peace is the Way: Writings on Nonviolence from the Fellowship of
Reconciliation.
Books.
Additional
Baldwin,
James. The Fire Next
Time.
Dear, John. "Forgetting Who We Are." In Ken Butigen, ed., From
Violence to Wholeness: A Ten Part Process in the Spirituality and
Practice of Active Nonviolence. Las Vegas: Pace e Bene Nonviolence Service, 2002. 31-34.
Hamer, Fannie Lou. Sick and Tired of
Being Sick and Tired. In Marcia Y. Riggs, ed., Can I Get a Witness: Prophetic Religious
Voices of African American
Women. Maryknoll: Fortress Press, 1997. 169-182.
Hochschild,
Arlie. "Managing Feeling." In Peter Kollock
and Jodi O'Brain, eds., The Production of
Reality: Essays and
Social Psychology.
Hofstadter, Douglas R. "Changes in Default Words and Images Engendered by Rising Consciousness." In Peter Kollock and Jodi
O'Brain,
eds., The Production of Reality: Essays and
King, Martin Luther, Jr., "Letter From Birmingham Jail," http://www.thekingcenter.org/non/Letter.pdf.
Kling, Susan. "Baptism by Fire the
Story of Fannie Lou Hamer." In Angie O'Gorman, ed., The Universe Bends Toward Justice: A
Reader on
Christian Nonviolence in the
Kollock, Peter, Philip Blumstein, and Pepper Schwartz. "Sex and Power in Interaction: Conversational Privileges and Duties." In
Peter
Kollock and Jodi O'Brain, eds., The
Production of Reality: Essays and
Mott, Lucretia. "From Discourse on Woman (1849)." In Angie
O'Gorman, ed., The Universe Bends Toward
Justice: A Reader on
Christian Nonviolence in the
Schrock-Shenk, C., ed.. Mediation
and Facilitation Training Manual: Foundations for Constructive Conflict
Transformation.
Strauss,
Anselm. "Turning
Points in Identity." In Peter Kollock and Jodi O'Brain, eds., The Production of
Reality:
Essays and
Truth, Sojourner. "Ain't I a
Woman?" In Angie O'Gorman, ed., The
Universe Bends Toward Justice: A Reader on
Christian
Nonviolence in the
Wink, Walter. The Domination System.
In Walter Wink, The Powers that Be:
Theology for a New Millennium.
2001.
Videos (on reserve and available at most video stores)
Kaye, Tony. American History X. 117 minutes, New Line Studios (1998).
Moore, Michael. Bowling for Columbine. 119 minutes, United Artists (2002).
Singleton, John. Higher Learning. 127 minutes, Columbia Tristar Studios (1995).
1) Attend and actively participate in all class sessions.
2) Read all assigned readings. Specific readings and exercises have been designated.
3) Keep a class journal as assigned.
4) Reflections From Behind the Mirror (self-reflection paper) in 2 parts.
5) Take two exams.
6) Reflect on and critique three contemporary films.
7) Attend and reflect on two outside class events. Options will be designated.
1) Evaluation and final course grade will be based on the accumulation of points earned through the following:
a. Class attendance and participation 15%
b. Self reflection paper (10% each) 20%
c. Journal 20%
d. Exams (10% each) 20%
e. Video reflections (5% each) 15%
f. Outside class events (5% each) 10%
2) Grading scale:
90-100% A
80-89% B
70-79% C
65-69% D
64% and below F
3) All work is due at the beginning of the class period for which it is assigned. 5% will be deducted for the first 24 hours of lateness and 10% for 24-120 hours (1-5 days). No work will be accepted later than five days.
4) Because much of the learning in this class is the interactive process in the classroom, you will only be allowed one unexcused absence. After that, each unexcused absence will reduce your final grade by 10%. (For an absence to be excused, please contact me by phone or email before class.) Missed in class work cannot be made up without my explicit permission . Part of your 15% will also be based on your actual participation in class. This does not necessarily mean the number of times you speak up in class (though I will expect you to do so), but also on the thoughtfulness of your contributions, your participation in small group work and class exercises, your body language and general attentiveness, etc.
