SOC 230 A – Building Peace: History, Theory, and Practice
Tuesday/Thursday:11:00 a.m. – 12:25 p.m. Professor: John van Bladel
Spring 2019
O’Connell Building – Room 123 Phone:(518) 736-3622 ext. 8912
Office Hours: C 115-K – M, F 1:00-2:30 p.m., T, Th: 8:30-9:30 a.m., or by appointment.
E-mail: john.vanbladel@fmcc.suny.edu F
Required Textbooks:
Ackerman,Peter and Duvall, Jack. A Force MorePowerful: A Century of Nonviolent Conflict. 2000.
McCarthy, Colman. Teaching Nonviolence. Center for Teaching Peace, 2010. (Handouts and on-line materials)
Rosenberg, Marshall. Nonviolent Communication: A Language of Life. 2003.
A Yoga Mat
Recommended Text
Forni, P.M. Choosing Civility: The Twenty Five Rules of Considerate Conduct, 2002.
Course Description/Objectives
This course is designed to explore the concept of peace with emphasis on the rich history, theory, and successful practice of peace through nonviolent action. Students will explore conditions which lead to peace and/or conflict with a focus on structural violence; inequities in economic, political and social conditions, which contribute to the manifestation of either war or peace. Students will explore and develop solutions to these issues both on a theoretical and practical level.
Course Student Learning Outcomes
- Students will explain various philosophies and strategies of nonviolence which individuals, groups, and movements have utilized to affect social change.
- Students will explain theories of nonviolent conflict resolution.
- Students will define peace and nonviolence and the conditions of social factors and leadership, which support the manifestation of peace.
- Students will demonstrate effective communication skills: active listening, empathy, compassion, respect.
Additional Learning Outcomes
- Students will explore the concept of structural violence: economic, political, and social, and their roles in conflict.
- Students will participate in service learning projects and apply the skills they have learned in the class becoming an active member of the school and local community.
- Students will recognize the study and practice of peace as a viable alternative to violent solutions.
Student Responsibilities
Article Summaries
You will be required to submit three articles from magazines or journals relevant to the topics covered in class. Newspaper or internet articles will need to be extensive and in-depth to earn credit. Complete a brief write-up (minimum 350 words) which includes a summary of the article, how the topic is relevant to peace, and what you have learned. Make sure you apply assigned readings to support your work. Attach to the article and submit. Be prepared to discuss your summary in class. Each summary is worth 30 points. 90 points total.
Journal: Each week you will make one journal entry. The entries will consist of times when something has come up which stimulated thought about the course material or when you have been able to apply the material to everyday life. Each entry must be a minimum of 250 words. Support your work with course material (assigned reading). Be prepared to discuss your experiences with the class. 100 points total.
Personal Peace Project (see handout): Choose a single habit which you believe will help you live a more peaceful life and/or make the world a more peaceful place. You will then share your experiences with the class. See the handout for further details. 50 points total.
Presentation I: From the list provided choose a Nobel Peace Prize Winner. Sign up on Blackboard listing your choice so we do not have duplications. You will then make a presentation to the class explaining their contribution to the world. You may use PowerPoint or any other method which you choose. Feel free to be creative. You may choose to work with another class member on the presentation. Please prepare an outline and submit it to the instructor to review along with your presentation plan prior to the date you will present. 80 points total.
Presentation II: This project will be a culmination of what you have learned during the semester and an application of theory to practice. In essence this exam begins on the first day of class and includes participation in one or more “field trips” or volunteer experiences. You will explain your contact with an agency or group which works to facilitate peace. Based on your experiences during the semester you will be asked to elucidate your own definition of peace, how it can be furthered, and what contributions you feel you can make. 80 points total.
Class Participation: This will be an important part of creating an effective learning community. Respectful discussion is critical when attempting to develop peace and we will be experimenting with a way of communicating which enhances the process of peace. This process works best if assignments are read prior to coming to class. We will attempt to provide an environment in which each person is given equal space to participate. You will also participate in several projects assigned during the semester. You can earn a maximum of 100 points for intelligent, thoughtful participation (approximately 3.6 points per class). My expectation is that you are interested in exploring the concept of peace and what it means to you as an individual, as a member of the class, and your local and global community.
