Saturday, March 8, 2014

Invictus Assignment

Invictus incorporates so many issues examined by this course, that we can examine the film from a variety of angles. With this in mind, I'm going to allow you to approach the film from any angle you like. Your assignment is to write an essay (approximately two double-spaced pages) that examines topics of conflict, forgiveness, reconciliation, violence, or any other issue connected to the course.

Generally, then, you have free reign to say anything you like about the film. If you have a wish for more structure, however, you may use one of the approaches below.
  • Reconciliation is a central theme of the film. In order for this to occur, a great deal of forgiveness must occur. Exactly what actions and attitudes must be forgiven by different groups involved in this conflict? Discuss the difficulty of forgiving such things. How do you think one can approach the challenge of forgiving that which seems unforgivable?
  • Unity is another important theme. In the film we see Nelson Mandela work to focus the enthusiasm of the entire nation on the South African rugby team. He succeeds because rugby is a sport that all South Africans could relate to, regardless of race or social position. What parallels do you think exist in the United States today? Given our nation's political, religious, and economic polarization, do you think we have any single subjects that could unify us in a similar way?
Again, you are not required to answer these questions--write about anything you like. Let me know if you have questions.


Wednesday, March 5, 2014

Final Project Assignment

For the final project, please follow the steps below:
  1. Topic: Choose a topic that interests you (almost anything goes; some examples are listed below). Once you have selected something, let me know what it is.
  2. Research: This is the most important part of the assignment. Do all you can to make yourself an expert on your topic. Only a fraction of what you learn will appear in the written and in-class sections. Think about how aspects of your topic relate to concepts from the course, but don't fee restrained by this; let your curiosity guide the direction of your research.
  3. Summary: In a short essay (approx. 2 double-spaced pages) summarize the most important aspects of your findings. Your summary should serve as a general introduction to your topic.
  4. Presentation: Be prepared at our last in-class meeting to introduce and field questions about your topic. This will be a very informal presentation. Feel free to use any media/visual aids you like (although this is not required).
Try to choose your topic as soon as possible and let me know about it. Good luck!

Here are some sample topics. Do not feel like you are limited to what is here; there are tens of thousands of topics that are suitable for this assignment.


A.  Theorists/Concepts

                      1.   Karl Jung
                      2.   Akido
                      3.   Gene Sharpe
                      4.   Peggy Gish
                      5.   Marshall Rosenberg
                      6.   Deborah Tannen
                      7.   Quakers/Conscientious Objectors
                      8.   Christianity/Islam/Judaism
                      9.   Buddhism/Hindu

B.  Historical Figures/Events

                      1.   Martin Luther King
                      2.   Mohandas K. Gandhi
                      3.   Lech Walesa
                      4.   Alfred Nobel
                      5.   Albert Einstein
                      6.   Tiananmen Square
                      7.   U.S. Wars
                      8.   Israeli/Palestinian conflict
                      9.   Egypt, Libya, Syria
                     10.   September 11th and Response
                      11.   Rep. Giffords shooting
                     12.   Osama Bin Laden killing
                      13.   The It Gets Better Project/F*CK H8
          

Film Assignment

Hey, guys. As we decided last night, the assignment for the film Invictus will be due on March 18. I'm going to need to re-watch the film before I can formulate a specific assignment, so give me a couple of days. In the meantime, if you have any assignment suggestions, let me know.

Tuesday, February 25, 2014

Assignment 6

First, nice job to you both with the idea of specific examples versus generalizations. I think you've both made a lot of progress in that area. Keep thinking about that concept as you write.