5) This is a class that will discuss issues of systemic violence. One way violence is perpetuated is through language. One way of addressing issues of inequality is by changing the type of language we use. Therefore, it will be a policy of this class to use inclusive language when writing or speaking, unless specifically talking about one sex or the other. Instead of using the classic masculine pronouns, alternatives should be used. For example, people or humanity should be used instead of man or mankind. Another example would be writing something like this, "When approaching a violent situation one should take into consideration the amount of personal danger in which one is placing himself or herself," instead of something like this, "When approaching a violent situation one should take into consideration the amount of personal danger in which he is placing himself." The use of inclusive language is expected in all assignments and will affect one's grade adversely if not put to use.
We ask everyone respect one another. Although one may not agree with another's opinion, we ask that he or she not respond in a way that uses put-downs or insults.
Rationale: A strong belief I bring to conflict and violence is that ones ability to positively transform either begins with self awareness; an honest appraisal of all that one is and brings to the transformation process. We must be constantly aware and examining all that we are and bring; the strengths, the weaknesses, the challenges and temptations, the potential for violence and the potential for great good, the areas of needed growth and the areas of maturity. I hope this class will be a time of reflection and introspection, a time when you can look into your conflict and relational mirror as honestly and clearly as you ever have and to apply the readings and class discussions to that mirror reflection. This paper, written in two parts, is to provide a vehicle for this reflection and to allow me to get a glimpse into that reflection.
The topics of the two parts and their due dates are:
Part I Due on
Thurs, Jan 22: Conflict,
Violence and Me
Experience
-What
have been my experiences with conflict? With violence?
-What
effect have these experiences had on my life?
Values,
beliefs, faith, commitments
-What
do I believe about conflict? About violence?
-What are my related values?
-What is the relationship of my faith to these beliefs and values?
Conflict
Style (Provide G-F scores in this section)
-What is my style, general approach, or typical pattern in responding to conflict?
-What are my strengths in conflict and communication?
-What are my challenges?
-In what areas would I like to grow? How will I work on these things?
-Base this section at least partially on your Gilmore Fraleigh profile results. If possible, have someone who knows you well (boyfriend/girlfriend, parent, sibling, friend, roommate, etc. ) complete the profile for you. Please include this set of scores as well and compare/analyze the similarity and differences..
Part II Due on Tues, April 1: Power, Conflict and
Me
-What are
currencies/sources that give me power here in the
-What are currencies/sources that give me power here at GC?
-How have I used my power in relation to those around me? (Be as specific as you can.)
-What messages was I given when I was growing up about who I was and how have those messages helped to shape
me?
-What is the relationship between these sources of power and the kinds of conflicts that have been a part of my life?
Description: These papers should be typed, double-spaced, and between 800-1000 words in length (Times New Roman font, 10 or 11 pt, 1" margins).
Grading. Each part will be evaluated for the following components:
30% - Thoroughness of addressing the topic
20% - Identification of areas of both strengths and needed growth/personal goals related to the topic
20% - Observations/comments/reflections from someone who knows you in relationship to the topic
20% - Connection to readings/class discussions
10% - Clarity, writing style, grammar, punctuation, etc.
Journals (20%)
1) Rationale: In a class where the focus is on theory and individual development a way of insuring on-
going engagement and the development of critical thinking skills is through journaling. Journals will
help facilitate classroom discussion and allow you a place to speak your mind to the professor.
2) Description: The journal is your primary interaction with the course materials. Your journal should
contain your thoughts, analysis, and day-dreams about what you are experiencing through class
materials and in class. The journal is to serve as a personal reflection tool or class diary, written
informally. You need to bring your journal to class and use it to enter into discussions.
Individual journal entries will be collected 10 times and the entire journal will be collected at the end of the semester. You should keep your journal in a loose-leaf binder so you can keep writing while we are reading it. Here are sample questions to consider when writing your journal entries:
· What did you find most interesting about the readings?
