Alternatives to Violence (American University Syllabus, 2013)

Alternatives to Violence

American University

Fall Semester 2013

Prof. Colman McCarthy

If every government claims it wants peace, and if every human heart yearns for peace, why is there so little of it? Why is violence routinely relied on as the way to settle conflicts, whether across borders and oceans or across the living room? And one more question: why are so few of the nation’s 78,000 elementary schools, 34,000 high schools and 4,100 colleges and universities offering courses on alternatives to violence?

This course is a modest effort of offering a chance for students to break away from conventional thinking, worn-out politics, quick-fixes and slow progress. Studying nonviolence is not for the faint or weak of heart, nor conformists or the close-minded. Instead, it is for those who intellectually brave, spiritually alive, socially engaged and lovers of long-shots.

The course is discussion based. Dissents and debates are welcomed. One skeptic enlivens the class more than a dozen passive agreers. By consensus, readings will be selected at the end of the class for the next week’s class.

COURSE TEXTS

Solutions to Violence

Strength Through Peace

Peace Is Possible

I’d Rather Teach Peace

WRITING REQUIREMENTS

A paper and a journal. The paper should be between 1,000 and 1,200 words. Due date: October 15. The paper should not be a conventional research paper. Instead, try the unconventional: research your own life, your experiences with violence or nonviolence, how you have dealt with conflicts with your family and friends, how you have shaped your personal or political values. It’s fine to use the first person pronoun. In fact, it’s often better that way: to write the kind of paper that only you could do because it contains only experiences you have had.

The journal, which can be handwritten or printed, should be weekly entries of at least 300 words. More is fine. Don’t hold back once you get going. An entry might be your reflections on the week’s readings, or perhaps your reflections on the class discussions, or your thoughts on how the class readings relate to issues currently in the news or how the readings relate to your internship.

Due date: final class.

Papers or journals that are creative, lively, well-written and reveal superior prose that is cliché-free earn a superior grade: A. Papers or journals that are above average, but lack that little extra sparkle, get an above average grade: B. Papers or journals that are average, get an average grade: C. Below average, and lets hope this doesn’t happen, a D. For an amazingly horrible and astonishingly awful paper or journal—and yes, a few have surfaced over the years—the professor will award a horrible and awful F.

Grade deduction for late papers or journals. The paper should be typed or computer printed. It should not be emailed.

The final grade is based on thirds: one third the paper, one third the journal, one third the exam.

Based on the course texts and handouts, the exam will list approximately 20 quotes and a list of their authors. The exam is to match the quotes with the authors. Only those which were read aloud in class will be on the exam. Exam date: final class.

The best reason for missing class is a death: mine or yours.

If you need course adaptations or accommodations due to a disability, or if you have emergency medical needs, or if you require special arrangements in case the building must be evacuated, please make an appointment with me.

AVAILABILITY

I’m reachable at the Center for Teaching Peace, 4501 Van Ness St., Washington DC 20016. Phone 202 537-1372. Email: cmccarthy@starpower.net. Appointments easily arranged.

An introductory discussion of the basic question: how are we wired? For violent solutions to conflict? Or nonviolent solutions? Chapter 1 in “Peace Is Possible” has some answers.

What about peace in our personal lives and relationships? It often breaks down when verbal or emotional violence is inflicted on us by those we know—or don’t know, as in catcalling, a common form of violence against women. For class read chapter 2 in “Peace Is Possible.”

The wars in Iraq and Afghanistan: necessary or a waste? Why and how did they begin? Were alternatives possible? Readings: chapters 5 and 6 in “Peace Is Possible.”

Week Four The longest war in recorded history, and probably before history was recorded, is the war on animals as waged by humans. Readings : chapter 8 in “Solutions to Violence” and chapter 12 in “Strength Through Peace.”

A discussion of legalized violence, as in the death penalty. Readings: pages 95 to 110 in “I’d Rather Teach Peace” and chapter 10 in “Strength Through Peace.”

Vietnam. Where and when was that? For American students, it was your parents’ or grandparents’ war, one they may have been in or one they refused to be in. For class, read chapter in “Strength Through Peace” and the King essay p. 69 in “Solutions to Violence.”

Week Seven When the violence finally ends and the futility of it becomes clear, what happens to former enemies? How does reconciliation work. For answers, read chapters 7 and 9 in “Peace Is Possible.”

Where has nonviolence worked? In many places. Let’s examine the Danish resistance in the early 1940s against the invasion of the German army. Read chapter 6 in “Strength Through Peace” and from the bottom of p.82 through p. 88 in “I’d Rather Teach Peace.”

Week Nine Time now for Gandhi, the Indian peacemaker. Read the Gandhi essays in “Solutions to Violence” chapter 3 and “Strength Through Peace” chapter 5.

Week Ten What about civil disobedience? How does it work? Is it effective? For class, read chapter 6 in “Solutions to Violence” and chapters 4 and 10 in “Peace Is Possible.”

Week Eleven

What is love? A feeling? A force? Chapter 9 in “Solutions to Violence” has some answers. So does chapter 11 in “Strength Through Peace.”

Week Twelve

For many peacemakers, pacifism is the message and nonviolence the method. An examination of the relevance, both practical and philosophical, will be examined. Read chapters 1 and 7 in “Strength Through Peace.”

Week Thirteen Is it best to fight fire with fire or fight fire with water? For class, read chapter 1 in “Solutions to Violence” nonviolent self-defense ever successful. Yes, more than we are led to believe, even when dealing with unruly roommates or the daily frictions in personal relationships. For class, chapter 7 in “Peace Is Possible”

and chapter 11 in Strength Through Peace.”

Week Fourteen

A summing up, a time relax and say farewell.