This week we will be looking at the field of criminal justice. By request, we'll focus on the difference between restorative and retributive justice.
  • First, read up on these terms and make sure you understand both concepts.
  • Next, describe in detail a specific case (this can be an actual case or a hypothetical one), of a person who has a conflict with society (i.e. a person convicted of a crime). Be sure to provide details of the crime and an overview of the victim(s).
  • Describe the steps involved in the administration of both retributive and restorative justice. Be sure to examine the underlying attitudes of all parties involved. Look for connections between your situation and other concepts from the course (e.g. zero/positive-sum situations, underlying attitudes driving violence/nonviolence).
  • Feel free to include your thoughts on any other aspect of this issue. What, for example, are the intended and/or actual consequences of these two approaches? What societal attitudes determine the method of justice we administer?
If you email me your response by Monday morning, I can have feedback for you at Tuesday's meeting. See you then for an Of Mice and Men discussion.

Monday, February 17, 2014

Assignment 5

This week you will be examining the ways course concepts apply to your own life. For this week's assignment, please follow the steps below:
  1. Go to this page, and look up the following terms: Conflict transformation, Values, Value differences, Positive sum situations, Win-lose, Win-win, and Zero-sum. Do your best to understand the difference between a zero-sum and a positive-sum situation. You may want to do some additional reading on your own or contact me with questions.
  2. Examine your response to various conflicts in your life. A detailed questionnaire is posted below to help you discover more information.
  3. Attempt to identify a conflict in your life that includes a zero-sum situation. Think about ways this could be transformed into a positive-sum situation. In a 1-2 page essay (double spaced), describe the conflict and discuss steps which might be taken to address it more productively.
  4. You should feel welcome to write about any situation you like, but please do not feel obligated to include any information you are not comfortable sharing.
The following questions are taken/adapted from an exercise by Barbara Stanford, titled "Alternatives to Violence":

How do you usually handle conflicts?
  1. Avoid the person?
  2. Change the subject?
  3. Try to understand the other person's point of view?
  4. Try to turn the conflict into a joke?
  5. Admit that you are wrong even if you do not believe you are?
  6. Give in?
  7. Apologize?
  8. Try to find out specifically what you agree on and disagree on to narrow down the conflict?
  9. Try to reach a compromise?
  10. Pretend to agree?
  11. Get another person to decide who is right?
  12. Threaten the other person?
  13. Fight it out physically?
  14. Whine or complain until you get your way?
  15. Play the martyr: give in, but let the other person know how much you are suffering?
Think also about how your methods of dealing with conflict change depending on who the conflict is with. Which of the above techniques do you use in conflicts with...
  1. Friends?
  2. Your boss?
  3. Subordinates?
  4. Parents?
  5. Children?
  6. Strangers?
  7. Members of the opposite sex?
  8. Authority figures, such as police officers?
You do not need to submit your answers to these questions, but they should help you discover more about the range of responses you might use. Pleas submit your paper by the morning of Monday, February 25.

PS: Don't forget to find a copy of Of Mice and Men and begin reading for March 4.

Course Outline

Hey, guys, here is an outline for the remainder of the course. Let me know if you have any questions/problems/suggestions.

February 18: Micro/Personal applications. You will examine different conflict resolution terms and strategies, and explore ways these do and do not apply to your own life.

February 25: We will look at some aspect of the Criminal Justice system. We may choose to focus on the federal, state, or local levels. If you have a specific topic you would like to study, let me know.

March 4: In-person meeting. Please have read Of Mice and Men, and be prepared to discuss it.

March 11: Spring Break. No class or assignments.

March 18: Film assignment. During our March 4 meeting, we will agree on a film to study. You will be responsible for watching the selected film and completing an assignment based on it.

March 25: Last class. We will meet in person to wrap up the course and discuss your individual projects.

Monday, February 10, 2014

Assignment 4

News, they say, is the first draft of history. With this in mind, we're going to complete an assignment similar to last week's. Instead of focusing on the present day, however, we will focus on the past. The instructions below are very similar to those from assignment three.