· What did you find most disturbing about the readings?
· What were the authors main arguments?
· What do you see as a weakness in the writing?
· How does the reading relate to your life and what we are talking about in class?
3) Grading: Journals will be worth 20% of your overall grade. Journals should be kept on 8 ½ by 11
college ruled paper. If you choose to type your journal you should figure on an average of 225-250
words per page. One low average can not be made up with extra work on following weeks. If we
decide not to allow some work to count on one section, this can be made up in the next assignment.
Below is a grade scale based on average counts. Please note that quality will also be considered and
is not reflected in the scale below.
A Average of 2.0 pages per assignment or 20 pages overall
B Average of 1.8 pages per assignment or 18 pages overall
C Average of 1.6 pages per assignment or 16 pages overall
D Average of 1.4 pages per assignment or 14 pages overall
F Average of less than 1.2 pages per assignment or 12 pages or less overall
There will be two exams worth a total of 20% of your overall
grade. There will be a comprehensive mid-term exam on February 26 which will likely be multiple choice,
short-answer and essay in format. The
final exam will be done during Finals week on April 21 at
Video Reflections (15%)
1) Rationale:
One way to sharpen critical
thinking skills and the theories developed in class is through
the analysis of
something tangible. Contemporary video
is something tangible and ripe for analysis.
2) Description: We will watch three contemporary
videos as a part of class. The first
video, Bowling for Columbine, will
be
shown in
class. The weeks the other videos will
be discussed an out-of-class viewing time will be arranged. If you can not make
to the viewing,
you are responsible for watching the video prior to class. Each video will focus on something a little
different.
A set of questions for reflection for
each video will be handed out prior to the viewing. You will need to hand in a 3 page
reflection on
each video in part answering the questions.
3) Grading: Each video reflection will be
worth 5% of your total grade.
Reflections will be graded on
how well you
respond to the reflection questions, in other words, your ability to analyze
the movie
based on what
you have learned in class. References to
class materials are a must.
Outside Class
Events (10%)
1) Rationale and Description: Significant learning happens outside of class. Given that our educational theme for the year is,
Cultivating a Culture of Peace there are several campus and local events happening that are related to our course content. You
are expected to attend 2 events. Each event will focus on something a little different. Please do not wait till the end to meet this
requirement or youll not be able to meet it. You will need to hand in a 2 page reflection on each event answering the following
questions:
· What did you find most interesting about the event?
· What did you find most disturbing about the event?
· What were the speakers/performers main arguments/points?
· What do you see as a weakness in the arguments/points?
· How does the event relate to your life and what we are talking about in class?
2) Due Dates and Grading: Each
event reflection will be due within one class period of the event and will be
worth 5% of
your total
grade. Reflections will be graded on how
well you respond to the reflection questions, in other words, your ability to
analyze the
event based on what you have learned in class.
References to class materials are a must. Some possible events:
·
January 9, 7pm
A Slice of Rice, Frijoles, and Greens
· January 19, MLK, Jr. Events - CT Vivian
· February 26-27, AMBS Miroslav Volf will present the Theological Lectureship
· TBA Legacy Video
· TBA Weathermen Video
· Others as Announced
(MPWC = Making Peace With Conflict; PW = Peace is the Way; MCS = Mediation and Facilitation Training Manual from Mennonite Conciliation Service)
Introduction
1)
January 6 Beginning the
Journey into Ourselves, Conflict and Transformation
Conflict/Violence/Nonviolence/Identity
2) January 8 Basic Conflict Theory & Theology
-MPWC Ch 1
-PW pg 2-3,30-36
-Journal Due
3) January
13 - Basic Conflict Theory &
Theology (Continued)
-MCS pg 20-38, 51-52, 70-73
Personal
4) January 15 Our Conflict Styles
-Read entire Gilmore Fraleigh Style Profile Booklet and complete pp 8-13
-PW-pg 54-57, 64-71
-Journal Due
5) January 20 Our Conflict Styles
-MCS pp 60-69
Conflict/Violence/Nonviolence/Identity
6)
January 22 Conflict, Violence, and Nonviolence
-MPWC
Ch 9
-PW
109-111
-Dear,
John. "Forgetting Who We Are."
