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Kansas State University
WOMST500/DAS450 - Introduction to Nonviolence Studies
Spring, 2006 – 2:30 – 5:20 Leasure 112
Cia Verschelden Phone: 532-5712; e-mail: cia@ksu.edu Office: 226 Anderson Hall Office Hours: by appointment
COURSE DESCRIPTION In this course, we will learn about the theory and practice of nonviolence as a method of social change and as a way of life. We will attempt to engage our intellects, our spirits, and our bodies in the consideration of violence and nonviolence from dynamics that occur within our own minds and souls to those that affect the future of the Earth and its many life forms. We will share with each other from our own lived experiences and we will listen to the wisdom of people who have practiced nonviolence in their lives and work.
STUDENT LEARNING OUTCOMES At the completion of Introduction to Nonviolence Studies, students should be able to:
- Communicate an understanding of the theory and practice of nonviolence and historical examples of its application.
- Analyze possible gender differences in views and actions related to peace/war, violence/nonviolence, creation/destruction, etc.
- Apply holistic thinking to human issues ranging from local to global.
- Demonstrate the ability to think critically about local-to-global issues related to violence/nonviolence, equality/inequality, justice/injustice, balance/imbalance, etc.
- Articulate soundly reasoned views and opinions to the class and within small groups.
- Demonstrate the ability to listen consciously and respectfully to the views and opinions of other speakers in the class.
- See, explain, and critically analyze the relevance of the course topic to “current events.”
- Integrate course content into life experience to form a personal philosophy related to nonviolence.
EXPECTATIONS FOR INSTRUCTOR I will follow the course outline as closely as possible and will notify you of modifications in the outline if needed. I will attempt to create and maintain a classroom atmosphere in which you feel free to express your views, while remaining sensitive to the needs of others and to the need to address adequately each course topic. Students often disagree about the ideal amount of time that should be given over to lecture as opposed to discussion. Please participate in discussions while being sensitive to the constraints imposed by class size and the need to cover course material. I will interrupt discussion 1) when it seems to me that one person is dominating discussion at the expense of others and/or 2) when I think that we might not cover a course topic adequately if discussion is not limited. The specific times that I am in my office vary from day to day. It will be most efficient for you to make an appointment with me; contact Debi (dwahl@ksu.edu, 532-5712) for an appointment or e-mail me at cia@ksu.edu if you have questions/comments.
EXPECTATIONS FOR STUDENTS Students should inform me by phone or e-mail if they will miss class and why and get notes and other class information from a fellow student. In addition to the obvious--reading assignments before they are discussed in class and contributing to class discussions--I appreciate straightforward feedback from you regarding how well the class is meeting your needs. Let me know if material is not clear or when its relevance to the student learning outcomes for the course is not apparent (or when you’re bored out of your mind!). It is also expected that class participants will treat classmates with respect, avoiding contentious arguments, and observing the rules of confidentiality regarding personal information shared in class.
CLASS FORMAT
Class sessions will consist of group work, input from instructor and other speakers, various media input, and small group and class discussion. Students are expected to be active class participants, sharing personal experiences, contributing ideas generated by assignments, and expressing views based on independent study and reflection.
ASSESSMENT OF STUDENT LEARNING
Current Events (100 points) Three times throughout the semester, bring into class some article from the “media” that you perceive is relevant to the course content. Along with the article, write a brief paragraph in which you summarize the connection to something that you/we have been reading or discussing. Due by February 13 , March 13 , and April 10. Grades for these articles will be (95), + (98), - (90).
Class Assignments (100 points) Assigned either prior to a class or in class. Grades for these assignments will be (95), + (98), - (90).