  1. Read the violence vs. nonviolence handouts and ensure that you understand the two attitudes described. Be sure to let me know if you have any questions.
  2. Examine some historical event and look for examples of the two attitudes and behaviors. You may choose any time and place except the present. Try to pick something you find interesting. I don't think you'll have trouble locating information, but let me know if you do. I'll try to help out.
  3. Identify two events: one that describes a violent response to conflict and another describing a nonviolent response. The events may be from the same time and place, but they don't have to be. Also, try to choose topics that are fairly specific, so that you can conduct some detailed analysis. "The Holocaust," for example is way too broad a topic. You might narrow that topic down to something like, "The rescue of Jews by Oscar Schindler."
  4. Write up a short (a few paragraphs) analysis of each response. Be sure to describe the response in detail and fully explain how this response meets specific criteria of violent or nonviolent behavior.
  5. Like last week, you might not find a lot of examples that are entirely violent or nonviolent. Most situations will feature some middle ground. Feel free to explore the ways that a specific behavior is or isn't violent.
Let me know if you have questions or problems. I'll be looking for your responses by the morning of Monday, February 17.

Have a good week.

Tuesday, February 4, 2014

Assignment #3

Our focus this week will be the application of theoretical principles to current events. You will receive two handouts that outline some differences between violent and nonviolent responses to conflict. Your job is to understand these differences, and look for examples of these attitudes in action. To complete this assignment, please follow the steps below:
  1. Read the handouts and ensure that you understand the two attitudes described. Be sure to let me know if you have any questions.
  2. Examine some contemporary news sources and look for examples of the two attitudes and behaviors. If you're not sure where to look, you might begin with sources like the New York Times, the Washington Post, Newsweek, the BBC, the Guardian, or the Wall Street Journal.
  3. Identify two articles: one that describes a violent response to conflict and another describing a nonviolent response.
  4. Write up a short (a few paragraphs) analysis of each response. Try to pay more attention to the underlying attitudes than to the actual behavior. For example, it is quite obvious that a Broncos fan beating up a Seahawks fan is a violent act; try to focus on the attitude that caused this violence, rather than on the violence itself.
  5. One more point: you might not find a lot of examples that are entirely violent or nonviolent. Most situations will feature some middle ground. Feel free to explore the ways that a specific behavior is or isn't violent.
Please email me your responses by 8:00 a.m. on Monday February 10. Be sure to include links to your articles.

Tuesday, January 28, 2014

Assignment #1 Feedback

In a moment, I'm going to email you my responses to your first assignment. I'm sending each of you a word document with in-text comments added. In terms of completing the assignment, both of you did just fine.

A writing comment I made to both of you is to try and include more specific examples in the future. These examples could take the form of names, facts and statistics, stories, images, and more. An example of what I mean is this: Instead of writing a general sentence like, "Charles had a long history of bad behavior," try something like this: "The first time Charles was arrested was at age nine when he was caught stealing the radio from his neighbor's Jeep. He followed that up with six more arrests before the age of 18. His first arrest for assault was for punching his ninth grade teacher in the nose after he failed an algebra test...." (This could keep going, of course, with more and more detail about Charles's criminal career. The point is that when you provide specific examples, three things happen: 1) you give your reader a much more precise version of events, 2) you explore your topic far more thoroughly, and 3) you generate much more material, making it easier to reach an assignment's required length.

In terms of the content-type questions I asked, there is no formal assignment, but I do expect you to read the questions, think about how you would answer them, and try to let this kind of thinking guide your assignments in the future.

Week 2 Assignment

Since we've been talking about physical versus non-physical violence, let's examine a seemingly non-violent act: throwing a pie in someone's face (as a form of protest or as a political statement).

Your assignment is as follows:
  1. Take a look around the internet and learn what you can about the topic. A Google search of "pie in the face" or "pieing" will get you started. The Wikipedia article on "pieing" has plenty of terms and examples you can use to continue your search. Also check out some pieing videos on YouTube. You'll find two major categories: pieings with the target's consent and pieings without. Think about both kinds, but our main focus is the latter.
  2. Write a short essay (no more than 500 words) reflecting on whether the act of pieing an unwilling victim constitutes an act of violence. If it does, how violent is it? Be sure to provide specific examples to support your conclusions.
 Please email me your essay by 8:00 Monday morning, and I will give you some feedback on Tuesday evening. See you then!

PS: If you look at some previous posts on this blog, you'll find links to some pieing videos.

Class Plan

Hey guys. I wanted to talk more about a formal plan for the course tonight, but since class was cancelled, I'll give you a quick overview here, and then we'll discuss it more next week.

In general, I'll give you a small assignment each week (about the size of the week one assignment). This might involve personal reflection, responding to a text, or individual research. In general, you can interpret the instructions broadly: use my questions as a starting place, but don't feel like you have to stick to the topic 100%. If your interests take you in some other direction, feel free to follow them.

We'll also try to complete three larger assignments/projects.
  1. Reading some longer text. (We need to select one very soon, so if you have any preferences, let me know. If I don't hear from you, I'm going to select something by the end of the week.)
  2. Watching and discussing a film. This may be related to the text in #1 or not.
  3. An individual research project. This will involve you educating yourself on a topic of your choice and writing an essay addressed to the rest of us, telling us what you found out. We will discuss your findings (informally) during our last meeting.
More details about these assignments will be coming soon.

If anything here presents a problem, please let me know.

Monday, January 20, 2014

Assignment #1


Hi, Mary; hi, Eric. I haven’t received a whole lot of ideas/preferences from either of you, so I guess I will make more of those kinds of decisions. (This is perfectly okay with me. I’m glad to provide a more structured plan for the course if that’s what you prefer.) I will create a syllabus and get it to you in the next couple of days. In the meantime, here is the first assignment to get you started.

Assignment #1: Reflection on Violence

During our first meeting, we discussed various forms of violence. While physical violence seems somewhat easy to define, other forms (i.e. emotional, deprivation, intimidation, neglect, etc.) are more difficult. In a short (200-250 word) essay, describe the essence of non-physical violence from your perspective. In other words, what acts occur in the world that strike you, personally, as the most violent?

Your essay should include detailed examples of actual human behavior. You may use examples from your own life, but you are not required to. Please don’t include anything you aren’t comfortable discussing in our group.

It may help for me to include here the definition of violence that I gave in class. This definition might help you get started, but I hope you won’t feel limited by it:

Violence: Intentional use of physical force or power, threatened or actual, against oneself, another, or a community which either results or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation.

That is a textbook definition. Your task now is to add your own interpretation by completing the sentence, “Violence to me is _________________.”

Please email your response to me by 8:00 A.M. on Monday January 27th. This will give me time to respond prior to our in-person meeting on the 28th.

Let me know if you have questions or problems.

Wednesday, January 15, 2014

Tentative Meeting Schedule

As we discussed last night, we will conduct this course as a partial independent study. Let's plan, tentatively, to meet on the following dates:
  • January 14 (Already done.)
  • January 28
  • February 25 (We may choose to alter this one, depending on how the course is going.)
  • March 25 (This is the term's last scheduled meeting, so we should probably stick to this date.)
If either of you feel like you need to meet individually about anything, let me know and we'll set up a time.

Request for Feedback

Hello. As I said in class, I would like you to take a close look at some of this blog's earlier postings, and let me know what kinds of texts, topics, and assignments you would like to focus on this term. Remember, we want to make sure we approach the topic of Peacemaking from the following perspectives:
  • History
  • Current events
  • Fine arts
  • Culture/Anthropology
  • Sociology/Psychology
  • Micro and macro
  • Criminal Justice (This wasn't on the original list, but it's something that might interest us.)

(See the post from 1/12 for a more detailed description of these perspectives.)

Also, keep in mind that we want to accomplish the following:
  • Read one major work (i.e., a novel, play, memoir, other nonfiction book).
  • View one feature-length film (narrative, documentary, or other).
  • Complete one larger research project.
If you feel at a loss to suggest anything, don't panic. I've got plenty of topics and assignments to keep us busy. But the more you do suggest, the more you will be able to shape the course to your own interests.

See if you can get back to me by, say, first thing Saturday morning. Once I've read your responses, I'll get back to you with some sort of more formal syllabus. Feel free to contact me if you have any questions.