-Reflections from Behind the Mirror Part One Due
7) January 27 Conflict, Violence, and Nonviolence (Continued)
-Wink, Walter. The Domination System.
January 28 Screening of Bowling
for Columbine
8) January 29 Conflict, Violence, and Nonviolence (Continued)
-Debriefing of Bowling for Columbine)
-Journal Due include reflection notes
9) February 3 Identity and Conflict
-MPWC Ch 2
-MCS 58-59, 118-120
-Strauss, Anselm. "Turning Points in Identity"
10)
February 5 Cultural and
Conflict
-MPWC
Ch 3
-MCS
99-100
-Journal
Due
11)
February 10 Gender and Conflict
-In-class
video "Tough Guise"
-Hofstadter, Douglas R. "Changes in Default Words and Images Engendered by Rising Consciousness."
-Kollock, Peter, Philip Blumstein, and Pepper Schwartz. "Sex and Power in Interaction: Conversational Privileges and Duties."
12)
February 12 Gender and
Conflict (NO CLASS Please read assignments and turn in journal at my office)
-MPWC
Ch 13
-MCS
113-114, 115-116
-Journal Due
13)
February 17 - Gender and
Conflict
-In-class
Video Ruby Sales
-PW
46-48
-Mott, Lucretia. "From Discourse on Woman (1849)."
-Truth, Sojourner. "Ain't I a Woman?"
14)
February 19 Race and
Conflict
-MPWC
Ch 12
-Baldwin, James. Excerpt from The Fire Next Time.
-MCS
108-109
-Journal
Due
-Guest
Speaker
15)
February 24 Race and Conflict
-In-class
Video Excerpt from Eyes on the Prize Series: Two Societies (no. 8) and/or
excerpt from A Force More Powerful
-PW
175-177, 178-186, 255-256
-Kling, Susan. "Baptism by Fire the Story of Fannie Lou Hamer" (Available through Blackboard and on E-reserve)
-Hamer, Fannie Lou. Sick and Tired of Being Sick and Tired. (Available through Blackboard and on E-reserve)
-King,
Martin Luther, Jr. "Letter From Birmingham
Jail," http://www.thekingcenter.org/non/Letter.pdf
16)
February 26 - Mid Term Exam
17)
March 9 Race and Conflict
-Discussion
of American
History X, watch prior to class
-Reflection
on American
History X Due
Personal
18)
March 11 - Conflict
Transformation Skills Listening
-MPWC Ch 4
-MCS 131-134
-Journal Due
19)
March 16 - Conflict
Transformation Skills Speaking
-MPWC
Ch 5
-MCS
76-77, 135-137
20)
March 18 Conflict
Transformation Skills Dialogue
-MPWC
Ch 6
-PW
216-217, 218-223
-Journal
Due
21)
March 23 Feelings in
Conflict/Anger
-MCS
53-55, 140-143
-PW
240-243
-Hochschild,
Arlie. "Managing Feeling."
Structural
22)
March 25 Systematic Power
-MPWC
Ch 11
-Journal
Due
23)
March 30 Systematic Power
-Archie
Bunker's Neighborhood
24)
April 1 Systematic Power
-MCS
56, 57, 78-85
-PW
225-226
-Reflections
from Behind the Mirror Part 2 Due
Relational
25)
April 6 Choosing Conflict
Transformation
-MPWC
Ch 7
-MCS
149-151
-Journal
Due
-Peacemakers
Guest Speaker
26)
April 8 Problem Solving
-MPWC
Ch 8
-MCS
146-148, 160
27)
April 13 Forgiveness and
Healing
-MPWC
Ch 10
-PW
265-268, 269-272
-Entire
Journal Due (no new entries)
Summary
28)
April 15 Bringing It All
Together
-Discuss
of Higher
Learning, watch prior to class
-Reflection
on Higher
Learning Due
29)
April 21