Communication with your Professor: Stopping in during Office Hours or contacting me through Blackboard are your options. Before or after class works for a quick question but I generally am preparing for the immediate class or have a class or meeting scheduled afterwards so my time is limited in those instances. If you choose to communicate with me electronically I will only accept your communications through Blackboard. There are just too many technical problems that arise otherwise. **Do not send me anything through google docs.**
This class is largely experiential, learning through reflection and doing, so you will need to be “fully present”. You are encouraged to practice mindfulness, utilize Rosenberg’s communication suggestions, and have an intention for each class that supports your growth and the growth of the class as a whole. It is crucial that you follow the Civility Guidelines and the Student Code of Conduct when it comes to classroom behavior. Cell phones are to be turned off prior to entering class. If a potential emergency situation exists please put the cell phone on vibrate and notify the instructor. If you are on your cell phone I do not consider you to be in attendance. Initially you will be given the opportunity to practice Walking Meditation to change your habit of using your phone in class. If you cannot master the urge you will be asked to leave the class and receive an absence for the day.
Schedule of Topics and Assignments
January 24 Introduction
Creating a Learning Community
January 29 Chapter 1 – Russia, 1905: The People Strike (Ackerman)
January 31 Chapter 1 – Giving from the Heart (Rosenberg)
Learning to Listen: Calming the Body and Mind
-building awareness, concentration, and insight
Essays Packet #1 Due (1/29); Forni – Part One Due (2/1)
Journals 1- Due 1/29
February 5, 7 The Seeds of Suffering
Chapter 2 – Communication that Blocks Compassion (Rosenberg)
Forni – Part Two
Understanding, Compassion and Forgiveness
The Amish, Nelson Mandela: Truth and Reconciliation, 9/11 Families for Peace
Journal 2- Due 2/5
**Article Summary #1 Due (2/7)
February 12 Chapter 2 – India: Movement for Self-Rule (Ackerman)
Chapter 3 – Observing Without Evaluating (Rosenberg)
A History of Peace: Some Notable People and Movements
Journal 3-Due 2/12
**Journal Discussion (2/12)
February 14 Chapter 3 – Poland: Power from Solidarity (Ackerman)
Chapter 4 – Identifying and Expressing Feelings (Rosenberg)
Essays Packet #2 Due (2/14)
February 19 Chapter 4 – The Ruhrkampf, 1923: Resisting Invaders (Ackerman)
Causes of Peace
Journal 4-Due 2/19
Essays Packet #3 (2/19)
February 21, 26 Chapter 5– Denmark, the Netherlands, the Rosenstrasse: Resisting the Nazis (Ackerrnan)
Chapter 6 – El Salvador, 1944: Removing the General (Ackerman)
Chapter 5 – Taking Responsibility for Our Feelings (Rosenberg)
Causes of Non-Peace: Ideology, Structural Violence
**Article Summary #2 Due (2/21); Essays Packet #4 Due (2/21)
Journal 5-Due 2/26
February 28 Chapter 7 – Argentina and Chile: Resisting Repression (Ackerman)
March 5 Chapter 8 – The American South: Campaign for Civil Rights (Ackerman)
Chapter 6 – Requesting That Which Would Enrich Life (Rosenberg)
Human Rights: The U.S. Bill of Rights, The U.N Declaration of Human Rights,
The Geneva Convention
Essays Packet #5 Due (2/28)
Journal 6-Due 3/5
**Journal Discussions (3/5)
March 7, 12 Chapter 9 – South Africa: Campaign Against Apartheid (Ackerman)
Chapter 7 – Receiving Empathically (Rosenberg)
Religion and Conflict
Religion and Peace
Essays Packet #6 Due (3/7)
March 12, 14 Midterm Presentations: Nobel Peace Prize Winners
March 16-24 Spring Break- No Classes
March 26 Final Presentation and Personal Peace Project Outlines Due – Class Review
March 28 Founders Day – No Class
April 2 Chapter10 – The Philippines: Restoring Democracy (Ackerman)
Chapter 11 – The Intifada: Campaign for a Homeland (Ackerman)
Essays Packet #7 Due (423)
Journal 7-Due 4/2
April 4, 9 Chapter 8 – The Power of Empathy (Rosenberg)
Chapter 9 – Connecting Compassionately with Ourselves (Rosenberg)
Eco-Spirituality and Interdependence
Consuming with Awareness
**Article Summary #3 Due (4/4)
Journal 8-Due 4/9
April 11, 16 Chapter 12 – China, Eastern Europe, Mongolia: The Democratic Tide (Ackerman)
Chapter 10 – Experiencing Anger Fully (Rosenberg)
Peace Movements
Essay Packet #8 Due (4/11)
Journal 9-Due 4/16; **Journal Discussion (4/67)
April 18 Chapter 13 – The Mythology of Violence (Ackerman)
Chapter 11 – The Protective Use of Force (Rosenberg)
Responsibility to Protect
Being Peace: A Daily Activity
Building a Global Community; Think Globally, Act Locally
*Update of Your Volunteer Activities
April 23 Chapters 14 – The New World of Power (Ackerman)
Chapter 12 – Liberating Ourselves and Counseling Others (Rosenberg)
A Moral Equivalent
Affecting Change
Volunteer Activities
Political Action
Journal 10-Due 4/23
Essay Packet #9 Due (4/23)
April 25 Conclusion – Victory without Violence (Ackerman)
Chapter 13 – Expressing Appreciation in Nonviolent Communication (Rosenberg)
Essay Packet #10 Due (4/25)
Final Journal Discussion-Due 4/25
April 30, **Presentation II Due
May 1, 2
May 7 Culminating Activities
**Lessons Learned
Grading Method and Scale
Student performance will be measured as follows:
Article Summaries 90 pts A- = 90% – 92%, A = 93% and above
Journal 100 pts B- = 80% – 82%, B = 83% – 86%, B+ = 87% – 89%
Presentation I 80 pts C = 70% – 76%, C+ = 77% – 79%
Final Presentation (II) 80 pts D = 60% – 69%
Personal Peace Project 50 pts F = below 50%
Class Participation 100 pts
500 points total
You may calculate your grade at any point in the course by adding up your total points accumulated and dividing by the total points possible. Example: 400/500*100 = 80.0%
**Your Grades will be posted on Powercampus**
Attendance Policy
- It is expected that students will attend each class, having read all assigned materials. More than 5 absences will result in a grade reduction. For example an A will be reduced to a B. Further absences will reduce your final grade by one half-grade per absence. For example a B will be reduced to a B-. Leaving at the break will be considered an absence.
- Lateness is highly disruptive to this type of class and will result in a minimum 2 point reduction in your participation points for that day. A consistent pattern of lateness may result in dismissal form the class. Be respectful of your classmates and support each other in achieving their goals for the class. Please follow the Learning Community and Civility Guidelines.
- Cell phone use during class is prohibited. This includes text messaging. It is recommended you turn them off prior to entering class. If an emergency situation exists (you are expecting a call) please put the phone on vibrate and notify the instructor prior to class. Text messaging during class is not allowed and will result in partial or full loss of participation points for that day (maximum of 3.5 points).
- Once you have entered the class I expect you to be there for the entire class. Take your bathroom or “bagel break” prior to or after the class. If you leave you will not be allowed back for that class and you will be marked absent. If you are ill or have an emergency you may leave but make me aware of the situation.
These expectations are in place to support each of you in being successful in class and in reaching your full potential. If I determine your behavior in class is impairing the ability of your classmates to learn you will be directed to leave the class. Please familiarize yourself with the FMCC Student Code of Conduct. I expect you to follow the code. It is part of your education (see socioemotional education).