Sunday, January 12, 2014

SPRING 2014 BEGINS HERE

Hello. Welcome to Sociology 369: Peacemaking. This is the first post for Spring 2014.

As we have only two people enrolled in the course, we will conduct it as a partial independent study. As long as we meet the course's overall objectives, we have a good deal of flexibility in terms of texts and assignments. Your first assignment will be to carefully consider the previous material on this website and formulate an individual plan for the course. In short, what texts or kinds of texts would you like to examine? What kinds of assignments or projects would you like to complete? The texts and topics represented here reflect, mainly, the interests of previous classes. While we will surely recycle some of these items, we are not limited to what you see here.

As the description says, the course takes an interdisciplinary approach to peacemaking. While we will read some theory, we will also examine the topics of peacemaking, conflict, and social justice from a variety of perspectives. The list below includes some of the places from which we will approach the subject of peacemaking.
  • Historical: We will look at various events in history and examine ways in which conflicts were and were not resolved. Past topics in this area have included the U.S. Civil Rights movement, the Holocaust, the Apartheid system, women's rights, the "tank man" of Tiananmen Square, and more.
  • Current Events: News, the saying goes, is the first draft of history. Throughout the term, we should pay attention to the world around us and examine ways in which course concepts might apply.
  • Artistic: How have issues of peace, war, conflict, and justice been portrayed by various artists during various periods? I will assign a few specific texts, but I hope you will suggest some others. 
  • Cultural/Anthropological: How does/has peacemaking and conflict resolution varied across different cultures and time periods?
  • Sociological/Psychological: How does research in the social sciences inform our study? I will provide certain texts, and you will surely discover others.
  • Micro/Macro: We will ensure that we examine the application of course concepts on both a global basis and an individual one. In other words, how can some of the principles we discuss be applied to society in general as well as to our own lives?
We will discuss the above list in more detail during our first meeting, and I will post instructions for assignment #1 soon after.

Tuesday, March 26, 2013

See this article from Salon Magazine and think about how the solutions proposed here might apply to the problems associated with the "poverty business" described in last week's Bill Moyers piece.


Saturday, March 23, 2013

Final Project Instructions

Just to reiterate the instructions announced in class, your final project should consist of three steps:
  1. Choose a topic that truly interests you and learn all you can about it.
  2. Write a 2-3 page essay, that provides an overview of what you learned.
  3. Be prepared in Tuesday's class to summarize and answer questions about your research.
Let me know if you have any problems.

jf

Tuesday, March 19, 2013

Class, Wealth, and Poverty



Bill Moyers on the "Poverty Industry"


Activity:

You work in city government, and you are assigned to set the annual salaries of various city employees.  You have $500,000 do distribute among the occupations listed below.  Before assigning specific amounts to each occupation, consider the rationale for your decision.  What are you basing each salary on?  Difficulty of job?  Contribution to society?  Education and training?  Prestige?  Danger?  Amount of responsibility?  Traditional salary patterns?  Overall fairness?  Something else?

Once you have distributed the total amount among each occupation, write a short paragraph explaining how you reached your decision.  Be prepared to defend your decision to angry employees who may feel like they are not getting their fair share.

Occupations:
Physician (GP)
Attorney
Garbage Collector
Second Grade Teacher
Plumber
Airport Shuttle Bus Driver
School Bus Driver
EMT
Farm Laborer
Banquet Server 

Tuesday, March 12, 2013

Mother Night Links

Movie Trailer

Black Fuhrer clip

Unable to move clip

The Revolution Will Not be Televised

Whitey on the Moon

Mother Night Quotations

Some lines from Mother Night to consider:

 "Three people in all the world knew me for what I was--" I said. "And all the rest--" I shrugged.
 "They knew you for what you were too," he said abruptly.
 "That wasn't me," I said, startled by his sharpness.

“Be careful what you pretend to be, because you are what you pretend to be.”

“Future civilizations - better civilizations than this one - are going to judge all men by the extent to which they've been artists. You and I, if some future archaeologist finds our works miraculously preserved in some city dump, will be judged by the quality of our creations. Nothing else about us will matter.”

“When you're dead you're dead.” 

“I have never seen a more sublime demonstration of the totalitarian mind, a mind which might be linked unto a system of gears where teeth have been filed off at random. Such snaggle-toothed thought machine, driven by a standard or even by a substandard libido, whirls with the jerky, noisy, gaudy pointlessness of a cuckoo clock in Hell.
The boss G-man concluded wrongly that there were no teeth on the gears in the mind of Jones. 'You're completely crazy,' he said.
Jones wasn't completely crazy. The dismaying thing about classic totalitarian mind is that any given gear, thought mutilated, will have at its circumference unbroken sequences of teeth that are immaculately maintained, that are exquisitely machined.
Hence the cuckoo clock in Hell - keeping perfect time for eight minutes and twenty-three seconds, jumping ahead fourteen minutes, keeping perfect time for six seconds, jumping ahead two seconds, keeping perfect time for two hours and one second, then jumping ahead a year.
The missing teeth, of course, are simple, obvious truths, truths available and comprehensible even to ten-year-olds, in most cases.
The wilful filling off a gear teeth, the wilful doing without certain obvious pieces of information -
That was how a household as contradictory as one composed of Jones, Father Keeley, Vice-Bundesfuehrer Krapptauer, and the Black Fuehrer could exist in relative harmony -
That was how my father-in-law could contain in one mind an indifference toward slave women and love fora a blue vase -
That was how Rudolf Hess, Commandant of Auschwitz, could alternate over the loudspeakers of Auschwitz great music and calls for corpse-carriers -
That was how Nazi Germany sense no important difference between civilization and hydrophobia -
That is the closest I can come to explaining the legions, the nations of lunatics I've seen in my time.” 

“There are plenty of good reason for fighting," I said, "but no good reason ever to hate without reservation, to imagine that God Almighty Himself hates with you, too. Where's evil? It's that large part of every man that wants to hate without limit, that wants to hate with God on its side. It's that part of every man that finds all kinds of ugliness so attractive. "It's that part of an imbecile," I said, "that punishes and vilifies and makes war.” 

“What can any one person do?' he said.
'Each person does a little something,' I said, 'and there you are.”

“I saw a huge steam roller,
It blotted out the sun.
The people all lay down, lay down;
They did not try to run.
My love and I, we looked amazed
Upon the gory mystery.
"Lie down, lie down!" the people cried.
"The great machine is history!"
My love and I, we ran away,
The engine did not find us.
We ran up to a mountain top,
Left history far behind us.
Perhaps we should have stayed and died,
But somehow we don't think so.
We went to see where history'd been,
And my, the dead did stink so. ”

“Dear Friends: As one who has experimented extensively with life in the home and community, using real people in true-life situations, I doubt that any playthings could prepare a child for one millionth of what is going to hit him in the teeth, ready or not.
...Let there be nothing harmonious about our children's playthings, lest they grow up expecting peace and order and be eaten alive." 

“Since there is no one else to praise me, I will praise myself -- will say that I have never tampered with a single tooth in my thought machine, such as it is. There are teeth missing, God knows -- some I was born without, teeth that will never grow. And other teeth have been stripped by the clutchless shifts of history -- But never have I willfully destroyed a tooth on a gear of my thinking machine. Never have I said to myself, 'This fact I can do without.”

“[Hating America] would be as silly as loving it,” I said. “It’s impossible for me to get emotional about it, because real estate doesn’t interest me. It’s no doubt a great flaw in my personality, but I can’t think in terms of boundaries. Those imaginary lines are as unreal to me as elves and pixies. I can’t believe that they mark the end or the beginning of anything of real concern to the human soul. Virtues and vices, pleasures and pains cross boundaries at will.”

“So I am about to be a free man again, to wander where I please.
I find the prospect nauseating.
I think that tonight I will hand Howard W, Campbell, Jr., for crimes against himself.”