Letter to the Editor (100 points) Write a 1-2-page letter to the editor addressing one of the course topics. Short description and target newspaper due by February 27. Letter due on March 27. (10 points extra credit for submitting it to a newspaper and 10 more if the newspaper prints it)
Class Contribution (120 points) Students are expected to be present in the classroom in both body and mind. Contributions to class discussions will be evaluated on quality as well as quantity. Students who read the assigned readings for the class period and come prepared to discuss the content will be best prepared to contribute significantly during class. Students who are passively (e.g. sleeping) or actively (e.g. talking in private discussions, working on the Collegian crossword, or being otherwise occupied) disrupting the class may be asked to leave. 1/2 of the points will be given for attendance and 1/2 for class contribution (verbal and otherwise).
Evaluation of Learning in the Course – IDEA On-line (30 points) This is an on-line survey that asks you to reflect on the learning that you have done in this course and how the instruction in the course helped you to learn. You need to complete the survey toward the end of the semester. You will get an e-mail message and then reminders from Nova Nickerson at the Center for the Advancement of Teaching and Learning on campus. Points will be given for complete forms, although I will not see your responses until after I have submitted your semester grades.
Presentation to Class (with partner) of a Nonviolent Struggle (100 points) From Gene Sharp’s Waging Nonviolent Struggle, you will work with a partner to read one of the chapters (
- 27), do research beyond the book, and then present to the class. Examples of nonviolent struggle that are not mentioned in this book might be used; this will need to be negotiated with the instructor. Turn in 2-3-pages of typed, well-organized notes. Due on day of presentation.
Paper/project (300 points) Propose and create/produce a paper or project through which the accomplishment of the student learning outcomes is demonstrated. This must involve research into a topic, synthesis into a product such as a paper, short story, play, song, video, visual art, series of informational leaflets, etc., and must include some social action component. Proposal due by March 6 and paper/project by April 10.
COURSE THEMES
Thoughts about peace… Read: “Let a Man Overcome Anger by Love,” “Newer Ideas of Peace,” “The Trial of Scott Nearing and the American Socialist Society,” “Pacifism,” “The Root of War is Fear,” and “Declaration of Independence from the War in Vietnam” POWER
It starts with one voice… Read: Chapter 1 STOP, “Civil Disobedience” and “Neither Victims nor Executioners” POWER
Building a stronger antiwar movement… Read: Chapter 3 STOP, “Albert Einstein on Pacifism,” “Patriotism or Peace,” “Pray for Peace but Pay for War,” “Unity Statement of the Women’s Pentagon Action, USA” PACKET
From a culture of violence to a culture of peace… Read: Chapter 2 STOP, “The Dilemma of the Absolute Pacifist: A Conversation” POWER, “Organic Balance as a Conceptual Framework for Social Change Movements” and “Steps Toward Inner Peace” PACKET
The humanity we share… Read: Chapter 5 STOP, “Loving Your Enemies,” “The Doctrine of the Sword,” “Ahimsa” PACKET
Strengthening women’s voices… Read: Chapter 4 STOP, “The First Fifty Years,” “The Atomic Bombing of Hiroshima and Nagasaki: The Role of Women in the Japanese Peace Movement,” “Dorothy Day,” “Jeannette Rankin” PACKET
Gender considerations… Read: “Mothers and Men’s Wars,” “Sexism, Violence, and the Nuclear Mentality,” “Rape is All Too Thinkable for Quite the Normal Sort of Man” PACKET
Waging nonviolent struggle, part 1… Read: Part One STRUGGLE, REPORTS ON NONVIOLENT STRUGGLES
Waging nonviolent struggle, part 2… Read: Part Three STRUGGLE, REPORTS ON NONVIOLENT STRUGGLES
Principled negotiation… Read: “Getting to Yes: Negotiating Agreement Without Giving In” book review PACKET
Noncooperation with status quo… Read: War Tax Resistance (6 sections) PACKET
Protect and respect resources… Read: Chapter 9 STOP, “Diet for a New America,” “Diet for a Small Planet” PACKET
Social and economic justice…
Final Exam – May 1, 2:30 - 5:
